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Title: Augsburg College Undergraduate Catalog, 2006-2008
Collection: Course Catalogs
Search Result: A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6 TO 2008 www.augsburg.edu 2211 Riverside Avenue Minneapolis, MN 55454 2006 to 2008 Catalog AUGSBURG COLLEGE Augsburg College Catalog 2006-2008 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330...
Show more A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6 TO 2008 www.augsburg.edu 2211 Riverside Avenue Minneapolis, MN 55454 2006 to 2008 Catalog AUGSBURG COLLEGE Augsburg College Catalog 2006-2008 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2006 www.augsburg.edu Photos by Stephen Geffre A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find that they not only tell you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 18 Undergraduate Admissions – 19 Day Program – 20 Weekend College – 21 Financing Your Education – 23 Student Life – 39 Academic Information – 53 Departments and Programs – 93 Includes majors, minors, and course descriptions College Information – 317 Board of Regents – 318 ELCA Program Unit for Vocation and Education – 319 Faculty and Administration – 320 Faculty Emeriti – 339 Maps – 342, 343 Index – 345 4 2006-2007 ACADEMIC CALENDAR, DAY PROGRAM (AND MPAS PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2006 Summer........................................Freshman registration Sept. 3-5/Sun.-Tues. ....................New student orientation Sept. 6/Wed. ................................Classes begin Oct. 27/Fri. ..................................Mid-term break (one day only) Nov. 13-Dec. 1/Mon.-Fri. ............Registration for spring Nov. 23/Thurs. ............................Thanksgiving recess begins Nov. 27/Mon. ..............................Classes resume Dec. 15/Fri. ..................................Classes end Dec. 18-21/Mon.-Thurs. ..............Final exams Spring Term 2007 Jan. 16/Tues..................................Classes begin Mar. 19/Mon. ...............................Mid-term break begins Mar. 26/Mon. ...............................Classes resume Apr. 2-13/Mon.-Fri. .....................Registration for fall Apr. 6/Fri. ....................................Easter break begins Apr. 27/Fri. ..................................Classes end Apr. 30-May 3/Mon.-Thurs. .......Final exams May 5/Sat. ....................................Baccalaureate/Commencement 2007-2008 ACADEMIC CALENDAR, DAY PROGRAM (AND MPAS PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2007 Sept. 5/Wed. .................................Classes begin Oct. 26/Fri. .................................Mid-term break (one day only) Nov. 22/Thurs. .............................Thanksgiving recess begins Nov. 26/Mon. ...............................Classes resume Dec. 14/Fri. ..................................Classes end Dec. 17-20/Mon.-Thurs. ..............Final exams Spring Term 2008 Jan. 14/Tues..................................Classes begin Mar. 17/Mon. ...............................Mid-term/Easter break begins Mar. 25/Tue. .................................Classes resume Apr. 25/Fri. ..................................Classes end Apr. 28-May 1/Mon.-Thurs. .......Final exams May 3/Sat. ....................................Baccalaureate/Commencement 5 6 2006-2007 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (EXCEPT MPAS AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2006 Class Weekends: Sept. 8-10, Sept. 22-24, Oct. 6-8, Oct. 20-22, Nov. 3-5, Nov. 17-19, Dec. 1-3, Dec. 8-10 (WEC only) Winter Term 2007 Class Weekends: Jan. 5-7 (MA Nursing and MSW only), Jan. 12-14, Jan. 26-28, Feb. 2-4, Feb. 16-18, Feb. 23-25, Mar. 9-11, Mar. 23-25 Spring Term 2007 Class Weekends: Mar. 30-Apr. 1, Apr. 13-15, Apr. 27-29, May 11-13, May 18-20, Jun. 1-3, Jun. 15-17, Jun. 22-23 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2007-2008 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (EXCEPT MPAS AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2007 Class Weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18, Nov. 30-Dec. 2, Dec. 7-9 (WEC only) Winter Term 2008 Class Weekends: Jan. 4-5 (MA Nursing and MSW only), Jan. 11-13, Jan. 25-27, Feb. 1-3, Feb. 15-17, Feb. 29-Mar. 2, Mar. 14-16, Mar. 28-30 Spring Term 2008 Class Weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-Jun. 1, Jun. 6-8, Jun. 20-22, Jun. 27-28 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ..............................................................................................................330-1749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Undergraduate Admissions .........................................................................................330-1001 Toll-free number .......................................................................................1-800-788-5678 Alumni Relations.........................................................................................................330-1178 Toll-free number .......................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Event and Classroom Services ....................................................................................330-1107 Development (financial gifts to the College) .............................................................338-0002 Toll-free number .......................................................................................1-800-273-0617 Enrollment Center ......................................................................................................330-1046 Toll-free number .......................................................................................1-800-458-1721 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only) ...........................330-1000 Fax ..................................................................................................................330-1649 Graduate Programs .....................................................................................................330-1150 Human Resources .......................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communications ................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Program...............................................................................................507-288-2886 Student Activities and Orientation .............................................................................330-1111 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Weekend College – 12 Rochester Program – 13 Campus Location – 14 Facilities and Housing – 14 Associated Support Organizations – 16 Policies – 17 Accreditation and Memberships – 17 Facts and Figures – 18 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime—writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. The Weekend College Program offers 19 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character—ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. 12 About Augsburg A College in the City AUGSBURG TODAY . President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. ■ WEEKEND COLLEGE Augsburg’s Weekend College program provides an educational alternative to adults who want to complete a baccalaureate degree but who work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with approximately 1,000 students enrolled each term and 19 majors, Augsburg’s Weekend College is one of the largest programs of its type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminars, and student organizations. Augsburg Weekend College continues its tradition of innovation to meet the needs of the adult and nontraditional student. The Adult as Learner Augsburg Weekend College is based on the assumption that working adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and a half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening schedule, making them accessible to working adults. 14 About Augsburg There are three trimesters in each academic year. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. Further information may be obtained from the Rochester program website at www.augsbur g.edu/rochester> or by call<w ing the Weekend College Admissions Office at 612-330-1101. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—Fairview-University Medical Center—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 343.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for the day program is located on the first floor of Christensen Center. The Weekend College Admissions Office, Rochester admissions, and the Graduate Studies Admissions Office are located at 624 21st Avenue South. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communications. Campus Auxiliary Building — Located on the corner of 25th and Riverside Avenues, this building provides guest housing for visiting faculty, as well as retail space and additional campus office space. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue South. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, bookstore, art gallery, and offices for student govern- About Augsburg 15 ment and student publications. The Office of Undergraduate Admissions is located on the first floor. Edor Nelson Field — The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Faculty Office House — This house, located at 620 21st Avenue South, provides additional office space for faculty. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS) program. Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The Gage Family Art Gallery is located on the second floor. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. The Jeroy C. Carlson Alumni Center — Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with the Office of Alumni Relations, is located on the main floor of Science Hall. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs — Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color — American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1999) — A three-story apartment complex along 20th Avenue, between 7th and 8th Streets housing juniors and seniors in units from efficiencies to two-bedroom suites. 16 About Augsburg Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Science Hall (1949) — Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, Alumni Relations, Parent and Family Relations, Institutional Advancement, and various other program offices. In 1960 the Lisa Odland Observatory on the roof was completed. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of the Third Age — In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 21st Avenue South. About Augsburg 17 ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.org> 18 AUGSBURG COLLEGE FACTS AND FIGURES ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. ■ Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 17 percent represent other denominations and religions. ■ ■ Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. ■ Enrollment (Fall 2005)—3,564 students from 31 countries. ■ Graduates—18,112 graduates from 1870 through August 2005. ■ Student/Faculty Ratio—15 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). ■ Campus—17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. ■ Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 10 major buildings without going outside. ■ Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. ■ Library—Over 180,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. ■ School Year—Two semesters from September to May, and three summer school sessions. Augsburg Weekend College—trimesters, September to June. Augsburg Graduate Program— trimesters, September to June. ■ Majors—More than 50 majors in 35 departments and programs. ■ Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). ■ Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. ■ Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Undergraduate Admissions For Day Program Freshmen – 20 Early Admission of Freshmen – 21 For Weekend College – 21 For Transfer Students – 21 For Former Students – 22 For Special Students – 22 (Non-Degree) For International Students – 22 20 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY PROGRAM FRESHMEN — Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. —An official transcript Transcripts— from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. —Freshman applicants are Test Scores— required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. —If there Additional Information— is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 21 — Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. — Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous College work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 22 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ SPECIAL STUDENTS (SECOND DEGREE) ■ FORMER STUDENTS Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar’s office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Financing Your Education Day Program Costs Tuition and Fees – 24 Room and Board – 24 Other Special Fees – 24 Deposits – 25 Weekend College Costs – 25 Payments – 26 Financial Policies Refunds – 26 Financial Aid How and When to Apply – 29 Kinds of Aid Academic Excellence Scholarships – 29 Achievement Scholarships – 30 Leadership, Service, and Performance Scholarships – 30 Lutheran Congregational Scholarship Program – 31 Gift Assistance – 31 Loan Assistance – 32 Student Employment – 33 Sponsored Scholarships – 33 24 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2006-2007. DAY PROGRAM. The Board of Regents has approved the costs listed below for the 2006-07 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$22,900 This rate applies to all full-time students attending in September 2006. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,860 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged the audit rate for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 86. Room Rent (on average, includes basic services) ..................................$ 3,396 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,208 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,126 Flex 5 point plan ....................$ 2,856 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..................$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Extended Payment Plan Fee ............$ 50 Financial Information 25 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$2,860 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$ 220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$ 5 Next day......................................$ 8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. The enrollment deposit is credited to the students’ account only upon graduation or withdrawal. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2006-2007 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course) .........................$1,540 Tuition (per summer course 2004) ..$1,544 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service............................$ 5 Next day......................................$ 8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 26 Financial Information ■ PAYMENTS—DAY PROGRAM Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— (1) Semester payments, due August 14 and January 5 as billed; (2) Extended Payment Plan—an extended payment plan is available each semester. Details are included with the bill for each term. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Extended Payment Plan—an extended payment plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees must pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 60 days after the last day of the term. Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 27 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, United, and Graduate Programs: The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 28 Financial Information A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure “Academic Progress Standards for Financial Aid.” This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2005-2006 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 29 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2005 to be considered for financial aid for 20062007). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes: • Information regarding institutional financial aid programs and requirements for continued eligibility • Information regarding federal and private loan programs (students must complete a loan application to receive loan funds) • Information regarding payment plans/options for the current school year ■ KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—President’s Scholarships are awarded based upon competition. The applicant must have a 3.70 or higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. 30 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACT/SAT test score, majoring in chemistry or physics at Augsburg. Deadline: Accepted for admission by May 1. Augsburg AmeriCorps Scholarship—These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Minority Encouragement Program Scholarship — The Minority Encouragement Program Scholarship recognizes freshmen who have graduated from a St. Paul public high school in good standing and who participated in their school’s Minority Encouragement Program. MEP students are assured of receiving a minimum award of $5,000 per year upon admission to Augsburg College. Application deadline is May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize incoming freshmen and transfer students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services, 612-330-1144 • Hispanic-Latino Student Services, 612-330-1309 • Pan-Afrikan Student Center, 612-3301022 • Pan-Asian Student Services, 612-3301530 Performing Arts Scholarship— Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 1 for fall or November 1 for spring. Financial Information 31 Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S. E. Metro Synod or N. E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. CALL Scholarships (Congregations and Augsburg support Lutheran Leaders) — Augsburg College CALL Scholarships recognize incoming students of high academic achievement with a demonstrated record of leadership within their Lutheran congregations. Augsburg will provide a double match of congregational grants or scholarships up to $1,000 ($3,000 maximum combined award) for students who meet the leadership criteria as specified on the application. The awards are renewable, depending on the class level at entry point (i.e., a new entering junior will have two years of eligibility). Final selection of CALL Scholarship recipients is made by the College. Deadline for application is March 1. Gift Assistance (Need-Based) Augsburg Tuition Grant—These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2006-07 is $4,050. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. 32 Financial Information Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan will be transitioning to a fixed rate of 6.8% in July 2006. The following borrowing limits apply to the Stafford Loan program after July 1, 2006: • Freshmen: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan—A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is transitioning to a fixed rate of 8.5% and a minimum payment of $50 per month. Further information is available at the Augsburg College Enrollment Center website. Financial Information 33 Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. SPONSORED SCHOLARSHIPS . Augsburg College, through generous gifts from alumni, faculty, staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. Sponsored scholarships are considered part of a student’s overall financial aid award. A list of scholarships follows. ■ GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship American Express Company Henry and Leona Antholz Scholarship Class of 1931 Scholarship Alma Jensen Dickerson Memorial Scholarship Oliver M. and Alma Jensen Dickerson Memorial Scholarship Elias B. Eliason, Sr. Memorial Scholarship M. J. Estrem Scholarship Reuben I. and Marion Hovland Scholarship Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship Edwin C. Johnson Scholarship Kopp Investment Advisors Presidential Scholarship Arne and Jean Markland Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship Marvin T. Nystrom Scholarship Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O’Neil Foundation Scholarship John G. Quanbeck Scholarship Fund Martin and Esther Quanbeck Scholarship Rahr Foundation Scholarship Readers Digest Endowed Scholarship Phillip and Helen Rouberg Scholarship Senior Challenge Endowment Fund Rosemary J. Shafer Scholarship St. Luke’s Lutheran Church Centennial Scholarship Genevieve E. Stelberg Memorial Scholarship Thorpe Family Scholarship—Bethany Lutheran Church Ernest and Vivian Tinseth Scholarship Robert W. Warzyniak Memorial Scholarship Lea A. and Elsie L. Wildung Endowment Fund Xcel Energy Scholarship Edward Yokie Memorial Scholarship 34 Financial Information ■ SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund Mildred Ryan Cleveland Memorial Scholarship Dain Rauscher Scholarship David J. Formo Memorial Scholarship The Grace Scholarship David Gronner Memorial Scholarship Rev. John Hjelmeland Endowed Scholarship Fund Hoversten Peace Scholarship ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship Mary E. Larsen International Studies Scholarship Floyd Lorenzen Memorial Scholarship Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship Marilyn and John Paul Nilsen Scholarship Rev. Horace E. Nyhus Memorial Scholarship Ole K. and Evelyn L. Olson Scholarship Timothy O. Olson Memorial Scholarship Rev. John and Ingeborg Peterson Memorial Scholarship Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship Genevieve E. Stelberg Memorial Scholarship Wells Fargo Scholarship ■ CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship C. A. L. and Esther J. E. Anderson Scholarship Charles and Catherine Anderson Diversity Scholarship Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship Corinne and Herbert Chilstrom Scholarship Laura Ann Erickson Memorial Scholarship Pastor Bob Evans Scholarship Dave Hagert Memorial Scholarship Helen (Mohn) Henderson Memorial Scholarship Lee Family Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship Pastor Carl O. and Edith W. Nelson Memorial Scholarship Philip and Dora Quanbeck Scholarship Russell and Helen Quanbeck Scholarship Rev. Olaf Rogne Memorial Scholarship Russel and Virginia Smith Scholarship Roy C. and Jeanette Tollefson Scholarship ■ MULTICULTURAL/INTERNATIONAL STUDENT SCHOLARSHIPS American Indian Scholarship Kent Anderson American Indian Scholarship Ada Bakken Memorial-American Indian Scholarship Grace Jewel Jensen Buster Memorial Scholarship Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Financial Information 35 Grand Metropolitan Food Sector Foundation Scholarship Hearst American Indian Scholarship Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship Kerridge/Mueller American Indian Scholarship James M. Kingsley American Indian Scholarship Little Six, Inc. Scholarship McKnight Foundation Scholarship Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship Prairie Island Indian Community Scholarships Shakopee Mdewakanton Dakota Community Scholarship Marlys Johnson Simengaard Memorial Scholarship St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship Women of the ELCA Native Women’s Achievement Award ■ PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship Harold B. and Laura M. Lanes Scholarship Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund ■ DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship Queen Sonja Art Scholarship Alfred and Margaret Syring Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship Dr. Paul R. and Maxine Fridlund Biology Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Scholarship Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship Augsburg Business Alumni Scholarship Fund Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship Gamble-Skogmo Foundation Scholarship Amin E. Kader Business Scholarship Mildred and Eleanor Krohn Scholarship Gertrude S. Lund Memorial Scholarship Clifford A. Peterson Scholarship David L. Shaver Memorial Scholarship Clair E. and Gladys I. Strommen Scholarship Leland and Louise Sundet Scholarship Joan L. Volz Business Scholarship Chemistry Courtland Agre Memorial Scholarship Augsburg College Chemistry Alumni Scholarship Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Scholarship 36 Financial Information Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships Education James and Shelby Andress Education Scholarship Heidi Huber Scholarship Dr. Einar O. Johnson Scholarship S. Luther Kleven Family Scholarship Elva B. Lovell Life Scholarship David Mathre Scholarship Debra Boss Montgomery Memorial Scholarship Barbara Tjornhom and Richard K. Nelson Scholarship John L. and Joan H. Ohlin Memorial Scholarship Pederson Samuelson Scholarship English Dagny Christensen Memorial Scholarship Murphy Square Literary Award Anne Pederson English Scholarship Prof. P. A. Sveeggen Memorial Scholarship Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship Paul Dahlen Memorial Scholarship Keith Hoffman Memorial Scholarship Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship Roy and Eleanor Krohn Scholarship Hoyt Messerer Athletic Scholarship Robert D. and Carolyn W. Odegard Scholarship James P. Pederson Memorial Scholarship Stan Person Memorial Scholarship History Rev. and Mrs. O. J. Haukeness History Award H. N. Hendrickson History Scholarship John R. Jenswold Memorial Scholarship Dr. Bernhardt J. Kleven Scholarship Theodore and Lucille Nydahl History Scholarship Mathematics Floyd V. and Ruth M. Case Scholarship Beverly Durkee Mathematics Scholarship Mathematics Scholarship George Soberg Scholarship Robert Wick Scholarship Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs Modern Languages Emil M. Fossan Modern Language Scholarship Mary E. (Mimi) Johnson Scholarship Mimi Baez Kingsley Modern Language Scholarship Theodore and Virginia Menzel Scholarship Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship Peggy Christensen Benson Memorial Scholarship Sam Coltvet and Reverend Mark Ronning Memorial Choral Music Scholarship Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship Rev. Clement A. Gisselquist Church Music Scholarship Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship Mabeth Saure Gyllstrom Scholarship Beth Halverson Violin Scholarship Kay Halverson Scholarship Lynn Halverson Cello Scholarship Carol Halverson Hearn Violin Scholarship Hanwick Thanksgiving Scholarship Financial Information 37 O. I. Hertsgaard Scholarship Orville and Gertrude Hognander Scholarship Robert Karlén Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship Catha Jones Memorial Scholarship Professor Roberta Stewart Kagin Scholarship Ruth Krohn Kislingbury Choral Music Scholarship Susan and Dean Kopperud Scholarship for Excellence in Music Leonard and Sylvia Kuschel Scholarship Nicholas Lenz Memorial Scholarship Kenneth O. Lower-Nordkap Male Chorus Music Scholarship Susan Halverson Mahler Viola Scholarship Arthur Carl Mammen Music Scholarship Lucille H. Messerer Music Scholarship Music Education Scholarship Grace Carlsen Nelson Scholarship Edwin W. and Edith B. Norberg Scholarship St. John’s Lutheran Church — John Norris Scholarship Lois Oberhamer Nye Memorial Scholarship Henry P. Opseth Music Scholarship Performing Arts Scholarship (Music) Sampson Music Scholarship Leland B. Sateren Choral Music Scholarship Mayo Savold Memorial Scholarship Marilyn Solberg Voice Scholarship String Scholarships John and Vera Thut Scholarship Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship Olaf Gaastjon Memorial Scholarship Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship Iver and Myrtle Olson Scholarship Nursing Augsburg Nurses Alumni Association Scholarship Linnea A. Danielson Scholarship Fairview Nursing Alumnae Association Scholarship Philosophy Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship Physician Assistant Alne Swensen Scholarship Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship Physics Floyd V. and Ruth M. Case Scholarship Theodore J. Hanwick Physics Scholarship Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship Political Science Martin and Sylvia Sabo Scholarship Myles Stenshoel Scholarship Psychology Jacob and Ella Hoversten Scholarship Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship Norman and Louise Bockbrader Scholarship Andrew and Constance Burgess Scholarship Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship Ernest S. Egertson Family Scholarship Joel and Mary Ann Elftmann Scholarship Luthard O. Gjerde Scholarship Rev. Dr. Harald D. and Jonette T. Grindal Scholarship Elias P. Harbo Memorial Scholarship 38 Financial Information Arnold and Neola Hardel Memorial Scholarship Iver and Marie Iverson Scholarship Pastor George J. Kundson Memorial Scholarship Rev. Arnold J. Melom Memorial Scholarship Gerda Mortensen Memorial Scholarship Onesimus Scholarship Johan H. O. Rodvik Memorial Scholarship Ronholm Scholarship Rev. Lawrence and Gertrude Sateren Scholarship Paul G., Jr., and Evelyn Sonnack Scholarship Morris G. C. and Hanna Vaagenes Missionary Scholarship Fund Johan L. Weltzin Memorial Scholarship Social Work Phyllis M. Baker Memorial Scholarship Blanca-Rosa Egas Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Bodo F. Suemnig Memorial Scholarship Edwin Yattaw Memorial Scholarship Sociology Adolph Paulson Memorial Prize Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/Religion Scholarship Student Life Campus Ministry – 40 Vocation – 40 Student Government – 40 Campus Activities and Orientation – 41 Social, Cultural, Recreational – 41 Fine Arts – 41 Anne Pederson Women’s Resource Center – 42 Athletics and Sports – 42 Gage Center for Academic Achievement – 42 Academic Advising – 44 Center for Learning and Adaptive Student Services (CLASS) – 43 Academic Skills Assistance – 43 TRIO Program – 44 Office of Undergraduate Research and Graduate Opportunity (URGO) – 45 Services for Students with Physical Disabilities – 45 ACCESS Center – 45 StepUP® Program – 46 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 GLBTQA – 48 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 49 Food Service – 50 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 51 Discrimination Complaints – 52 40 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for debate and activism on all issues pertaining to student life at Augsburg. Student Life 41 Student Government is organized into several committees. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible—program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. CAMPUS ACTIVITIES AND . ORIENTATION . The Office of Campus Activities and Orientation creates opportunities for students to enhance their leadership skills through active co-curricular involvement. These events, activities and organizations serve the campus community by helping students become connected and invested in their Augsburg experience. Orientation programs on campus help new students to Augsburg College become familiar with their new surroundings and the various resources that Augsburg offers students. Summer Orientation and Registration (SOAR) is a summer orientation program for entering first-year students where they will receive their class schedule, meet their orientation leader and meet new Auggies. Auggie Days is a fourday, fall transition program prior to the beginning of classes. It is a comprehensive, educational orientation program dedicated to helping new first year students become acclimated to the campus and feel comfortable in their new home. TRANSFERmation and Spring Begin are transfer and new beginner orientation programs that take place in the fall and spring respectively. SOCIAL, CULTURAL, RECREATIONAL . Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, speakers, and visiting personalities in various fields. The Christensen Center is the hub of student life on Augsburg’s campus. It houses various offices and services provided for Augsburg students, staff, and faculty. The Office of Undergraduate Admissions, Office of Campus Activities and Orientation, Event and Classroom Services, the Copy Center, Shipping and Receiving, Murphy’s Grill, Information Desk, Barnes and Noble Bookstore, Sodexho food service, mail services, and Starbucks coffee/lounge are offices and services that are currently in the Christensen Center. The Student Activities Center (known as the Auggie’s Nest) is located on the garden level of the Christensen Center. Student organizations have workstations and lockers to help promote their events, hold meetings and plan campus-wide programming endeavors. Commuter students have the opportunity to utilize daily-use lockers for storage. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. 42 Student Life ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER and ice arena. The Anne Pederson Women’s Resource Center at Augsburg College provides an arena where Augsburg women can convene to discuss topics of importance to today’s women. It is also open to those men who are supportive of women’s equality and the study of feminism. In the Center you will find a women’s library with current magazines for women and a collection of print sources. It is also a meeting place for students, faculty and staff to interact, rest, relax, study and converse. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The Resource Center is located in 207 Sverdrup Hall. ■ SPORTS AND RECREATION ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Coaching TRIO/Student Support Services Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. Student Life 43 All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All day students are required to meet with their assigned faculty adviser prior to registration. Both day and weekend college students are encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Students who qualify for assistance from CLASS work directly with one of our disability specialists to develop an appropriate educational plan. These plans may include: • Accommodations for testing and classroom (e.g., extended time, notetaking) • Referrals to other campus resources (e.g., tutoring, general techn
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Title: Augsburg Now Summer 2005
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Summer 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 4 EEditor’s DITOR’Snote NOTE Staying connected I t seems the talk everywhere is about being “connected.” There’s the daily media buzz about camera phones, text messagi...
Show more A P U B L I C AT I O N Summer 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 4 EEditor’s DITOR’Snote NOTE Staying connected I t seems the talk everywhere is about being “connected.” There’s the daily media buzz about camera phones, text messaging, chat rooms, etc., but here on campus the conversations focus more on meaningful ways to help our alumni stay connected to the College. While I was thinking about all of this, we received the sad news of the death of Augsburg’s President Emeritus Oscar Anderson. It was a quote included in a newspaper article that sparked more thinking about connections. In 1983, while speaking about liberal arts education, Anderson said that students needed to be as familiar with Captain Ahab in Moby Dick as with the computer HAL in 2001: A Space Odyssey. “The computer is an extension of the brain, not a substitute for the mind.” To me, this really tells us that as we become more proficient in maintaining the technological connections, we should remember that it’s the fostering of deeper relationships that make people want to stay involved in the life and future of Augsburg. It’s the difference between being brain-connected and being heartconnected. Like family members who grow up and move away, we hope our students will leave us wanting to stay involved in what goes on at this place. We hope this relationship begins with the very first impression a high school junior gets as he or she is led around campus, and with each stop increasingly thinks, “This is the place I really want to be.” Or, when a full-time nurse or a stayat-home mom hangs up the phone, excited about the prospect of finishing college after receiving lots of encouragement from an admissions counselor. Once students are on campus, they discover many opportunities to forge this kind of relationship—with classmates, with athletic teammates, with professors in classrooms and labs, with academic advisers, and with people they meet as they explore the world off campus. Each year at Commencement, we send off our graduates confident that they’ll take their learning in directions that bring meaning to their lives. We fervently hope they stay in touch. After that the connections become more tenuous. Work and family life take over, and again we hope that somehow Augsburg fits into their careers and activities. This summer issue of the Now speaks to this whole process of building Augsburg relationships and keeping the “family” connected. You’ll share the excitement of the 600 graduates we sent off in May with Augsburg diplomas. You’ll be encouraged to return to campus for Homecoming festivities to catch up with old friends and connect with our current students. In the feature stories, you’ll meet bright, young music scholars who have graduated and followed their hearts and talents to places far and near. You’ll also meet students and faculty in our Mathematics Department, and learn how math studies and career exploration go hand-in-hand in a very personal process. And, you’ll read about some very remarkable donors to our Access to Excellence campaign—both Augsburg alumni and others—who are committed to building exceptional opportunities for future students. Alumni president Bill Vanderwall sums it up at the end of his column, “Be connected—stay connected!” And I’ll add, “Stay heart-connected!” Betsey Norgard Editor Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Postmaster: Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu 12 A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Summer 2005 Vol. 67, No. 4 FEATURES 21 Finding the right career formula by Betsey Norgard 25 Following the Hognander Scholars by Jessica Brown 10 12 16 2005 Fifth Annual International Photo Contest Commencement 2005 Vision, news from Access to Excellence: The Campaign for Augsburg College DEPARTMENTS 21 2 Around the Quad 8 Sports 28 Alumni News 30 Class Notes 35 In Memoriam 36 Auggie Thoughts inside back cover Homecoming 2005 Preview On the cover: Three education students enjoy the serenity of the Quad to study after their summer school class. 25 Photo by Stephen Geffre. 50 percent recycled paper (10 percent post—consumer waste) AROUND QUAD Around THE the Quad President Frame announces retirement in 2006 Augsburg News Service W illiam V. Frame, who has served as president of Augsburg College since the summer of 1997, has announced plans to retire in the summer of 2006 following completion of his current term. In letters to regents and colleagues and in a talk before a gathering of staff and faculty on the campus, Frame said that he and his wife, Anne, have found the work both rewarding and demanding, with the principal rewards being a deeper understanding of the Lutheran idea of vocation and of the educational regimen that it requires. He saluted faculty, staff, regents, and other supporters of the College as “true partners” in his presidency. “Our work together has helped us draw Augsburg to new levels of recognition for advancing the cause of Lutheran higher education in the city and in the global society of the 21st century,” he said. “Together, we have brought new life and utility to Luther’s idea of vocation, and have organized our general education curriculum and now our graduate programs around this grand idea of the ‘called life of service.’ “Augsburg plays a unique role in the world of Lutheran education. Its service to the city, to the provision of accessibility to first-class educational opportunities for both traditionally-aged students and working adults, and its regard for faith and reason as interactive and mutually reinforcing modes of understanding gives us a special mission which you have helped us to see and pursue. No doubt my successor will rely as heavily upon your counsel and support as have I.” Jean Taylor ’85, president of Taylor Corporation and chair of the Augsburg Board of Regents, said she expects the search for the new president to occupy most of the next year. She has appointed H. Theodore Grindal ’76, partner in the law firm of Lockridge Grindal Nauen P.L.L.P. and vice-chair of the Augsburg board, to lead the search. Frame, who is the 10th president in Augsburg’s 136-year history, said that while much has been accomplished, he expects his final year to be filled with projects and opportunities. Among those is his continuing work on the College’s $55 million Access to Excellence: The Campaign for Augsburg College, kicked off in April 2004. Some $41 million has been raised toward that goal, the largest in the College’s history. Prior to joining Augsburg, Frame was vice president for finance and operations at Pacific Lutheran University in Tacoma, Wash. He has been a strong proponent of William V. Frame the tradition of Lutheran higher education, which he believes is based on the ideas of vocation and service and requires ongoing dialogue between faith and reason. His advocacy for vocation also has led to his national leadership among college presidents, currently serving as project director for the Council of Independent Colleges’ program designed to guide both current and prospective presidents in reflection about each leader’s sense of calling and its intersection with institutional mission. He also has taken leadership roles with the Minnesota Private College Council—as chair during the 2004-05 academic year—and the Minnesota Campus Compact. A L U M N I A S K E D T O S U B M I T N A M E S O F P R E S I D E N T I A L C A N D I D AT E S The Augsburg College Presidential Search Committee is continuing to seek names of potential candidates for the presidency and especially wants to hear from Augsburg alumni, parents, and close friends of the College during this process. Names of suggested candidates should be sent to Dr. Thomas B. Courtice of the Academic Search Consultation Service, Washington, D.C., who is assisting with the search. Nominators or prospective candidates may contact Courtice at <tom.courtice@academic-search.org> or at 614-405-9209. 2 Summer 2005 David Tiede named to first endowed chair D avid Tiede, president of Luther Seminary for 18 years, has been named to the Bernhard M. Christensen Chair in Religion—the first endowed chair in Augsburg’s history. Known as one of the Evangelical Lutheran Church in America’s preeminent theologians and educators, Tiede was selected following a nationwide search by the College. He earlier had announced his intention to retire from the Luther presidency in May 2005. His appointment to Augsburg begins in the 2005-06 academic year. The chair honors Bernhard M. Christensen ’22, the seventh president of Augsburg College and Seminary from 1938-62 and a central figure in drawing Augsburg fully into the study of liberal arts. Augsburg Seminary was later merged with Luther Seminary. In announcing the selection, Augsburg President William V. Frame noted, “David Tiede is a champion of the Augsburg ideals of vocation and service to the city. These ideals, along with Augsburg’s increasing attention to its role as a college of the church and in a global society—including the formation of a new Center for Faith and Learning under the auspices of our Lilly Endowment grant—were keys in attracting him to this new position.” As the Christensen professor, Tiede will carry out research and writing, including focus on Christensen’s legacy and work. He also will lecture and conduct on-campus workshops, represent the College at various events sponsored by the Indianapolis-based Lilly Endowment Fund, work with Augsburg students who have been designated as “Lilly Scholars” and who have demonstrated an interest in studying for ministry, and will seek ways to strengthen the College’s ties to key Christian leaders and communities. In accepting the position, Tiede noted, “Since the days of President Bernhard Christensen, Augsburg College has had a vision of academic excellence for the sake of vocation in the world. Summer 2005 Now faculty, graduates, and administrative leaders are bringing renewed focus, discipline, and strength to this vision. I am grateful the Christensen Chair will allow me to join them in helping make it happen.” Inez Schwarzkopf, former Augsburg regent and chair of the College’s Christensen Endowment Fund Committee, said Tiede graces the Christensen chair with a wide reputation as a scholar, a leader, and a churchman. “We are delighted that he has accepted this new challenge,” she said. “At the same time, the appointment honors Dr. Tiede by association with Augsburg’s solid legacy of scholarship, Christian spirituality, service, diversity, and ecumenism as embodied in the life and work of Bernhard M. Christensen.” Christopher Kimball, provost and dean of the College, who co-chaired the search committee with Schwarzkopf, said, “Tiede provides the College with a voice in the national conversation about the importance of church-related—in particular Lutheran—higher education. So, we are fortunate to have someone of that stature join the faculty.” Tiede’s teaching career began in 1967 as a summer instructor in Greek at Harvard Divinity School, where he became a teaching fellow in New Testament in 1969. Ordained in 1971, he served as associate pastor of Trinity Lutheran Church, Minneapolis, from 1972-75. In June 2000 he was elected vice president of the Association of Theological Schools (ATS) in the U.S. and Canada. Two years later, he was elected president of ATS. He serves on the board of directors for In Trust magazine. Courtesy of Luther Seminary Augsburg News Service David Tiede, retiring president of Luther Seminary, is Augsburg’s first Bernhard M. Christensen Professor of Religion. Tiede earned the B.A. degree from St. Olaf College, attended Princeton Theological Seminary, and received the B.D. degree from Luther Seminary in 1966. He earned the Ph.D. degree from Harvard in 1971 and began his career at Luther that same year, teaching New Testament, his specialty. In addition to ten books and textual notes, he has written dozens of scholarly articles and book chapters, done a number of audio and video productions, and served on numerous boards and committees for the church, in national and international religious organizations, and throughout the Greater Twin Cities. For the past three years he has been the initial chair of the new consortium, Faith in the City, composed of seven Lutheranbased organizations working collectively and with others to contribute to the wellbeing of the community. Oscar Anderson dies at 89 As Augsburg Now goes to press, we sadly report the death of President Emeritus Oscar A. Anderson, Augsburg’s eighth president, from 1963-80. Read the news release at <www.augsburg.edu/news/news-archives/2005/oscaranderson.html> and see the complete story in the next issue. 3 Around the Quad Larry Crockett recognized for Honors Program leadership omputer science professor Larry Crockett, who directed the Honors Program from 1988 through this past academic year, was honored by the College for his service and vision for the program over 16 years. Crockett will be on sabbatical leave during spring 2006 and return in the fall to teach in the Honors Program and computer science department. “His vision for the Honors Program has shaped its curriculum and the intellectual lives of its students,” said academic dean Barbara Edwards Farley at the April recognition gathering. “Establishment of the Honors Suite gave students a place to call their own; and Larry’s work on the Honors Web page and contributions to the National Collegiate Honors Council have brought the College national recognition,” she continued. For several years, Augsburg’s Honors Program Web site was the top-ranked honors page at both Google and Yahoo. Christopher Kimball, provost and dean of the College, said that Crockett “cares deeply about ideas, particularly those that should shape and be shaped by a liberal arts education.” Kimball recalled a conversation in which Crockett lamented that faculty only gather to take care of questions of governance and legislation, and no longer to converse about ideas. “We never talk about the important stuff,” Kimball recalled Crockett saying. “Those are the things that got all of us into academia.” Crockett’s teaching crosses disciplinary boundaries—computer science, philosophy, history of science, theology, and history. He has served in the clergy of the Lutheran church, and is currently a priest in the Episcopal church. Both former and current students testified to the impact that Crockett’s sometimes unorthodox, but always challenging, teaching made in their education. Erica Huls ’01 recalled the first day of Honors 101 when students were asked to 4 Staff photo C Larry Crockett catches up with former Honors Program students Erica Huls ’01 (left) and Stephanie Lein Walseth ’00 (right) at the reception honoring his leadership and service to the program. count the ceiling tiles in the classroom, before pondering why it was that people don’t sit around all day doing that. She said that Crockett’s goal was to teach them how to think, to make and defend arguments, and to find fallacies in others. “The program wanted us to look at subjects like religion, science, and technology, and see how they could live and work together, just as they live and work together in Dr. Crockett’s person,” she said. Senior Eric Dunens spoke about community. “[Crockett] created a program that surrounds its participants with the best Augsburg has to offer. He’s created an honors community that challenges its participants to reach their potential. He’s also created an honors community that encourages students to interact with other students and create a real community on campus.” Crockett participated on the Honors Program Design Team to develop a new proposal for the Honors Program. The proposal was approved by the faculty, and Crockett has worked with the team implementing the program, along with Robert Groven, the new Honors Program director. Bob Groven named Honors Program director Augsburg News Service R obert Groven, associate professor of communication studies, has been named to a threeyear term as director of the Honors Program. Groven holds a Juris Doctorate from the University of Minnesota Law School and a Master of Arts in speech communication from the University of Minnesota. He is a 1989 graduate of Concordia College-Moorhead, where he participated in the honors program in humanities. Groven, who has been a member of the faculty since 1997, also is director of Augsburg’s award-winning forensics program and has led it to national prominence in recent years. In announcing the appointment, Christopher Kimball, provost and dean of the College, said, “Dr. Groven’s philosophy of education, his vision for an honors program education at Augsburg, and his commitment to student development and community building make him an excellent choice to assume leadership of the program.” Kimball noted that an Honors Program Council will be established this year to work with the new director to guide the development of the recently revised program. Kimball said that the Honors Program—as noted in its operational statements—both celebrates and enhances the signature elements of Augsburg’s Core Curriculum: Christian vocation, global citizenship, the importance of service, the value of diversity, and the role of the city in framing the College’s beliefs and values. About 115 students participate in the program each year. Summer 2005 Making room for mental illness P rofessor Dan Hanson’s family has struggled for a decade to understand and care for their mentally ill son and brother, Joel. The road has been difficult and, at times, seemingly hopeless. Hanson has transformed that journey into a book that aims to give hope and support to countless other families who also never expected to find themselves in this situation. At age 20, Joel Hanson was diagnosed with severe schizophrenia, and believes that he is God. He lacks the insight to understand why others can’t share his delusion and why he must inhabit his different reality alone. If he discontinues his court-ordered medication, he stops eating and drinking, and becomes severely ill and dehydrated. Dan Hanson explains that his book, Room for J: A Family Struggles with Schizophrenia, evolved in several ways. The simplest is that it started out as a personal journal. “Writing is often my way of dealing with difficult situations,” he says. “[My books] always emerge out of my own struggle.” As Hanson and his wife, Sue, sought care and support for Joel, they also began to consider a book that would help other families navigate the social services system, as well as deal with the sense of loss for a loved one who has become a totally different person. And, thirdly, Hanson wanted to include Joel’s own voice, his own writing about his self-identity, to demonstrate how he, too, Professor Dan Hanson struggles with family and others who don’t acknowledge or understand him for the person he believes he is. The book presents journal entries of the Hanson family members. They talk about good times, even during Joel’s illness, when the Joel they know shines through while out fishing or playing with a nephew. But there are also the most difficult times, when they fear for Joel, when he becomes psychotic, when they must confront him to force commitment, or when they discover he’s gone off medication and disappeared. What the Hansons and other families learn and face is that society does not deal adequately with mental illness. Many institutions and asylums were closed in order to mainstream the mentally ill into society, but the reality is that the programs by Betsey Norgard and support to accomplish this are severely underfunded and understaffed. Some end up reinstitutionalized in nursing homes, prisons, or state hospitals not designed to treat them—or they end up on the street and helpless. Ultimately, Hanson says, Room for J is about making room for Joel in the family, as well as challenging society to make room “for all our Js, and to find ways to do a better job of providing community-based programs that integrate people who cope with severe mental illness back into the community so they feel respected, yet are given the right kinds of program to survive and even thrive in the social structure.” Room for J has been welcomed and critically acclaimed. It was recognized as a “highlighted title” on an independent publisher’s Web site. Hanson appreciates hearing from others who find comfort in understanding that they need not face their challenges alone. Dan and Sue Hanson spoke about the book and insights the family has gained on Minnesota Public Radio’s “Speaking of Faith” program on July 17. That program can be heard at <speakingoffaith. publicradio.org>. Room for J: A Family Struggles with Schizophrenia was published last year by Beaver’s Pond Press. Augsburg gains a provost and three new deans Christopher Kimball Summer 2005 Barbara Edwards Farley Ann Garvey Julie Olson Last September, as part of a restructuring of the College administration, Christopher Kimball became Augsburg’s first provost, as well as continuing as dean of the College. In further changes to the Academic and Student Affairs division, three positions of dean were created. Barbara Edwards Farley became academic dean, while Ann Garvey is now dean of students. Formerly, both positions were associate deans. Julie Olson ’98, ’05 MAL , formerly director of the Enrollment Center, is the new dean of enrollment management, with responsibility for the Enrollment Center; day, weekend, and graduate admissions; and public relations and communication. 5 Around the Quad Music therapy celebrates past, present, and future by Jessica Brown F aculty, alumni, and friends of Augsburg’s music therapy program gathered in April to celebrate its 30th anniversary. They reflected on the growth of the program, affirmed a leading role for music therapy across many careers and vocations, and proposed a vision for its continued growth. The original vision for music therapy at Augsburg was that of longtime music department chair Leland Sateren ’38, who asked Prof. Robert Karlén to attend a national conference in this emerging field. Karlén was impressed, and invited Roberta Kagin to teach the first music therapy courses. She was eager. “As a college student,” she said, “I saw a demonstration by a talented composer and pianist who asked handicapped children to walk across the room to the beat of her piano music. If music had the power to influence the way these children could move, what else might lie in its power?” Today, Augsburg’s more than 100 music therapy graduates live around the world and work in a wide variety of careers and fields that serve people of all ages and needs—working with disabled children to maximize their learning potential, helping elderly people remain active and engaged, and combining music with many forms of treatment and therapy to promote healing and wellness. Keynote speaker Cheryl Dileo, from Temple University, recounted personal experiences from her career in which music therapy is introduced in situations of death and dying, i.e., of aiding people in the transition from life to death. Where communication can be difficult among family members, Dileo says, “songs help families express all the love they hold in their hearts to the dying patient,” as well as provide spiritual affirmation, healing, and a musical legacy. Speaker Bill Bowen spoke personally about the value of music therapy to 6 people with physical and cognitive challenges. He told of the instrumental role that music therapy and Professor Roberta Kagin played in the remarkable progress of his son, Edward “Major” Bowen, following surgery to remove a brain tumor. Kagin, honored as one of the original architects of the program and its current director, presented a slide presentation and oral history of Augsburg’s music therapy program and affirmed its place in Augsburg’s curriculum. “The music therapy major is firmly and without apology steeped in a liberal arts education,” she said. Students study a four-year liberal arts course, followed by an intense six-month internship with a music therapist. Above all, music therapy touches a very basic human need for creative expression. Kagin also spoke about music therapy within a Center for Creativity and Transformational Learning envisioned at Augsburg. In addition, a master’s degree in music and medicine is under consideration. Augsburg remains the Each year Augsburg music therapy students join with VSA Arts of Minnesota in a music festival for developmentally disabled children. only music therapy program among Minnesota’s private colleges. For information about music therapy at Augsburg, contact the Music Department at 612-330-1265. Jessica Brown is a communication specialist in the Office of Public Relations and Communication. 2005 teaching and learning distinctions The 2005 awards for Distinguished Contributions to Teaching and Learning have been announced by the Center for Teaching and Learning and the Office of the Provost. TEACHING— Kristin Anderson (standing), associate professor, art ADVISING/MENTORING— David Wold (seated, left), College pastor and director of ministries, and Sonja Hagander (seated, right), associate College pastor SERVICE TO STUDENTS— Wendi Wheeler (seated, center), Weekend College academic coordinator Summer 2005 Terry Lewis retires from PA program T erry Lewis, clinical site director and faculty member of Augsburg’s physician assistant program, retired from Augsburg at the close of the 2004-05 academic year. He joined the PA program in 1995 as clinical coordinator, having spent several years prior as a physician assistant in the military. Lewis received his initial PA training in 1977 from the U.S. Army/Baylor University PA Program in Texas. He went on to receive his bachelor’s degree in 1983 from Siena Heights University in Adrian, Mich., and his Master of Physician Assistant Studies in 2002 from the University of Nebraska. “Terry and I [joined Augsburg] when this program was new,” says Dawn Ludwig, PA program director. “Terry’s wisdom has been invaluable to me as this program was molded into the premier program it is today. … He is a kind and patient person and I will miss him greatly.” Over the course of his career in the physician studies field, Lewis has received numerous honors and awards, including the U.S. Army PA of the Year in 1990, presented by the surgeon general, as well as 40 additional military honors. He has presented numerous presentations around the world, and his work has been published in several PA reference works. Not one to stand still—even in retirement—Lewis has signed a one-year Getting the project done right P roject management is carried out in all kinds of organizations; and across the board, advances in computer technology and globalization of the workforce have required everyone to become smarter about managing work and resources. Within information technology, it has become a highly specialized field that others are beginning to notice. Business Administration professor Kathy Schwalbe has published a textbook, Information Technology Project Management, now in its fourth edition, that incorporates the guidelines of the Project Management Body of Knowledge (PMBOK), information that the Project Management Institute (PMI) uses as the basis for its certification. Even while the book is aimed at IT students, it is not so advanced to preclude others who could benefit from principles of good planning and management. After teaching a project management course for several years, Schwalbe decided to tackle the project of writing a book the way she would like it, using the PMBOK Guide as a basis and Summer 2005 by Lynn Mena Professor Terry Lewis contract with a small rural health clinic in Melba, Idaho (population 497). by Betsey Norgard advances in the field and updating Microsoft Project software. At her publisher’s request (Course Technology, a branch of Thomson Learning), she is also working on a new project management textbook, not geared toward Professor Kathy Schwalbe information technology projects, to be published including many examples in late 2005. and exercises to help Within the past two students understand and years, the second edition apply project management. Information Technology of Schwalbe’s book has Project Management, In every chapter, case been translated into translated into Japanese studies—both successes Chinese and the third and failure—feature actual edition into Japanese, applications of the project management reflecting the growth and interest framework. A companion Web site worldwide in the project management includes template files for creating profession. various project management documents, A senior project manager for IBM notes, quizzes, case studies, and links. In Germany commented that global IT five years sales of the book have companies—especially in Japan, China, exceeded 120,000 copies. and India—are creating career models On her Web site, Schwalbe explains for project managers based on PMI her intent to release a new edition of the certification credentials. book every spring, continually adding 7 Sports Augsburg nets record number of academic All-Americans by Don Stoner A Charles Walbridge ugsburg student-athletes set a new milestone for academic performance this season, as a record four athletes earned ESPN The Magazine Academic AllAmerica honors from the College Sports Information Directors of America (CoSIDA). Senior wrestler Mark Matzek and junior Ryan Valek earned Academic AllAmerica men’s at-large honors, while junior baseball player Darren Ginther and track and field/cross country senior Riley Conway earned Academic AllAmerica honors in their respective sports. Four Auggie All-Americans represents the most ever in a single year. Since 1981, Augsburg student-athletes have earned 17 Academic All-America honors from CoSIDA. Matzek, a first-team men’s at-large Academic All-America honoree, is profiled in the story about honor athletes on page nine. Ginther, a first-team Academic AllAmerica selection in baseball, is a secondary education/social studies major with a 3.81 grade point average (GPA). He also earned All-Minnesota Intercollegiate Athletic Conference honors as well as American Baseball Coaches Association/Rawlings AllMidwest Region second-team honors in 2005. As the Auggies’ No. 2 starting pitcher, he finished as one of the top hitters in the MIAC this year, and was Darren Ginther Ryan Valek Riley Conway Augsburg’s fourth .400 hitter since 1988. Conway, a second-team Academic Cross Country Coaches Association All-America honoree, was the Auggies’ top Scholar All-America honors his senior year. runner in all seven cross country Valek was a third-team men’s at-large competitions in 2004, earning all-region Academic All-America honoree. He earned honors at the 2004 NCAA Division III wrestling All-American honors for the Central Regional in November. At the second time in 2004-05, finishing second MIAC championships in October, he nationally at 165 pounds. earned all-conference honorable-mention Valek is an accounting major with a honors. 3.789 GPA. He has earned National In track and field, Conway earned Wrestling Coaches Association Division III All-MIAC honors at the outdoor Scholar All-America honors in both 2004 conference championships in May. In the and 2005. indoor season, Conway set a school Top student-athletes from non-Division record as part of the distance-medley I programs, who have already earned relay squad. Academic All-District first-team honors, Conway had a perfect 4.000 GPA and are eligible for inclusion in the ESPN The graduated in May summa cum laude with Magazine Academic All-America program. an English major. He was an Academic They must have a GPA above 3.20 (4.0 All-MIAC selection his junior and senior scale) and have outstanding athletic years in both track and field and cross credentials. The Academic All-America country, and earned NCAA Division III ballot is voted on by a committee of CoSIDA members. In addition to the four Academic AllAmericans, Augsburg had three other student-athletes earn ESPN The Magazine Academic All-District V honors, saluting the top student-athletes in a four-state area of the Midwest. Senior women’s hockey players Lauren Chezick and Laura Prasek were named to the Academic All-District V women’s at-large second team, and junior Millie Suk earned Academic All-District V first-team honors in women’s soccer. For a full list of Augsburg 2004-05 athletic award-winners, go to <www.augsburg.edu/athletics/sportsnews/ 0405athleticawards.html>. Augsburg wrestler Mark Matzek controls Wartburg’s Tyler Hubbard en route to a 4-2 win in a dual meet in February at Si Melby Hall. Matzek repeated as NCAA Division III national champion at 133 pounds in 2004-05. 8 Don Stoner is sports information coordinator. Summer 2005 Eight senior athletes are honored A ugsburg College honored eight senior student-athletes for 2004-05. Athletic awards are voted on by coaches in Augsburg’s men’s and women’s athletic departments. Five Auggies were named Honor Athletes, the highest honor the College gives its senior student-athletes for accomplishment, leadership, and character on the playing field and in the classroom. Three Auggie student-athletes were named Men’s Athletes of the Year. 2004-05 AUGSBURG HONOR ATHLETES Lauren Chezick rewrote the record book in women’s hockey at Augsburg. A three-year captain on teams that qualified for conference playoffs in three seasons, Chezick earned MIAC Player of the Year and American Hockey Coaches Association Division III All-American honors. Chezick was named to the Dean’s List five semesters and graduated with a 3.562 grade point-average (GPA) and a prelaw/communications major. She volunteered for Habitat for Humanity and served as a student-athlete mentor. Joe Cullen earned honors in both football and wrestling. In football, Cullen earned All-MIAC first-team honors in 2004 after honorable-mention honors in 2002 and 2003. In wrestling, Cullen earned NCAA Division III All-American honors in the 2003-04 season. He earned the wrestling team’s Auggie Award his senior season. Cullen was a mathematics major with a 3.500 grade-point-average. He has also earned numerous national and conference academic honors in both football and wrestling. Hannah Dietrich was a four-year member of both Augsburg’s cross country and track Summer 2005 and field teams and played women’s hockey two years. In cross country, Dietrich was a team captain and No. 3 runner her senior season. In track and field, Dietrich was a top middle-distance runner, earning three MIAC championships. In 2005, she qualified and competed at the national outdoor meet in the 1,500-meter run. A psychology major with a 3.672 GPA, she graduated with departmental honors in psychology, national honor and leadership society recognition, and numerous academic athletic and leadership awards. In 2004, she was voted Homecoming Queen. Adam Hoffmann, a three-year offensive line starter in football, was named to the Division III Preseason AllAmerica team by the D3football.com Web site in 2004, and was named to the Football Gazette Division III All-West Region third team at the conclusion of his senior campaign. A two-year captain, Hoffmann was voted the team’s top lineman by his teammates for three years, and earned the team’s highest honor, the Edor Nelson Auggie Award, in 2004. Hoffmann graduated with a 3.770 GPA as a finance major. He was an Augsburg Presidential Scholar and a student-athlete mentor. Mark Matzek, one of the top lightweight wrestlers in school history, won national titles at 133 pounds his junior and senior campaigns, while earning NCAA Division III All-American honors three times. Finishing his collegiate career with a 42-match winning streak, Matzek dominated his weight class in the 2004-05 by Don Stoner campaign. He earned the team’s Coaches Award his senior season, was the team’s Auggie Award winner his junior season, and earned the team’s Most Improved Wrestler award his sophomore season Matzek graduated as a mathematics and secondary education major with a 3.408 grade-point-average. 2004-05 AUGSBURG ATHLETES OF THE YEAR Mike Elcano has been a team leader throughout his career for Augsburg’s men’s soccer team. In 2004 he led the conference in overall scoring. He finished his career with Augsburg’s all-time record for goals with 35, and earned MIAC honors in two years. He graduated with a major in finance. Jeremy Nelson emerged as one of the top pitchers in recent years for Augsburg’s baseball team. He was Augsburg’s No. 1 starter throughout his four seasons, and earned MIAC and regional honors over two years. He graduated with a marketing major, was on the Dean’s List, and served as a studentathlete mentor. Jamell Tidwell was a four-year starter on the varsity squad and a fourtime qualifier for the NCAA Division III national championships. He earned All-American honors three times and finished his career with a 155-17 record, second best in wins in school history. A health and physical education major, he was one of 10 members of an Augsburg academic national team that finished sixth nationally in team GPA this year. Don Stoner is sports information coordinator. 9 Augsburg’s fifth INTERNATIONAL OFF-CAMPUS STUDIES PHOTO CONTEST 1 Scenic landscapes, first place. “MY CHAIR,” Jamie Schiller ’05. Venice, Italy. 2 Scenic landscapes, second place. “STRENGTH, SWEAT, AND SOUL,” Lindsay Plocher ’06. Cuernavaca, Mexico. 3 Scenic landscapes, third place. “BUILDING BRIDGES,” Lindsay Plocher ’06. Cuernavaca, Mexico. 4 Local culture, second place. “SAWADEE CROP,” Rachel Schuette ’03. Bangkok, Thailand. 5 Local culture, first place. “LUK LUK,” Rachel Schuette ’03. Chiang Mai, Thailand. 6 Augsburg students in a host setting, second place. “ON WATCH,” Sari Gallagher ’08. U.S. Virgin Islands. 1 3 2 10 4 Summer 2005 7 5 8 6 7 Augsburg students in a host setting, first place. “A TROPICAL MINNESOTA NIGHT,” Maria Roots Morland ’05. Minneapolis, Minn. 8 Augsburg students in a host setting, third place. “LAST DAY,” David Nash ’04. Edinburgh, Scotland. 9 Local culture, third place. “GAMBLING DURING RAMADAN,” Jake Renze ’05. Morocco. Summer 2005 9 11 COMMENCEMENT 2005 The 136TH YEAR of Augsburg College photos by Stephen Geffre (except as noted) TONY SCHADEN RECEIVES MARINA CHRISTENSEN JUSTICE AWARD The Augsburg campus provided fresh spring blooms as a backdrop for family photos. REPRESENTATIVES FOR THE CLASS OF 2005 ❚ Glenda C. Holste, representing graduate students ❚ Gretchen M. Hemmingsen, representing day students ❚ Nicholas J. Schumm, representing weekend students 12 Tony Schaden, a history major from Minneapolis, was selected as the 2005 recipient of the Marina Christensen Justice Award. Each year, this honor is presented to the graduating senior who best exemplifies Augsburg’s motto “Education for Service.” The student must have demonstrated a dedication Tony Schaden, a history major from to community involvement as Minneapolis, was honored with the 2005 characterized by the personal and Marina Christensen Justice Award during the Commencement ceremony. professional life of Marina Christensen Justice, who courageously and effectively reached out to disadvantaged people and communities. Schaden grew up in the Cedar Riverside neighborhood and was a member of Trinity Congregation, where he has been a longtime volunteer with the Safe Place Tutoring Program. At Augsburg he has held numerous leadership roles, including serving as chaplain for the Pan-Afrikan Student Association for the past two years, as organizer of Peace Day in the Park, and as a member of the Outreach Ministry Team through Campus Ministry. He has done service-learning at Women against Military Madness, as well as volunteered with Campus Kitchens and mentored youth at the Wednesday Night Out program in the neighborhood. Among his numerous awards and honors are the Dean’s Award for student leadership, the Pan-Afrikan Ambassador of the Year Award for commitment to campus and community, the Win Wallin Scholarship, and the Bilkie Scholarship. Paul Cummings, president-elect of Augsburg’s student body, wrote this about Schaden: “Giving back to the community is part of Tony’s very nature. The courageous example he is setting within his community and family has given many people hope that they too may succeed in college. Tony is a role model in the Cedar-Riverside neighborhood. His actions in service to his family and community speak volumes about his true character.” In the coming year he will expand his work with youth mentoring and counseling, serving in Brazil and Africa under the auspices of the Wapagasset Luther Bible Camp. Students processed from Foss Center to Melby Hall for the Commencement ceremony. Summer 2005 “ON OUR OWN—AGAIN” Excerpts from the Baccalaureate Address William V. Frame, President, Augsburg College May 7, 2005—Ascension Sunday … The thing that Graduation has in common with the Ascension is separation. You are leaving us today and are henceforth and in a new way “on your own;” Jesus leaves the Disciples at Ascension. They are “on their own.” And so—What is the good news in this Separation—either yours from the College or the Disciples from Christ? Staff photo The Commencement concert featured performances by the Augsburg Choir and Augsburg Chamber Orchestra. If we stick with the relationship between you and us, a preliminary and happy interpretation is quite possible. Not that we’re glad to be rid of you … but your separation from the College is a necessary condition of your full engagement with the world. However successfully we have introduced you to the city and to the global society of which it is so much and evidently a part, Augsburg College remains a refuge and a training ground, a harbor ringed round by our core general education curriculum; an open cloister in which we can talk “… of many things: Of shoes—and ships—and sealing wax—of cabbages—and kings … .” All that talking, and especially about such things as these, yields self-knowledge at exactly the rate at which it yields knowledge of the world. … But when we turn to the Easter Story itself, the good news lies deeper and is harder to detect. According to the lectionary passage from Acts, the first consequence for the disciples of their separation from Jesus is the loss of their special access to the Divine Plan. They ask: “Is this the time when you will restore the kingdom to Israel?” Jesus responds: “It is not for you to know the time or period that the Father has set by his own authority.” Kathy Rumpza, advertising and graphic design manager for Augsburg’s public relations department, posed with her husband, Matt Rumpza, manager of Augsburg’s Central Support Services, prior to receiving her Master of Arts in Leadership. You can sense their stunned reaction. “After giving up everything of our own to follow you; after all that we've been through together-you leave! And at the same time cut us off from the very knowledge you’ve been so anxious to reveal to us. You've left us on our own in this world after pointing us time and again, especially recently, at the other world.” Before they have time to register this complaint with their ascending Lord, he imposes upon them a task—to be performed in his absence. For the sake of this task, he expects them “to be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth.” … Both the good news and the good sense in this is camouflaged by the pathos of the separation. Just behind the fact that the disciplesand, through them, we—have been left on our own by the ascension, lies the fact that we were prepared for this independence by the whole of the Easter story—including the part of it here at issue. Christ’s refusal to answer the disciples’ request for knowledge of the Divine Plan—indeed, his general refusal to give us any detailed portrait of heaven-keeps our attention where the Gospel focuses it-not on the next world but this. The Easter story—all of it, including the ascension-gives us the tools (including a carefully confined ignorance) to take up, for the first time, life on our own. To read the complete address, go to <www.augsburg.edu/president/bacc05.pdf>. Christopher Kimball, provost and dean of the College, handed out honors cords during the Honors Convocation. Summer 2005 13 COMMENCEMENT 2005 COMMENCEMENT ADDRESS: “IF YOU CAN'T GET OUT OF IT…” Dawn Ludwig, director of the Physician Assistant Program, placed a master’s hood on Patricia Rodriguez. Nicholas Schumm, Weekend College Class of 2005 representative, addressed the crowd at the Commencement ceremony. Following are excerpts from Parker J. Palmer’s Commencement address; download the complete address at <www.augsburg.edu/president/palmer05.pdf> … I was raised by a father who gave my two sisters and me the perfect graduation speech at breakfast every school day. Dad had a thousand aphorisms, brief and pithy sayings designed to point us kids in the right direction. Well, it seemed like he had a thousand, but he probably only had 50, which he recycled constantly. We’d be almost finished with breakfast, my sisters and I, when Dad would look at us and say, “Just remember kids, add a little ‘oomph’ to ‘try’ and you get ‘triumph.’ Now off you go!” Or on another day he’d look at us and say, “Just remember kids, there’s only one-letter’s difference between hero and zero. Now off you go!” … Now, if I had any sense I’d say “Off you go!” and sit down, having delivered succinct advice from a highly reliable source, my father. But there are a few more things I’d like to say … First, we never outgrow our need for teachers … as you go down the road called life after college, stay alert for your next teacher, and the next, and the next. It may be a family member, a friend, a child, a stranger, it may even be a socalled enemy. If the teacher does not appear, reach out for him or her. Your need for a teacher will draw that person to you if you make your need known. … A second lesson is this: whatever good and true thing you want to do, go ahead and take the first step … of course the big enemy of trust and risk-taking is fear. But here we can take good counsel from the religious tradition in which this college is rooted: “Be not afraid.” Those words do not say that you should not have fear, which we all do (at least I do); instead they say you need not be your fear. Right alongside our fear we have other places within us, places with names like hope, and faith, and trust. We can look at the world from those places instead of from our fears. … Here’s the third lesson: when you face into that fear as you step off the cliff … seek out people with whom you can tell it like it is. … A fourth lesson is this: know that you have an inner guide, an inner teacher, a true self who will be there for you when all else fails. … And finally, a fifth lesson … “If you can’t get out of it, get into it.” Of course there are some things that you can get out of, and you should: a relationship that kills your spirit, a job that contradicts your most basic values … but there are other things that we can’t get out of, so we had better get into them. And one of them is to fully inhabit ourselves, which means making the most of our gifts and being honest about our shadows. … So congratulations to all of you, and many blessings for your journey. And, as my father would surely say, “Now off you go!” Parker Palmer (center), Commencement ceremony keynote speaker, was presented the Augsburg Medal by President Frame and Jean Taylor ’85, chair of the Board of Regents. 14 Summer 2005 Staff photo THE AUGSBURG COLLEGE Twin brothers Robert Amaya (left) and Renzo Amaya Torres (right) celebrated the day with their mother, who flew to Minnesota from Colombia to watch her sons graduate. 630 Candidates for graduation 355 Day program candidates 144 Weekend College candidates 85 Graduate program candidates (20 Master of Arts in Leadership, 35 Master of Social Work, 6 Master of Arts in Nursing, 16 Master of Science in Physician Assistant Studies, 8 Master of Arts in Education) 33 Rochester program candidates 9 United Hospital candidates 4 3M candidates 20-65 10 Jubilant students celebrated after the Commencement ceremony. Summer 2005 CLASS OF 2005 Age range of graduates in the Class of 2005 Countries other than the United States represented (Belarus, Bolivia, China, Colombia, Ethiopia, Mexico, Norway, Philippines, Sweden, and Vietnam) After the Commencement ceremony ended, students exited Melby Hall to join their families at the reception in Murphy Square. 15 Dean ’75 and Terry Kennedy donate $2 million to Melby Hall expansion by Dan Jorgensen The proposed addition to Si Melby Hall, as shown from the southwest corner, is adjacent to Edor Nelson Field, facing 23rd Avenue South. All-American his senior year. He also was a two-time Minnesota Intercollegiate Athletic Conference champion, and twotime MIAC Tournament Most Valuable Player. In dual-meet competition, he lost only one match during his career and had 53 victories his junior and senior seasons. In 1996, he was inducted into the Augsburg Athletic Hall of Fame. He credits the discipline instilled in him by his coaches and mentors, particularly Mike Good ’71 (a current Augsburg regent) and John Grygelko (Augsburg’s head coach from 1973-80), as keys to his success. Good preceded Kennedy at both Fridley High School and Augsburg where he, too, was a champion wrestler. He went on to a successful business career in New York and has served on Continued on page 19 16 Dean Kennedy ’75 shared a moment of honor with his wife, Terry, when he was inducted into the Athletic Hall of Fame in 1996 for his career as an Auggie AllAmerican wrestler. Thanks to the generous gifts from Augsburg alumni and friends, the ceremonial groundbreaking for the south wing addition is scheduled for Oct. 29. Ground cannot be broken, however, until the remaining $1.5 million in gifts and pledges is secured. Contact the Development Office at 612-338-0002 or 1-800-273-0617. Summer 2005 David Santos/H. Larson Photography A former All-American wrestler and his wife have contributed $2 million to Access to Excellence: The Campaign for Augsburg College in support of a major addition to the College’s athletic center, Si Melby Hall. The gift, made by Fridley natives Dean Kennedy ’75, and his wife, Terry, was announced recently by Augsburg President William V. Frame, who said the gift not only is “a magnificent gesture of support for the campaign, but also significant recognition for the work of coaches and others who shape the lives of those of our students and colleagues who are engaged in athletics.” Kennedy, an independent businessman, was the first four-time AllLutheran Tournament champion in the tournament’s history. And he was at the front end of what has been built into the most successful small-college wrestling program in the nation. In his senior year as co-captain, Kennedy led Augsburg to a runner-up spot in the NAIA national finals with a third-place finish at 142 pounds. In the ensuing 30 years, Augsburg has consistently finished among the top 10 in the nation, winning a record nine NCAA Division III national titles and taking second place seven more times. A four-year varsity wrestler for Augsburg, Kennedy was a 142-pound The Augsburg Fund annual goal of $1 million reached again Significant growth in alumni giving to The Augsburg Fund made an aggressive goal of $1 million reachable for the fiscal year ending May 31. The annual fund primarily supports student financial aid through scholarships and grants. Since this is unrestricted annual giving, gifts also may be used to provide for the critical needs of the College such as technology advancement and other strategic operations. “This is the second time in Augsburg’s history that $1million has been raised in one year for The Augsburg Fund,” said Stephanie Malone, director of the fund. “The standard has been set, so it should be an achievable goal in the future.” Significant giving this year came from the Alumni Board with 100 percent participation, the Board of Regents, and two class challenges generated by Alumni Board members and volunteer leaders, including the “Decade of the ’70s Challenge.” Ken ’74 and Linda (Bailey) ’74 Holmen provided the lead gift to the challenge, followed by more than 200 fellow alumni from the decade of the ’70s. Five alumni families from the 1970s—Rick Colvin ’74, Mark ’79 and Pamela (Hanson) ’79 Moksnes, Robert ’74 and Andrea (Johnson) ’75 Strommen, Philip ’79 and Julia (Davis) ’79 Styrlund, and Thomas Peterson ’70—issued a $50,000 challenge and 1:1 dollar match to ensure new levels of support and gifts of $100,000 to the College. “The Decade of the ’70s Challenge was a dollar-focused challenge that matched new and increased gifts to The Augsburg Fund,” said Malone. “We are pleased with the results and hope that next year other individuals will come forward and think of creative ways to sustain the College. “It was a highly successful year in terms of participation levels. First time donor giving rose 100 percent, and alumni giving increased from 20 percent to a participation rate of 25 percent.” Repeat and increased giving also were noticeable. All donors at the $10,000 level renewed their gifts, and new donors were added to the $25,000+ level, currently the top tier for gifts to The Augsburg Fund. Reunion year activities and volunteer involvement this year also sparked the growth of annual giving, led by Alumni Board initiatives. Class agents, who engaged their classmates through letters and contacts, were also extremely beneficial in helping to meet annual fund needs. “We will especially miss the efforts of class agent Wes Sideen ’58 who passed away earlier this year,” said Malone. He affected many Augsburg families by his vigor for life and commitment to his alma mater.” Giving to The Augsburg Fund is an important component of the $55 million capital campaign, Access to Excellence: The Campaign for Augsburg College. “We hope alumni and friends of the College will continue to make The Augsburg Fund a priority,” Malone said. “We hope they continue to offer prayers and gifts of support and that the first gift they make every year is a gift to The Augsburg Fund as a way to ‘check in’ annually with their alma mater,” she continued. “After that we hope they will consider special opportunities based on the College’s priorities, like building and endowment initiatives. Gifts to Augsburg offer a future of access and excellence to our students.” For information on how to contribute to The Augsburg Fund, contact Stephanie Malone at <malone@augsburg.edu> or 612-338-4825. ■ Campaign progress $41.1M of $55M goal as of 7-31-05 Summer 2005 17 What is your dream job? For many of us, travel would play a part in our dream. The Reverend Dr. Arne Markland ’49, and his wife, Jean (Swanson) ’52 Markland, have lived their dream of seeing the world. Their gift for storytelling has landed them on the lecture circuit for a number of cruises—162 and counting. Arne first starting working on cruise ships as a chaplain and history lecturer and has amassed a repertoire of 156 lectures on countries and islands around the world. Jean shares her knowledge and expertise of how nutrition affects the brain. They have acted as destination art lecturers and have been fortunate to collect art on their travels. Their cruise travel has taken them mainly overseas. “We’re waiting to cruise to Sri Lanka, India, Havana, New Orleans, and Lake Wobegon,” said Arne. The Marklands have spent their lives encouraging people to enthusiastically embrace learning. Since graduating from Augsburg, Arne became a campus and parish pastor in Georgia, South Dakota, and Utah. He also served as a military chaplain for four years. Jean used her skills as a teacher and taught many different subjects in the public school system as a secondary school educator for 30 years. Recently the Marklands established an endowed scholarship to help support students who want to attend Augsburg from two high schools: Hillcrest Lutheran Academy in Fergus Falls, Minn., and Oak Grove Lutheran School in Fargo, N.Dak. Arne grew up in the Norwegian section of Brooklyn, N.Y., but his parents sent him to Hillcrest Lutheran Academy in Fergus Falls for high school. Jean is from Bemidji, Minn., and has had an interest in Oak Grove Lutheran School. The scholarship is structured so if there are no students accepted to Augsburg from these high schools in a given year, the scholarship will be given to a current Augsburg student who will attend Luther Seminary or one who has an interest in secondary education. “We have always been interested in Christian education,” said Jean. “I liked the spiritual values of Augsburg when I was attending college. Augsburg has Courtesy photo Marklands endow a scholarship as they cruise into retirement Rev. Dr. Arne ’49 and Jean (Swanson) ’52 Markland are enjoying second careers as cruise ship lecturers while staying connected with Augsburg through an endowed scholarship. always stressed the values of serving and giving to others.” Perhaps like the Marklands you want to make student dreams a reality. After all, 85 percent of Augsburg’s students receive financial aid and scholarship support. Contact the Development Office at 612-338-0002 or 1-800-273-0617 to offer encouragement and significant financial assistance for students. ■ Ellingers support Science Center through student-faculty research Albert Einstein’s words, “It is high time that the ideal of success should be replaced by the ideal of service,” reflect the giving spirits of Patricia (Olson) ’71 and Mark ’71 Ellinger. The Ellingers, both biology majors at Augsburg, have enjoyed success in their careers and are now giving back in ways that will serve others. 18 Last year, they established an endowment, the Ellinger Faculty Scholar, to provide support for faculty research to include student collaboration. “We really appreciated how the research program was developed,” said Pat. “It is our way to support the new Science Center and faculty research because of the positive experiences we had at Augsburg.” “We were both drawn to Augsburg because of the strong science and biomedical programs and its Lutheran heritage,” continued Pat. Mark, who transferred to Augsburg during his junior year, echoed that: “I had a deep and continuing interest in the relationship of Summer 2005 Dean and Terry Kennedy, continued Augsburg’s board for the past three years. Just out of college in 1971, Good convinced Kennedy to come to Augsburg and then coached him his freshman year. Grygelko was Kennedy’s coach for his final three years. “I was fortunate to be on the varsity for four years and take my lead from good leaders who remain my lifelong friends,” Kennedy said. “It was such an important part of my life at the time, and it molded me and shaped my values as a person. “Terry and I have been blessed to be in the position to do this. We’re doing it for Jeff Swenson ’79, Mike Good, John Grygelko, and all the outstanding young men for whom the Augsburg wrestling program has meant so much. And now that we’ve thought it through and made the commitment, we’re feeling very good about it, both of us.” Swenson is current wrestling coach and assistant dean for athletics and recreation. Kennedy said he is a great admirer of Swenson’s coaching, but more importantly how he has shaped his team members into outstanding men who excel in the classroom and in society. “Augsburg has done a very good job in working with its student-athletes. I took great pride in the program when I was there, and 30 years later I’m still able to take pride. When I was at this year’s national tournament (in Northfield, Minn.) I was very impressed by Jeff’s work with these young men. They were articulate and, even with all their success, very humble. I attribute that to Jeff and his coaches. “You see a lot of successful ‘sports’ programs, but you don’t hear them talk about their graduation rates or inclassroom successes. But you do hear that at Augsburg. This is a college that teaches its students how to think critically and care about the world. I wanted to be supportive of that.” Kennedy said he also was spurred into making his gift by an earlier gift science and religion, which continues to captivate me.” Both of them enjoyed learning in smaller classes and taking a wide array of liberal arts in addition to the required biology courses for their majors. Taking Professor Robert Herforth’s Developmental Biology course influenced Mark significantly: it’s where he and Pat met, and it convinced Mark to pursue a Ph.D. Pat has never regretted following a career in medical technology suggested by her chemistry professor Courtland Agre. She went on to specialize in blood banking and obtained a master’s degree in health education. For many years both Mark and Pat Ellinger have mentored students about the importance of science careers and research. The Ellinger scholarship will further those efforts; and for its first recipient, biology professor Mark Strefeler, it will provide enhanced resources for his research and support for a student assistant. Summer 2005 made by Twin Cities wrestling legend Alan Rice—a non-Augsburg alum who donated $1 million to the campaign just a year ago. Kennedy said he had long known and admired Rice, and when he saw that kind of commitment from him, he knew that he, too, needed to step forward to insure that good facilities were available for future generations. The goal for the new facility is about $5 million, and nearly $4 million has now been raised. The College hopes to bring in the last of the money by fall and have a ceremonial groundbreaking soon thereafter. “I hope that Terry’s and my gift will not only spark interest in other generations of Augsburg athletes whose lives have been shaped by the College, but also by Augsburg alumni in general in support of the many other important projects, such as the new Science Center, that will serve so many students in so many different ways,” Kennedy said. ■ The Ellinger Faculty Scholarship has supported the collaborative research of biology professor Mark Strefeler and student assistant Andrea Carlson ’05. 19 Seed family endows StepUP to affirm others SM Adam Seed’s life changed when he attended Augsburg. “It took Hazelden and Don Warren, former StepUP SM director, to jumpstart me,” said Seed. “Don Warren saw my potential and made me believe in myself. He was always available to me and the other students.” Seed was one of the first students in Augsburg’s StepUP program, which supports students in recovery to achieve academic success. Now it’s Seed’s turn to share his passion for the program and offer his unique insight as co-chair of the StepUP Alumni Board. “His leadership, wisdom, and strong recovery are necessary assets for the Alumni Board,” said Patrice Salmeri, StepUP director. “I want to make a connection with others and come up with unique solutions to common problems,” Seed said. “I’d also like to help re-establish alumni connections and contribute to the decisions concerning StepUP’s present and future. StepUP is a major part of who I am today and its health and possibility for the future are very important to me. Augsburg’s part in my Vision is published by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor and Writer Lynn James Contributing Writer Dan Jorgensen Graphic Designer Kathy Rumpza www.augsburg.edu/campaign 20 Jim and Adam Seed development was crucial. It’s my hope that students take the opportunity to get uncomfortable and grow in areas that typically don’t occur naturally.” Seed’s family also continues to be involved with StepUP because of the impact it had on his life. In 2003 the Seed family received the Toby LaBelle Award as the StepUP Family of the Year. Recently, they showed support for the program by answering the Parent/Family and Friend Challenge. “By endowing the StepUP program— both as a physical and financial resource—we hope to create more certainty for its future,” said Jim Seed, Adam’s father. “We appreciate what was available to Adam and to others. I’d also like to commend [President] Bill Frame on his dedication to this program and to Augsburg,” said Jim. “I appreciate the commitment and loyalty to the program shown by the Seeds,” said Salmeri. “Since its inception in 1997, when Adam was in the class of founding students, the program has grown from 23 students to 53 students. Our new home, [the] Gateway [Building], will house 84 students.” “The original model for the StepUP program evolved over the last eight years,” Jim Seed said. “Young people are living in a small community and supporting each other. Prior to StepUP it was something that was impossible for them to do on their own. It’s a transformational environment where students break through the memories of failure and then come back into that environment. “It’s a wonderful program. It will be affirming and visionary if this program is constructed and transported to other colleges and universities. StepUP is a paradigm for life. As a collective group we have to help each other.” ■ GATEWAY CONSTRUCTION FURTHERED BY CHALLENGE GIFTS Thanks to the generous support by the Seed family and others, StepUP’s Parent/Family and Friend Challenge met its goal. The challenge, set by Jim Johnson in the spring of 2004, raised $425,000 toward construction of the Gateway Building that will house the StepUP program. Johnson, a former CEO of Fannie Mae, likes the urban village concept of the planned mixed-use office/retail/residential Gateway Building. He also appreciates the collaboration between the University of Minnesota and Augsburg, with both institutions serving the neighborhood and addressing needs for retail and housing. Johnson has been supportive of education and a strong proponent of higher education. At Augsburg, Johnson honored his mother, Adeline (Rasmussen) ’31 Johnson, by establishing a scholarship in her name. Summer 2005 FINDING THE RIGHT CAREER F O R M U L A by Betsey Norgard TRYING OUT THE OPTIONS Senior Jennifer Geis has shaped her own career goals in just this way. She came to Augsburg having been turned on to math in the eighth grade and having studied two years of college math as a postsecondary student. But, she really didn’t have a career focus, and hadn’t even settled on a math major. After two years of Summer 2005 Staff photo S On one of the first nice days in spring, students in Professor Rebekah Dupont’s (second from left) class enjoyed solving their math problems outside on the Quad. Stephen Geffre tudying mathematics can open doors to increasing numbers of varied careers and jobs for students. Often called the “language of science,” mathematics provides a structure and the tools to solve many kinds of problems, especially within the increasing complexity of today’s sciences and technology. In the Bureau of Labor Statistics’ 2002 Jobs Rated Almanac, eight of the 10 “best jobs”—biologist, actuary, financial planner, computer-systems analyst, software engineer, meteorologist, statistician, and astronomer—all require complex understanding and interpretation of numbers. Even more telling of how mathematics is becoming “cool” is the popularity of the new CBS-TV show, Numb3rs, in which a mathematician helps the FBI solve crimes through mathematical modeling—constructing formulas to reveal patterns and predict behavior. Using mathematics as a complementary skill to a variety of disciplines makes it a valuable second major or minor. Augsburg students combine math with physics, computer science, biology, psychology, economics, as well as music, English, Spanish, and religion. While some students know they want to pursue a degree in mathematics, many students generally don’t enter Augsburg intending to major in math, or even to study it. So, how does the mathematics faculty help students sort out the possibilities for math in liberal arts, for teaching, for research, for graduate school, and for using math in both theory and application? “We encourage them to pursue opportunities for out-of-class experiences such as community service, undergraduate research, paper presentations, and internships,” said department chair Rebekah Dupont. “Then, as part of our advising, we talk about what they liked best, and what perhaps they didn’t. “Our focus is really on helping students to activate their potential by connecting them to opportunities they might not have known about.” Senior Jennifer Geis has taken advantage of internships, tutoring, and research to help her pursue a career in statistics. mathematics courses at Augsburg, she knew she was hooked. “When my professors realized I was spending more time in the math department than anywhere else, they encouraged me to improve my teaching and tutoring skills,” said Geis. She began assisting with grading and tutoring in calculus, linear algebra, statistics, and courses for non-majors. It was a course in actuarial science that really sparked her interest and led to her work with Professor Ken Kaminsky on the textbook he had just completed. While giving the textbook a trial run in one of his classes, Kaminsky asked Geis to help him proofread, review the ease of layout, and 21 Stephen Geffre Stephen Geffre Professor Ken Kaminsky tried out his new textbook with classes over several semesters, and tests his math cartoons with the readers of Augarithms, the bi-weekly department newsletter. Rhythm and ‘Rithmetic—Music professor Bob Stacke ’71 (left) and math professor Matt Haines (right) presented an interactive seminar for Augsburg faculty, staff, and students to demonstrate how counting beats in a measure is really mathematics. verify the accuracy of the answers— while also gaining a bird’s-eye view into how a professor engages in academic scholarship. Kaminsky encouraged Geis to pursue a double major in mathematics and actuarial science, which she is able to do through the Associated Colleges of the Twin Cities (ACTC) consortium, allowing students to take courses at four other private colleges when they’re not learned how to communicate clearly and how to explain myself carefully.” This summer, she left the business world to accept a research internship in statistics at North Carolina State University, funded through the National Science Foundation. This gives her an introduction to the wider application of statistics than actuarial science offers. Mathematics major Tim Bancroft, who is now at Iowa State University T E A C H I N G Mathematics professors Tracy Bibelnieks and Matthew Haines usually focus on helping college math majors head to graduate school or other careers. Recently, though, they have spent considerable time together with education specialists across the country studying the mathematical knowledge needed by college students who are preparing to become teachers. This is important because everyone is learning mathematics differently now than how it was taught years ago—even only five years ago. Starting in early grades, children begin playing games with numbers—tossing pennies and making charts to learn about probability, for instance. In each succeeding year, their classroom learning builds on and expands the knowledge and skills they already have. It means that elementary teachers need to develop a deeper understanding of numbers than just how to add two 22 available on the home campus. Geis put her skills into practice for a year as an intern at Allianz Life Insurance. She became part of a team implementing a major, new actuarial reserving system and feels fortunate to have been given a role and responsibility. Plus, she learned more. “Some of the most important things I’ve learned working at Allianz have nothing to do with math,” she said. “I’ve M A T H E M A T I C S T O numbers, or divide, or multiply. High school calculus teachers must understand how their students learned mathematics as they progressed through the grades—how their thinking developed and how they communicate mathematical concepts. Bibelnieks and Haines focused their research on mathematics content for students preparing to be elementary teachers who have neither a strong background in math nor an interest in teaching it. Already, together with Augsburg’s K-6 mathematics education specialist Linda Stevens, they’ve made content revisions in two mathematics courses. It has been a more difficult assignment than they imagined. “How you teach pre-service teachers [education majors] is different from how you teach somebody who’s going on to graduate school in math, says Bibelnieks. “You have to go out of your comfort zone T E A C H E R S and learn what it means to be an elementary teacher in some sense.” Bibelnieks, Haines, and Stevens received Minnesota State Education Department funding to work with current teachers on acquisition of content knowledge in mathematics and its application to classroom learning. An in-service workshop first focused on mathematics content; Bibelnieks, Haines, and Stevens then advised the teachers during the school year in class activities. The project goal was to develop a “professional continuum,” in which knowledge gained from current teachers informs how future teachers learn, who then go into the field, etc. This summer Bibelnieks and Haines presented papers at an international conference in Brazil outlining Augsburg’s new curriculum as well as Haines’ participation in a wider longitudinal study looking at where education students learn their mathematics. Summer 2005 Staff photo working on a master’s degree in statistics, was able to enter graduate school with solid research experience. He took a project from his Discrete Mathematics Structures class with Professor Su Dorée and developed a research project in combinatorics, which studies the arrangement of objects. For the cointrading game called Bulgarian Exchange, Bancroft took results from the solitaire version of this game and generalized the patterns and repetitive cycle of twoperson play. Together with Dorée, Bancroft presented his research at a national mathematics conference. Stephen Geffre Tim Bancroft began grad school with solid research and presentation skills from a project he carried out with Professor Su Dorée involving prediction of patterns in a coin-trading game. S T U D E N T S AT T H E CUTTING EDGE Professor Tracy Bibelnieks considers herself an applied mathematician, which in her words involves “using theoretical mathematics in innovative ways to solve rich business problems.” She previously worked as a consultant, applying mathematics to the analysis of huge customer databases to help companies address problems or maximize revenue in their marketing and promotional strategies. Bibelnieks is seeking to develop partnerships with local firms that would provide benefit to both the business world and to her Augsburg students. She is looking for rich business problems and projects that will engage students in research beyond the standard classroom theory and models. The mathematical theory involved has to be exacting and validated—risky for a company to undertake—but invaluable for students wanting to get their feet wet in the field. The research generated by such a business/academic partnership gives students an edge as they look for career opportunities in the marketplace. Moreover, it may give the business an edge in the marketplace through the development of new tools, techniques, and solutions for a wide range of business problems. In September, Jennifer Geis begins to work with Bibelnieks on a business partnership research project. Geis is excited because it will require her to learn more about applied mathematics in the business sector, including the use of programming and software, that will hopefully give her that extra edge as she pursues an advanced career in statistics. ENGAGED STUDENTS Professor Tracy Bibelnieks is developing business partnerships to provide problems and projects for students to research and gain experience in applied mathematics. Summer 2005 The mathematics department makes it easy for students to feel connected to R E A D P I — T H R O W P I E ! On 3-14 (March 14, that is), students in Unbounded, Augsburg’s math club, hosted a pi(e) fest, in honor of Pi Day. The event benefited Augsburg's “Ride the Wave” tsunami relief project. From noon until 3:14:15 p.m., students took turns reading the digits of pi— 24,401 at final count. Also, faculty and staff signed up to be “pied,” i.e., to have a whipped-cream minipie tossed at them for a donation— the larger the donation, the closer the pie subject would stand. faculty. Several years ago, a study room was set up in the department to encourage students and faculty to get to know each other. Students spend time there using the telephone or computers, or researching something in the small library. “I practically live in the math suite with the workroom and the study areas,” said Geis. “It’s great just having the professors there. They come in to eat lunch and help you through your homework right then and there.” Dupont adds that it also encourages a supportive environment in which upperclass students can help newer students. The department also brings students together in bi-monthly colloquia where they meet professionals in various fields of mathematics, learn about applications, and hear research presentations. Often the presenters are Augsburg alumni who enjoy keeping in contact with their former professors and getting to know current students. Augarithms, the department’s biweekly newsletter, complete with department news, colloquia information, puzzles, and even math cartoons provided by editor Kaminsky, keeps the department in touch. All of this is to encourage students to connect what they learn in classrooms 23 K E E P I N G A L E G A C Y A L I V E T H E G E O R G E S O B E R G S C H O L A R S H I P Professor George Soberg graduated from communicate to our students that we Augsburg in 1926, and then spent the think they show real potential in next four decades of his life teaching mathematics. As a department, we mathematics at his alma mater. For 32 believe in honoring the level of years he served as chair of the accomplishment seen in junior or senior Mathematics Department. mathematics majors, and also celebrating The 1965 Augsburgian dedication the strong performance and enthusiasm calls out his “constant concern for of a freshman in calculus. In addition, students and his ever-ready willingness since they are named scholarships, they to help them individually.” connect our current students with alumni Donald G. Murphy ’43 and Kenneth A. Gilles ’44 were two of Soberg’s and faculty emeriti. “A named scholarship is one of the students who wanted to keep his legacy many ways alumni give back to our alive and inspire future students to department. Mathematics alumni also achieve their educational dreams. In speak in our colloquia, connect students 2004, Murphy and Gilles endowed a with internship opportunities, serve on scholarship in Soberg’s name to be Augsburg’s alumni board, and participate awarded to a math major or minor. in programs such as the alumni “The value of such gifts to the mentoring program (funded by the Lilly department is immeasurable,” Endowment), which brings together commented Rebekah Dupont, alumni, current students, Mathematics Department chair. “The and faculty.” scholarships funded by these gifts Archive photo Professor George Soberg, who graduated from Augsburg and stayed to teach and chair the Mathematics Department for over 30 years, now has an endowed scholarship in his honor. 24 with real-world mathematics. Last year, Dupont and other faculty and staff from Augsburg attended the Engaged Department Institute in Engineering, Mathematics, Computer Science, and Related Fields. Co-sponsored by Campus Compact and 3M Corporation, the institute aimed to help departments develop strategies to include communitybased work in both their teaching and scholarship and to seek ways to integrate service-learning, community-based research, and civic engagement into the curricula. For example, one of the first-year mathematics courses last fall that was part of the Augsburg Seminar student orientation included service-learning at the Cedar-Riverside Community School. Augsburg students worked with the elementary children to create a store, helping them understand what kinds of data they needed to make decisions about stocking the store, setting prices, etc. All in all, the department seeks to encourage students to explore the possibilities and to help them understand what it means to be successful in the sciences. It’s part of introducing them to the notion of vocation—helping them discover the opportunities within their own interests and abilities. Bibelnieks talks about helping them open doors, which they can leave behind if they wish, but supporting them toward success, not failure. For Geis, it’s made the difference. “All my professors have encouraged me to try things I didn’t think I could do,” she says. “I didn’t think I could get my internship this summer, but I was accepted. I didn’t think about pursuing a master’s or Ph.D. in statistics, but here I am prepping for my GREs. It’s been a lack of self-confidence, and they’ve always encouraged me to push myself from the limit to the next level, and I think that’s the most important thing.” ■ For information about Augsburg mathematics, go to <www.augsburg.edu/ mathematics>. Summer 2005 Music after Augsburg R FOLLOWING THE HOGNANDER SCHOLARS by Jessica Brown adio variety shows … opera … film scores … high school teaching … music education outreach … electronic music … jazz composition … Augsburg’s Hognander Scholars are out making their marks in music around the world. In 1998, the Orville ’36 and Gertrude (Lund) ’36 Hognander Family Fund was established to support Augsburg’s music department. Principally, it establishes the Hognander Scholars, juniors and seniors who receive merit awards for exceptional music performance and academic achievement. The award is based on a résumé, essay, and audition. Here is an update on the Hognander Scholars, now Augsburg alumni, from the past seven years. Stephen Geffre Aaron Gabriel ’00 (below), tenor, graduated with majors in both English and music performance. He is now director of cultural arts at the Sabes Jewish Community Center in Minneapolis, where he supervises the music, theatre, dance, art, literary, and cinematic arts programs. Center Playhouse, the youth theatre program he created does six productions a year and includes a Holocaust outreach program, touching 3,000 middle school age students; a classics series for teens interested in classic playwrights; and two summer musical theatre institutes based on the Wesley Balk training he received at Augsburg. In addition, Gabriel performs regularly with a number of local Twin Cities theatre companies, including the Minneapolis Musical Theatre, which won the Star Tribune Best Small Theatre Award in 2004 for Bat Boy, a musical in which Gabriel played five characters. Qiuxia (Hu) Welch ’99, French horn, was “recruited” to Augsburg by Professor Emeritus Robert Karlén, who met her while teaching at the Sichuan Summer 2005 Conservatory in China. After Augsburg, she studied in the graduate program of the University of Minnesota School of Music and has spent three summers teaching high school horn and performing at the Kendell Betts Horn Camp in New Hampshire. She and her husband, Kevin, are moving to China for several years to continue their teaching and performing careers. Chiho Okuizumi ’00 (above), euphonium, earned an Augsburg degree in music therapy, but also pursued an instrumental career. At Montclair State University she completed a master’s 25 FOLLOWING THE HOGNANDER SCHOLARS degree in euphonium performance, and she continues to play in the New York metropolitan area. She is currently pursuing a second degree at Montclair State University in music therapy. Okuizumi directs the REACH (Resources for Education And Community Harmony) program for the New Jersey Symphony Orchestra and produces orchestra concerts throughout the state. As a one-person production unit for the NJSO, she manages 120-150 concerts each year, serving 20,000 people. Jaime Kirchofner ’00, oboe, has carved out a busy performance and teaching career since graduating from Augsburg. She plays second oboe in the St. Cloud (Minn.) Symphony and regularly appears with the Duluth-Superior Symphony Orchestra, Amadeus Symphony, Great River Chorale, Minnesota Center Chorale, and chamber groups throughout central Minnesota. She currently has 40 piano and oboe students. Nicole (Warner) Simml ’01 (left), mezzo-soprano, has performed for audiences in the U.S. and abroad. In her junior year at Augsburg, she brought home top division honors in a regional voice competition. After graduating, she completed a master’s degree in classical voice from the Manhattan School of Music and moved to Germany. In December, she sang Bach’s Christmas Oratorio. “Without overflowing emotion, [Simml] convincingly uses the opportunity to sing unpretentiously and stylefully,” read a German newspaper in translation. 26 She is also an active member of the Gächinger Kantorei under the direction of Helmuth Rilling. She teaches voice and piano, and conducts a small community choir. Anna Brandsoy ’01, soprano, studied in Germany at the Mozarteum and the Münchner Singschule with Edda Moser on a scholarship from the Voices of Vienna. She is currently a doctoral candidate at the University of Minnesota where she has performed in numerous operas. Last December, she won the Metropolitan Opera National Council Auditions, South Dakota Region. Joe Tucker ’01, piano, is director of instrumental music at Como Park High School in St. Paul, where he has established an orchestra program which now boasts 40 members, has expanded the band program to two ensembles with a total of 85 students, and has led ensembles to top honors at state contests for four consecutive years. From Augsburg, he earned a master’s degree in music education from the University of Minnesota. He was recently recognized as an “outstanding teacher” in the 2005 edition of “Who’s Who in American Teaching.” Brendan Anderson ’02 (top right), saxophone and composition, made a name for himself as a composer even before leaving Augsburg. In his senior year, he led the Augsburg Choir and Concert Band in the premiere “I Believe,” his interpretation of the Apostles’ Creed in word and music. The work was later performed at the Crystal Cathedral in California during the Concert Band’s spring tour in 2003. In the past two years he has completed coursework in the UCLA film scoring program, and been commis- sioned to compose an arrangement of part of the Lutheran liturgy, as well as a piece for the Lutheran High School of Orange County (Calif.) Handbell Ensemble and Hollywood Brass Ensemble. This spring Anderson was nominated for Best Original Score at the 168 Hour Film Festival in Pasadena, Calif., for his score to the short film, Picket Guy. He lives in Arizona and works in the administrative offices of the Phoenix Symphony while continuing to compose both concert and film music. Lindsay Bonner ’02, soprano, sang in the Augsburg Choir, performed with the Gospel Praise ensemble, and appeared on the theatre stage. In 2002, she studied on scholarship at the Wesley Balk MusicTheater Institute and performed with Nautilus Music-Theater. For two years she has been in Austin, Texas, where she is a featured performer with the Lillian Kaufman Radio Drama and teaches voice lessons at Westlake High School. Bonner has also performed on Eklektikos, an Austin Public Radio variety program. Daniel Luedtke ’02, piano, is exploring the potential for creative expression Summer 2005 Stephen Geffre found in the experimental and electronic genre. He currently works on electronic music and sound design projects, as well as the post-production video editing for the Pilot Chicago Queermedia Conference 2004. In July he began work with the Video Data Bank in Chicago, Ill., a resource for videotapes by and about contemporary artists. Visitors and is performing the part of La Ciesca this summer in Puccini’s Gianni Schicchi. FritzHuspen is a teaching assistant and will begin to coach private vocal lessons in the fall. Mark Abelsen (’04), piano, has plans for graduate school in the near future, majoring in either piano or musicology. He currently works for the Schubert Club in St. Paul as a museum docent in the organization’s keyboard and manuscript museums, as well as assists with various recital series, scholarship competitions, and office duties. In addition, he serves as director of music ministries for Epiphany Lutheran Church in Minneapolis and has a piano studio of 12 students. Gertrude Hognander with the 19992000 Hognander Scholars Jaime Kirchofner ’00 (left) and Chiho Okuizumi ’00 (right). THE HOGNANDERS: SUPPORTING MUSIC EXCELLENCE Orville ’36 and Gertrude (Lund) ’36 Hognander created a legacy in Augsburg’s music department that will encourage and support students for years to come. Emily Gerard ’03 (above), harp, studied harp at Augsburg with Kathy Kienzle, principal harpist with the Minnesota Orchestra. She went on to Carnegie Mellon University in Pittsburgh, where she studied with Gretchen Van Hoesen, principal harpist with the Pittsburgh Symphony Orchestra. During her time there, she was able to participate in numerous master classes and perform repertoire with the Carnegie Mellon Philharmonic, and play second harp with the Pittsburgh Symphony Orchestra. In May she earned her Master of Music degree in harp recital. Upon completing this degree, she returned to Minneapolis to join the faculty of the MacPhail School of Music. Maja Lisa FritzHuspen ’04 (top center), soprano, currently studies at the University of Iowa with Rachel Joselson and opera director Gary Race. Last fall she performed the lead role as the mother of Amahl in Amahl and the Night Summer 2005 While a student at Augsburg in the 1930s, Orville Hognander sang in the male quartet and the Augsburg Choir. He created and produced “The Hour Melodious,” a weekly radio program that brought the choir to a national audience. Gertrude (Lund) ’36 Hognander, studied music at Augsburg and went on to a career as a church organist and choir director. Andy Peterson ’05 (above with Professor Angela Wyatt), piano and saxophone, will complete his bachelor’s degree in music education following student teaching at Henry Sibley High School this fall. He is currently working on his composition Sound Carei's, a piece for saxophone and piano which was inspired by the music of Minneapolis jazz musician Carei Thomas. ■ Jessica Brown is a communication specialist in the Office of Public Relations and Communication. Together, they provided leadership support to Augsburg music. In 1994, they matched a $25,000 challenge to refurbish pianos and purchase equipment for the music department. The Hognander Scholar awards, aim to attract gifted students and to encourage current students. Orville Hognander died in 1997, and Gertrude Hognander in January 2005. They are survived by their son, O.C. Hognander, Jr. 27 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… I n May I had the opportunity to attend Augsburg’s Commencement ceremony in Si Melby Hall. I also had the privilege to welcome new graduates into the ranks of over 19,000 alumni. Surveying the crowd, I was reminded that Augsburg graduates are prepared to lead and make a difference—wherever their community is and however defined. Augsburg graduates understand that the phrase “values proposition” goes beyond the business marketing context to include living out one’s life in service to community and others. Representatives from each graduating class spoke of their experiences and perspectives as learners. Glenda Holste, representing graduate-level students, shared a story that revealed the important value she places on her education. However, she didn’t mention her career as a member of the Pioneer Press Editorial Board. Her role at the Pioneer Press newspaper exemplifies the Augsburg spirit of leadership and service to others. Holste’s editorial responsibilities and op-ed writing reach many thousands of people each day—and her work ensures that readers have the opportunity to be informed on many viewpoints of important issues of the day. Another example of exemplary service is Dr. Jeanette Vought ’77, profiled on page 31 of this issue. Vought founded the Christian Recovery Center in Brooklyn Center, Minn., which helps many people get the mental health care they need. In today’s world of A-Club making connections with new look and Web site A n old Augsburg tradition has a fresh new face! Earlier this year, the A-Club Executive Committee approved a new logo for the organization that supports Augsburg athletics and physical education. “We hope the bold, clean look will increase awareness of A-Club events as well as our mission of helping today’s student athletes,” said John Harden, A-Club president. The block “A” is just the first step aimed at improving A-Club’s brand. Visitors will see the logo on the debut Web site (www.aclub.org). For the first time, A-Club members and friends can get the latest information on events, activities, fundraising efforts, and newsletters online. “It is critical to stay connected with all our members, and this Web site will help us take giant steps toward improved 28 communication,” Harden said. By browsing the site, visitors will also discover an exciting line of A-Club apparel featuring the block “A.” Hats, shirts, windbreakers, and even stadium blankets are now available online with proceeds benefiting Augsburg athletics and physical education. diminishing access for mental health services, particularly for lower income people, Vought’s service approach is particularly needed and inspiring. Each of us as alumni have the spirit of vocation and leadership potential of Vought and Holste. We are all at a starting point of some kind or another. If you haven’t already, I invite each one of you to connect or re-connect with Augsburg College. Along the way your life experience will grow and be enhanced, your community will benefit, and Augsburg will be enriched many times over. Be connected—stay connected! Bill Vanderwall ’93 WEC President, Alumni Board A-Club 5K Run/Walk The Augsburg College Athletic Alumni Club (A-Club) requests your participation in the Second Annual A-Club 5K Run/Walk. Join us for a fun morning of fellowship and running or walking in the crisp autumn air while helping to support student athletes at Augsburg. The event will take place Sunday, September 18. Check-in begins at 9 a.m. at Melby Hall; race begins at 10 a.m. For more information or to register, please contact A-Club President John Harden at <jharden@hardeninc.com>. Second Annual A-Club 5K Summer 2005 Attention Auggies: Do you have the time and desire to help today’s student-athletes become tomorrow’s leaders? The Augsburg A-Club is looking for women and men who are willing to be active participants on the A-Club Executive Committee. The A-Club is a volunteer organization of former men and women athletes that depends on members to do what they can to help provide today’s student-athletes with opportunities for a quality athletic experience. We are looking for individuals who are dedicated to supporting the College, Augsburg athletics, and physical education. Most important, they must be willing to put in time as a volunteer. The time does not have to be significant, but they do need to be able to follow through on their commitment (we’re big on people doing what they say they will). Members must be able to attend brief quarterly Executive Committee meetings at the College and be willing to work on at least one A-Club committee: Golf, Hall of Alumni tour to China Centennial Singers Fall Schedule Enjoy fellowship, comfort, and enriching educational opportunities on the May 2006 Augsburg Alumni Association China tour: Sights and Spirits. Hosted by Brad Holt, professor of religion, this 15day tour scheduled for May 11–25, 2006, begins in Beijing and includes Tiananmen Square, the Forbidden City, the Great Wall, the Terra Cotta Warriors, and a boat cruise down the Yangtze River past the Three Gorges, which will be flooded by a dam project at the end of this decade. The international city of Shanghai concludes this travel experience. In addition to visiting famous sites in China, the tour will include an investigation of the religions of China, including Confucianism, Taoism, Buddhism, Christianity, and Islam, with special attention to the churches of China. Spaces are filling quickly; to add your name to the waiting list, call or e-mail the alumni office at 612-330-1178 or <alumni@augsburg.edu>. Summer 2005 Fame, Membership, Fundraising, Communications, Special Events, 5K Run/Walk, etc. Are you interested in joining our team? Do you know of someone who would be a good fit on a winning team? If you would like to know more, e-mail A-Club President John Harden (jharden@hardeninc.com), or Jane Helmke (jhelmke@kare.gannett.com). Thanks for your interest! September 25, 4 p.m. Hope Lutheran Church Moose Lake, Minn. October 22, 7 p.m. Salem Covenant Church New Brighton, Minn. October 1, 6 p.m. Augsburg Awards Banquet Christensen Center October 23, 7 p.m. Christ the King Lutheran Church Bloomington, Minn. October 2, 7 p.m. Golden Valley Lutheran Church Golden Valley, Minn. October 29, 7 p.m. Lakeville Arts Center Lakeville, Minn. October 9, 9 and 10:45 a.m. House of Prayer worship services Richfield, Minn. October 30, 7 p.m. Community of the Cross Lutheran Church Bloomington, Minn. October 9, 4 p.m. Westwood Lutheran Church St. Louis Park, Minn. October 17, 7:30 p.m. Wayzata Community Church Wayzata, Minn. November 6, 4 p.m. Our Savior's Luthera
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Title: Augsburg Now Winter-Spring 2005
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Winter/Spring 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 2-3 EEditor’s DITOR’Snote NOTE Learning by seeing and doing I usually write this piece at the very last moment, after all the page layout is complete and after ...
Show more A P U B L I C AT I O N Winter/Spring 2005 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 2-3 EEditor’s DITOR’Snote NOTE Learning by seeing and doing I usually write this piece at the very last moment, after all the page layout is complete and after we’ve proofed everything. At this point, the magazine is finally in order, and, freed of the editorial minutiae, I can more easily take in the content as a reader. I always seem to discover unexpected themes and threads among the stories. Sometimes they’re serendipitous, and sometimes it’s as if the stories fall together to create something greater than the sum of their individual parts. When I “read” through this issue, I was struck by how much of the content deals with learning outside the classroom. Moreover, the one story that is about classroom learning lauds the new ways that technology links us with classrooms, students, and teachers around the world. Experiential learning, the learning that takes students outside of books, and mostly outside of classrooms, is powerful. It’s an Augsburg hallmark, enhanced by the vast resources of the neighborhoods, city, and world around us. I felt the power of experience when student Anna Warnes talked about how the tsunami didn’t kill faceless people on the other side of the world, but people she knew and had learned from in Thailand. I also felt it in hearing from our nursing students who learned about Lakota culture and the inequalities of health care from the nurses and residents they met on the Pine Ridge Reservation. Names also became real faces and people for the school children participating in the Peace Prize Festival who had “adopted” Nobel Peace Prize laureates and spent months developing creative projects around their lives. And, after hearing Dr. Sima Samar speak at the Peace Prize Forum, it will be difficult to read about Afghanistan without thinking about the persecution and hardships she has endured in her life. The timing of the article in this issue about Professor Garry Hesser—honored as Minnesota Professor of the Year—was serendipity, but couldn’t have fit better with themes about experience in an Augsburg education. His vision, wisdom, and leadership at Augsburg and across the nation have enabled students to learn more fully through internships, service-learning, cooperative education, and by getting out of the classroom and into the community. So, read on and experience an education exemplified, I believe, by the phrase on many of the publications from our Center for Global Education—“See the world through their eyes, and your world will never be the same.” Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Postmaster: Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Betsey Norgard Editor Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu 10 A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Winter/Spring 2005 Vol. 67, No. 2-3 FEATURES 22 22 Through the eyes of teachers, the eyes of students by Kathy Swanson, Anna Warnes ’05, Jeff Moores ’05, Sue Kneen ’04, and Rachel Schuette ’03 28 Learning with your heart by Judy Petree 8 10 13 2005 Nobel Peace Prize Forum Garry Hesser: Minnesota Professor of the Year Vision, news from Access to Excellence: The Campaign for Augsburg College DEPARTMENTS 2 Around the Quad 6 Sports 17 Faculty/Staff Notes 34 Alumni News 37 Class Notes 43 In Memoriam 44 Auggie Thoughts inside back cover 28 Calendar 50 percent recycled paper (10 percent post-consumer waste) On the cover: The 2005 Nobel Peace Prize Forum brought together nearly 1,000 people to hear, consider, and discuss issues of women’s rights, honoring 2003 Nobel Peace Prize laureate Shirin Ebadi. Photo by Stephen Geffre. AROUND QUAD Around THE the Quad NEWS NOTES Campus Kitchen receives honors The Campus Kitchen at Augsburg received one of nine Harry Chapin Self-Reliance awards given by World Hunger Year (WHY) to “outstanding grassroots organizations in the U.S. that have moved beyond charity to creating change in their communities.” WHY is devoted to finding grassroots solutions to hunger and poverty. Campus Kitchen at Augsburg is a partnership with The Campus Kitchens Project and local community agencies to use food donations from campus dining operations, student organizations, and Second Harvest Heartland in preparation of meals delivered to community service agencies. Since Augsburg’s program began in October 2003, over 10,000 meals have been served and 300 volunteers involved in Augsburg’s program. Thrivent grant will help strengthen planned giving program Thrivent Financial for Lutherans has awarded Augsburg $99,935 over two years to support the College’s plan to strengthen its planned giving program. The grant will expand Augsburg’s congregational outreach to inform, motivate, and engage Lutherans through seminars, individual visits, direct mail, and Web site content in the charitable giving options available to them. Rochester Program relocates After five years at the Rochester Central Lutheran School, Augsburg’s Rochester campus program moved closer to downtown with its new location at Bethel Lutheran Church. In January, the College officially celebrated the move and dedicated the new location. Speakers included Rochester mayor Ardelle Brede; Rev. Gary Benson ’70, Augsburg regent and minister of Zumbro Lutheran Church in Rochester; Rev. Norman Wahl ’75, executive pastor of Bethel Lutheran; and Pat Engstrom, a current graduate nursing student in Rochester who spoke on behalf of the Rochester students. Augsburg’s Gospel Praise, a student music ensemble that performs across the nation, also took part in the celebration. Robert Stacke ’71, the group’s director and chair of the Music Department, used the occasion to note that Augsburg would continued on page 3 2 A college with a conscience A ugsburg College is one of the nation’s best colleges fostering social responsibility and public service, according to The Princeton Review and Campus Compact. It is one of 81 institutions in the nation featured by The Princeton Review in its book, Colleges with a Conscience: 81 Great Schools with Outstanding Community Involvement, to be released in June. “A college with a conscience,” said Robert Franek, vice president for admission services at The Princeton Review, “has both an administration committed to social responsibility and a student body actively engaged in serving society. Education at these schools isn’t only about private gain: it’s about the public good.” The Princeton Review, an organization that prepares online test-prep courses, books, and other education services, partnered with Campus Compact, a national organization committed to the civic purposes of higher education, to choose the schools and develop the book. Colleges were also nominated by organizations with expertise in campus community service and engagement. Criteria included the college’s admission practices and scholarships rewarding community service, support for service-learning programs, student activism, student voice in school governance, and level of social engagement of its student body. From over 900 nominations, the list was shortened as editors collected data about the nominees’ programs and policies, and surveyed their students, faculty, and staff. Parker Palmer is the 2005 Commencement speaker P arker J. Palmer will present the Commencement remarks, “Living the Questions,” at the 2005 Commencement ceremony on Saturday, May 7. Palmer, a respected writer, lecturer, teacher, and activist, focuses on issues in education, community, leadership, spirituality, and social change. His work speaks deeply to people in many walks of life. He serves as senior associate of the American Association of Higher Education, and senior adviser to the Fetzer Institute. He is the founder of the Center for Teacher Formation, which oversees the “Courage to Teach” program for K-12 educators across the country and a parallel program for people in other professions. Palmer’s work has been recognized with eight honorary doctorates, two Distinguished Achievement Awards from the National Educational Press Association, an Award of Excellence from the Associated Church Press, and major grants from the Danforth Foundation, the Lilly Endowment, and the Fetzer Institute. He has published a dozen poems, more than 100 essays, and seven best-selling and award-winning books, including A Hidden Wholeness, Let Your Life Speak, and The Courage to Teach. In 1998, The Leadership Project, a national survey of 10,000 administrators and faculty, named Palmer one of the 30 “most influential senior leaders” in higher education and one of the 10 key “agendasetters” of the past decade. Winter/Spring 2005 New regents elected to board Frank Cerra, M.D. Anthony (Tony) L. Genia, Jr. ’85, M.D. T hree new members and one re-elected member were welcomed to the Augsburg College Board of Regents at their meeting in January. Re-elected to a second term is former Minneapolis city councilmember Jackie Cherryhomes ’76, a government relations consultant and current chair of Augsburg’s Government and Community Relations Committee. Frank Cerra, M.D. Dr. Frank Cerra is senior vice president for health sciences at the University of Minnesota, one of the most comprehensive academic health centers in the U.S. He graduated from the State University of New York at Binghamton and received his medical degree from Northwestern University School of Medicine. In 1991, he came to the University of Minnesota as director of surgical critical care, and in 1995 was appointed dean of the Medical School. He is co-developer of the bioartificial liver, a device similar to a kidney dialysis machine. Anthony (Tony) L. Genia, Jr. ’85, M.D. Dr. Tony Genia graduated from Augsburg in 1985 with a major in biology. While a student, he served as president of the Intertribal Student Union. He earned a medical degree from the University of Minnesota Medical School, and Winter/Spring 2005 Beverly (Halling) Oren ’55 completed a residency in emergency medicine at the University of New Mexico Hospital in 1993. He is a diplomate of the American Board of Emergency Medicine and a fellow of the American College of Emergency Medicine. His principal practice is at Fairview-University Medical Center in Minneapolis. Beverly (Halling) Oren ’55 Bev Oren graduated from Augsburg in 1955 with a major in history and a minor in English. She taught school for several years and then served as vice president of human resources during the 1980s and 1990s at Dart Transit Company, a nationwide trucking and logistics company of which her husband, Donald Oren ’53, is president. She remains a principal and adviser in the company. She currently serves on the boards of Minnehaha Academy and Dart Transit Company, as well as having formerly served on the boards of the Boys and Girls Club, YWCA, and the Covenant Pines Bible Camp. The new board members were elected to four-year terms by the Augsburg Corporation at its meeting in October. The Augsburg Corporation is comprised of representatives elected by the assemblies of the Minneapolis, St. Paul, Southeastern Minnesota, and Northwest Wisconsin Synods of the Evangelical Lutheran Church in America. NEWS NOTES begin offering music courses in Rochester next year. The Rochester Program began in fall 1998 with 65 nurses, mostly employees of Mayo Clinic, studying toward a bachelor’s degree completion. Now, at nearly four times that size, 230 students are currently enrolled in bachelor degree programs in business, management information systems (MIS), education, and nursing (BSN completion), as well as in the Master of Arts degree in nursing. Augsburg Academy needs high school students The Augsburg Academy for Health Careers is recruiting 9th-, 10th-, and 11th-grade students interested in math and science for its first class beginning this fall when doors open in St. Paul. The academy is a new charter school, sponsored by Augsburg, Fairview Health Services, and Faith in the City, a collaborative of seven Lutheran-based Twin Cities institutions. Centered on health as a vocation and a way of life, the free school receives grant funding from the Bill and Melinda Gates Foundation. Focusing on math and science within a regular curriculum, students will gain immediate skills, graduating with certification in CPR and first aid, and either as a nurse assistant or first responder. Mentoring and job-shadowing will begin in grades 9 and 10. For information, contact Linda Packard, Fairview Community Health Outreach, at 612-672-6322. Augsburg gains European partners Augsburg has established academic partnerships with universities in Poland, Slovenia, and Finland. Business professor Magda PalecznyZapp is co-coordinator of two partnerships—one with the Krakow University of Economics in Krakow, Poland, and the other with University of Ljubljana in Ljubljana, Slovenia. Opportunities will include faculty exchanges, research collaboration, curriculum development and teaching, and study abroad for students. Augsburg’s International Partners program has established a partnership with Arcada College in Helsinki, Finland, for students in business, economics, and MIS. All course credits taken there will apply to Augsburg majors. 3 Around the Quad A ugsburg’s Speech Team placed among the top teams in the state with a second place sweepstakes award in their division at the Minnesota College Forensic Association’s annual tournament in February. Since Minnesota teams routinely place in the top 20 nationally, the state tournament serves up some tough competition. “Our students have won awards at almost every tournament they attended this year,” said coach and communication studies professor Bob Groven, “and routinely beat some of the best competitors in the country. After placing second at nationals last year in our division, it’s nice to continue building our success.” According to assistant coach Brad Christ, Augsburg’s Speech Team has already this year amassed 22 finalist trophies, with several tournaments still left in the season. Senior Ryan Sobolik took top honors with a second place in Impromptu Speaking and fifth place in Communication Analysis. His success comes after three years of hard work. “It took me a while to get the hang of impromptu,” said Sobolik. “It’s tough because you don’t know the topic beforehand, and you only have two minutes to prepare your speech.” Erik Helgeson placed sixth in After Dinner Speaking, which requires presenting a funny speech about a serious topic. His The Augsburg speech team’s success grows with a second-place finish in the state tournament. (L to R) Francis Rojas ’05, Brian speech highlights the Mumford ’08, Ryan Sobolik ’05, and Erik Helgeson ’05 ways that “free speech zones” have been should be allowed to voice their opinion, abused to limit a protestor’s free speech even if those in power don’t always want rights. After working extensively in to hear the message. It’s important that radio, he feels a special connection to we preserve everyone’s right to protest.” this topic. “I really believe that everyone Augsburg presents Native American voices in film series F or the second year, the Augsburg Native American Film Series (ANAFS) has collaborated with local and regional film organizations to offer regional venues for Native American filmmakers. This year, ANAFS has partnered with a new film organization, Independent Indigenous Film Minneapolis (IIFM); continued to work with the Fargo International Film Festival; and is planning programs for fall 2005 with the University of Minnesota’s American Indian Student Association and IIFM. The series of films being shown on campus and in community locations aims to engage viewers in dialogue about indigenous film and forge collaborative relationships with the local Native American community. 4 The spring schedule of screenings has included a five-film documentary series at Augsburg with special hosts and panel discussions, and continued with a threeday series at the Center for Independent Artists that showcased local new media artists and the best of the Native American Voices selection from the Fifth Annual Fargo International Film Festival with a special panel of filmmakers. The fall schedule, still in the planning stage, would show a number of feature films at the University of Minnesota. The series is also linked to the American Indian Studies program’s Indigenous Filmmakers course, offering students an interactive environment in which to discuss issues of America’s history, contemporary culture, and social justice raised by Native filmmakers with community members. For a schedule of the remaining screenings or for more information, go to <www.augsburg.edu/ais/filmseries> or contact M. Elise Marubbio at 612-330-1523 or <marubbio@augsburg.edu>. Winter/Spring 2005 Staff photo Speech team wins sweepstakes award Auggies win national title while records fall Stephen Geffre by Don Stoner T ying national records with 10 AllAmericans, six wrestlers in national championship finals, and four wrestlers repeating as individual national champions, the Augsburg College wrestling team claimed its ninth NCAA Division III national championship in the last 15 seasons with a dominating performance in the national tournament, March 4-5, at St. Olaf College in Northfield. Augsburg put together the secondhighest point total for any championship team in Division III history, and the most ever for an Augsburg team at the national championship tournament. Augsburg claimed 10 All-Americans, a first in program history and the second such occurrence in Division III history. Augsburg head coach Jeff Swenson has guided 143 All-Americans in his 23 years of coaching (1980-84, 1986-present). Junior Marcus LeVesseur became just the eighth wrestler in Division III history, and the first in Augsburg history, to win three consecutive national titles, as he claimed the 157-pound crown. His 124-match collegiate unbeaten streak is now the second-longest winning Augsburg’s wrestling team claimed the NCAA Division III national championship on March 5 at St. Olaf College—its ninth wrestling national title in the last 15 seasons. streak in college wrestling history behind the 159 of Cael Sanderson at Iowa State (1998-2002). LeVesseur has yet to lose a collegiate wrestling match. Augsburg’s four repeat national champions all finished their seasons unbeaten, bringing the Auggies’ all-time national championship total to 39 in school history— and a record 35 in Division III competition. “Not only did they repeat, but they were undefeated champions—it’s almost unheard of at any level for a guy to do something like that—and to have a team that had four guys repeat and go undefeated in that year, it’s just mindboggling,” Swenson said. “This will be in the storybooks long after I’m done coaching.” Augsburg finished 14-1 on the season in dual meets, earning Swenson his 300th career coaching victory along the way. He is now 302-40 (.883 winning percentage) in his career. Don Stoner is sports information coordinator. A ugsburg has joined the Lutheran World Relief’s Wave of Giving campaign to rebuild resources in South Asia devastated by the December tsunami. Augsburg’s goal is to raise $35,000; while it will contribute to LWR’s overall rebuilding plan in the area, the focus will be on the rebuilding of a cyclone shelter/school in India. Student organizations have jumped on to “ride the wave” with creative fundraising events. For Valentine’s Day, the LINK, a student service organization, collected money for their singing telegrams and a raffle. Winter/Spring 2005 On March 13, Pi Day, the student math club, Unbounded, charged students money for the opportunity to “pi” their favorite professor—by tossing a whipped cream mini-pie at them. Students also took turns reading the digits of pi, reaching a grand total of 24,401. Augsburg’s Center for Global Education (CGE) and LWR have shared their common strong commitments to experiential education as a learning tool with trips over the past two years to Courtesy photo Ride the ‘Wave of Giving’ for tsunami relief Nicaragua to educate about the LWR coffee project and fair trade. Contact David Fenrick, Center for Global Education, for further information or to donate, at <fenrick@augsburg.edu> or 612-330-1669. 5 Sports Gridiron guru by Erin Peterson hen Jack Osberg ’62 walked off the football field for the final time as head coach of the Augsburg team following the Auggies’ game against St. Olaf at the Metrodome on Nov. 12, he departed as the winningest football coach in the school’s history. But for him, that legacy isn’t nearly as important as the one he’s had on a generation of players. Take Craig Peroutka ’99. Long before Peroutka ever donned an Augsburg uniform, he knew that Jack Osberg would be his college coach. As a senior at Faribault High School, the offensive lineman hadn’t attracted notice from any Division I or Division II schools, but he had caught the eye of Osberg. “Jack was the only one who took the time to visit me at my house after a high school football game,” he says. “He really took time to get to know me.” Peroutka would go on to be a part of the 1997 Augsburg squad that finished 10-2 and earned a Minnesota Intercollegiate Athletic Conference (MIAC) crown for the first time since 1928, while advancing to the NCAA Division III national quarterfinals. Now a financial analyst, Peroutka says Osberg wasn’t just a football coach for him; he was a life coach. “He focused on values,” Peroutka says. “He didn’t want us to succeed just on the field, he wanted us to succeed in the classroom and in everything we did.” This is the kind of praise on which Osberg thrives. During his 14-year tenure as head coach at Augsburg, he’s garnered his share of accolades, from winning the MIAC championship to surpassing his former coach and mentor, Edor Nelson ’38, as the winningest football coach in Auggie history. But he’s much quicker to recount the weddings of former players he’s attended recently, and the friendships he’s formed with many of his players. He’s happy to talk about the successes of his players 6 not just on the gridiron, but in the business world. “I want my players to understand that there’s a bigger world than football, but that there are many things we can learn on the football field that will help us, whether it’s our careers, our relationships, our spirituality, or anything else,” says Osberg. It’s the wisdom of a coach who’s played the game for his entire life, and coached for nearly three-quarters of it. An Auggie himself, the offensive and defensive lineman played under the legendary Edor Nelson ’38, and he knew by the middle of his freshman year that he would coach. He spent 30 years teaching biology and coaching at Minneapolis Roosevelt, Bloomington Kennedy, and Wayzata high schools, where he says he quickly learned that good coaches aren’t necessarily the best athletes, they’re the best teachers. “You need to know how to motivate and work with young people,” he says. “I’ve always said that if I’m teaching a class of 30 students and I get 28 positive evaluations, I’ll wonder what I could Head football coach Jack Osberg ‘62 retires with the most wins in Augsburg coaching history. Charles Walbridge W Charles Walbridge Augsburg coach Jack Osberg shares his philosophy on football and life Coach Osberg celebrates with Auggie players in 2003 after a win over Hamline. Winter/Spring 2005 Archive photo begin to turn the have done for those program around, even if other two. Coaching they would not be the is the same way. I ones to finish first in want to be able to the MIAC. relate to all of the These days, says players.” Osberg, it’s tougher to While he’s had succeed than it used to plenty of role models be. Many players, even on and off the field, at the Division III level, his goal was never to are pressured to emulate the style of specialize in a single any of them. “As a Jack Osberg began his football sport, and with everyoung coach, I went career as an Auggie offensive and defensive lineman. improving technology, to a clinic and I heard play is far more [former Vikings sophisticated than it was when he was a coach] Bud Grant speak,” he says. “I player. came back with all these great Bud Grant “We have video tapes now that we ideas, but I wasn’t Bud Grant.” can just copy and give out,” he says. As he looked to many people for “We used to have just one 16-millimeter ideas, he ended up building his own film, and we couldn’t copy that. It was coaching philosophy and style. For better difficult to run, and it broke all the or worse, the young men who played for time.” him would look up to him, and he Even as players feel that they must stresses that he tries to be a role model do more work in the weight room and for them. He is demanding but respectful spend more time in the offseason of his players; he focuses on the preparing for the following fall, Osberg fundamentals of the game while tells them to find balance. College is a acknowledging that his players and his crucible, but it is only through the coaches have much to teach him. balance of sports and academics, work, “If you think you have all the answers and friendships that they will be to everything, you’re not going to make prepared to enter the world and the rest it,” he says. of their lives. As a Division III coach, Osberg hasn’t In retirement, he says he is looking had access to the kind of talent available forward to spending more time with his to large programs, but he’s a proponent wife, Nina, and six children and of making everyone—even those who grandchildren. He may also spend more will never be stars—feel valued. time on the golf course. But retirement “Jack made me think I could will be bittersweet because of the joy accomplish anything,” says Mike that his tenure at Augsburg has brought. Weidner ’83, a defensive end who played “I was here 40 years ago, and in that while Osberg was a defensive coordinator time buildings have changed, technology under Al Kloppen. “I was 6-feet-1 and has changed, and administrations have 177 pounds, and he convinced me I changed,” he says. “But the thing that’s could do the job. I don’t think we had stayed constant is the [encouragement] one guy who was over 200 pounds, but for individuals to be who they are. That he always got the most out of is something that persists.” everybody.” Osberg will remain on the Augsburg Indeed, he says one of the squads he staff, assisting in the school’s Alumni and was most proud of during his tenure at Parent Relations and Development areas, Augsburg was the group of players he to develop connections with athletic started with during his first year as a alumni and parents. head coach, in 1991. Augsburg had compiled an abysmal 7-61-2 record in Erin Peterson is a freelance writer based in the previous seven seasons, and he Minneapolis. marveled at the 1991 group’s ability to Winter/Spring 2005 Frank Haege to replace Osberg by Don Stoner F ormer Augsburg assistant coach Frank Haege has been named to replace retiring coach Jack Osberg. He will be the 14th head coach in the 74-season history of the school’s football program. Haege brings a 64-24 record as a professional football head coach to his new post at Augsburg. Most recently, Haege spent three seasons as head coach of the Arena Football League’s Las Vegas Gladiators, posting a 25-23 record (including playoffs). “I’m very excited about this position,” said Haege, 36. “Working at Augsburg, and at the small-college level, has always been a long-term goal for me. I’ve really enjoyed the 10 years that I coached in Arena Football, and I’ve had a lot of success at that level. But there is a lot more stability at the small-college level, and that is important to me and my family.” Haege served on the Augsburg staff under Jack Osberg as offensive coordinator from 1996-98. “Ever since I started coaching with Jack in 1996, I fell in love with Augsburg,” Haege said. “It is a great atmosphere in which to coach and teach. People work hard, have fun, and always look out for the student-athletes.” Don Stoner is sports information coordinator. 7 The 17th Nobel Peace Prize Forum and Peace Prize Festival Left: Dr. Sima Samar, chair of the Afghanistan Human Rights Commission, spoke about her struggle as an Afghan woman to become a medical doctor, establish the first hospital for women in Afghanistan, and continue her pioneering work on behalf of women in her country. Right: Augsburg student Sam Kanenwisher ’06 (left) presents a gift of the waters brought to this year’s forum to a representative of Luther College, which will host the Peace Prize Forum in 2006. Left: Students from CitySongs children’s choir performed at the forum prior to the Friday evening plenary session. Above: Augsburg was host in February to nearly 1,000 college, university, and community participants in the 17th annual Nobel Peace Prize Forum honoring Nobel Peace laureate Shirin Ebadi of Iran. Above: National Public Radio producer Davar Ardalan spoke in a plenary session about rediscovering her native country of Iran and learning about the legacy her family left in the national struggle for reform. 8 Above: Augsburg student Katie Bickel ’05 participated on a student seminar panel examining human rights issues in China, Iran, and East Africa. Winter/Spring 2005 Above: Frances Moore Lappé, author of Diet for a Small Planet, spoke about the politics of food and consideration of food as the central issue through which to understand world politics. Above: Augsburg sociology professor Garry Hesser, with students Krista Dahlke and Riley Conway, presented to a standing-room seminar audience their research on demographics, resources, and revitalization in lowincome neighborhoods. Above: Students from the Prairie School of Dance in Eden Prairie performed a modern dance, “The Wall.” Above: Mary Robinson, former president of Ireland and U.N. high commissioner for human rights, talked about her global experience as an advocate for human rights and the use of law to bring about social change. Above: A participant from one of the five sponsoring colleges brought water to the Peace Prize Forum cauldron. Winter/Spring 2005 Above: Ole Mjøs, chair of the Nobel Peace Prize Committee in Oslo, Norway, gestured in his greetings from Norway and spoke about the significance of the forum, sponsored by the five Norwegian Lutheran colleges. 9 Stephen Geffre G A R RY H E S S E R M I N N E S O TA P R O F E S S O R O F T H E Y E A R Augsburg News Service and Betsey Norgard 10 interdisciplinary metro-urban studies program. He was instrumental in the creation of Augsburg’s Center for Service, Work, and Learning—a center marking the marriage of the classroom and the city that has not only emerged as a hallmark of an Augsburg education, but also has served as a service-learning model across the nation. For 28 years Hesser has been a national leader in assisting students in taking fuller advantage of Augsburg’s urban location through wide-ranging internships, community servicelearning, and cooperative education. Education Award (National Society for Experiential Education) • 1998, Thomas Ehrlich Award for national leadership and scholarship in advancing the field of service-learning (Campus Compact) Stephen Geffre A ugsburg sociology and urban studies professor Garry Hesser was named 2004 Minnesota Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education (CASE). The day of the announcement, November 18, was proclaimed as “Dr. Garry Hesser Day” in Minnesota by Gov. Tim Pawlenty. A special chapel service and luncheon marked the day on the Augsburg campus. In reflecting on his time at Augsburg, Hesser said, “This has been an extraordinary place to be all these 28 years. The gift of community is about the greatest gift to be given to anybody in one’s life.” Hesser joined Augsburg’s Sociology Department in 1977. Since that time he has served as chair of the Natural and Social Sciences Division and chair of the His awards include: • 2004, Distinguished Contributions to Teaching and Learning (Augsburg) • 2002, Distinguished Sociologist of Minnesota (Sociologists of Minnesota) • 2001, Pioneer in Experiential Professor of the Year Garry Hesser is introduced at a special chapel service by Frankie Shackelford, associate dean for teaching and learning enhancement. Winter/Spring 2005 Stephen Geffre Hesser represents the very best teacher any of us ever have had. He’s that teacher we think about with gratitude decades later. —Doug Grow Star Tribune columnist Hesser is Augsburg’s first recipient of the professor-of-the-year honor, which is given annually by the Carnegie Foundation and CASE, two Washington, D.C.-based organizations. It is the only national award that recognizes excellence in undergraduate teaching and mentoring. More than 500 nominations were submitted. The nominees were evaluated on criteria including the impact on and involvement with undergraduate students, scholarly approach to teaching and learning, contributions to undergraduate education within the institution and community, and support from colleagues and students “In my view, Garry Hesser represents the best Augsburg College has to offer in respect to innovative teaching, engaged scholarship, and service to the institution and the community,” noted President William Frame. Augsburg provost and dean Christopher Kimball wrote, “His unique preparation as a theologian and sociologist has proven fertile soil in which to cultivate a teaching life. He does so with energy and care and thereby provides a compelling example of Christian vocation for his colleagues Winter/Spring 2005 and students.” Minneapolis Star Tribune columnist Doug Grow led his column about Hesser’s honor by fantasizing about a time when media would get as excited about people who matter as they do about celebrities and sports stars. He wrote, “Hesser represents the very best teacher any of us ever have had. He’s that teacher we think about with gratitude decades later.” Hesser is past president of the National Society for Experiential Education (NSEE) and the Higher Education Consortium for Urban Affairs (HECUA). As a consultant, he has led workshops on service-learning and experiential education on over 50 campuses and at professional meetings. Hesser holds degrees from Phillips University in Oklahoma, Union Theological Seminary in New York, and the University of Notre Dame. He makes his home in the Seward neighborhood where he and his wife, Nancy Homans, have raised their five children, two of whom are Augsburg graduates. He is the author or editor of numerous publications and articles in the areas of experiential education, service-learning, and neighborhood revitalization. Courtesy photo At a luncheon in his honor, Garry Hesser acknowledged and greeted his friend and mentor Professor Emeritus Joel Torstenson ’38, founder of Augsburg’s Sociology Department, as Fran Torstenson looked on. In 2000, Prof. Garry Hesser and then-PanAfrikan Center director Joe Young taught an Interim course on civil rights history that included a 10-day bus tour to spots where historic civil rights events occurred—Selma and Birmingham, Ala.; Little Rock, Ark.; Memphis, Tenn.; and Atlanta, Ga. For most students, it was their first trip in the south, and left a strong impact as they immersed themselves in the history. Here, the group posed on the steps of the 16th Street Baptist Church in Birmingham, Ala. 11 Robert Frost poignantly reminds us of roads not taken, as well as those that are taken. In 1984, I was engaged in a faculty development internship related to affordable housing policy and programs. I was preparing for a sabbatical leave to write a book with an economics colleague focusing on neighborhood revitalization using data that my students and I had collected from a sample of 500 Minneapolis residents. Then the dean called and invited me to accept an appointment as founding director of the newly funded Cooperative Education program, stressing the importance of faculty leadership in this new undertaking. My colleague wrote the book that we had planned together, but the alternate “road taken” enabled me to become one of the early faculty members who led in the “rediscovery” and validation of experiential education and servicelearning. Because there were so few faculty members whose colleges supported their involvement in servicelearning, I stood out and became president of the National Society for Experiential Education (NSEE), which collaborated with Susan Stroud and Tim Stanton as they worked with the university presidents who founded Campus Compact. These were heady times for all of us in experiential education. I found myself at Wingspread on a task force which was deliberating on whether to call it “service-learning” and played a leadership role in NSEE when we convened Wingspread gatherings that produced the “Principles of Good Practice in Service-Learning,” designed a research agenda under the leadership of Dwight Giles, and commissioned the now classic NSEE three-volume Combining Service and Learning, edited by Jane Kendall. All this also opened the door to my becoming a FIPSE-NSEE consultant (which has evolved into the Campus Compact-AAHE Consulting Corps). This 20-year interchange and dialogue has enhanced our programs at Augsburg and 12 by Garry Hesser Stephen Geffre T H E R O A D TA K E N An unexpected career path and serendipity led Professor Garry Hesser to the forefront of leadership, as experiential education, and especially service-learning, was embraced and developed in higher education. the over 50 campuses where I have been privileged to conduct faculty and staff development workshops on experiential education and service-learning. Serendipity played a key role in recentering my teaching and scholarship in the very values that had led me into the academy in the first place, namely a desire to combine knowledge with civic engagement that could lead to thriving and integrated communities open to all. These opportunities have been gifts in a 20-year “faculty development process” and dialogue with colleagues from across the globe, enabling me to be a bridge between Augsburg, HECUA, and others on the cutting edge of experiential education. My teaching has certainly benefited from an expanded utilization of community-based pedagogy. And it would appear that Augsburg has also benefited from this disciplinary and interdisciplinary exchange. This summer two of my students will collaborate with me as we expand upon and synthesize the community-based research of other students over the past five years as we deepen our understanding of five Minneapolis neighborhoods and compare their community-building endeavors with five neighborhoods involved in Annie E. Casey’s “Rebuilding Communities Initiative.” I do not know the roads that I might have traveled by pursuing more traditional forms of scholarship. But the decision to focus my teaching and sociological journey on experiential education and community-based servicelearning has provided countless opportunities in higher education and the discipline of sociology. … My colleagues and students, both within the academy and the community, young and old, have shared their gifts and accepted mine. We have challenged and changed one another as a community of learners and engaged scholars. How could any professor ask for more opportunities than I have had or more reasons to celebrate the joy of being a teacher, a student, a sociologist, an urbanist, and a citizen? ■ Excerpted from the personal statement by Garry Hesser that accompanied his nomination as Professor of the Year. Winter/Spring 2005 ‘Many Houses’ author found Augsburg home With many men serving in the Armed Forces during World War II, most Augsburg students were women. It was here that writer Marie (Gjenvick) Knaphus ’45 found a home. “The entire school was like a family,” said Knaphus. “Augsburg means a lot to me. I received a good education and made many lifelong friends.” In addition to studying, Knaphus kept involved with oratory and debate, singing in the Mendelssohn Chorus, and participating in the International Relations Club and the Writers’ Club. At the same time, she was engaged in community and faith-based activities through Girl Scouts and the church. Making Iowa her home for many years, Knaphus last visited the campus in 1996 for the 50th anniversary of campus ministry among students attending state-supported colleges and universities. Shortly after leaving Augsburg, Knaphus served as counselor to Lutheran students attending the Iowa State Teachers College in Cedar Falls, Iowa. It was there that she met and married her husband, George, and together they became the ministry’s first counselors. During her visit, Knaphus was amazed at the growth of Augsburg’s Weekend College (WEC) and feels a connection with WEC students because, she, too, lived off campus. However, she took a streetcar to attend Augsburg. Winter/Spring 2005 A great-grandmother at 81, Knaphus continues to use her education and serve others. Currently she is working on her third book, this one about her father, a Norwegian immigrant. ■ Marie (Gjenvick) Knaphus ’45, then and now. “I am impressed with what’s happening to Augsburg today,” she said. “Students should work hard and take advantage of every opportunity to grow and develop their abilities. I feel Augsburg did this for me.” Knaphus also thinks “it’s important for alumni to help support the College. It takes so much money to run a college, and people who have benefited from it need to help.” She recently made a significant gift of stock to the Bernhard M. Christensen Endowed Fund “out of gratitude for a good education. It [Augsburg] offered me the incentive to go out and offer myself in service to others. I believe there is a place for the small college that has a mission like Augsburg.” Knaphus was fortunate to have Bernhard Christensen as a professor and keeps in contact with his widow, (Lilly) Gracia. “I have fond memories of Dr. Christensen’s religion class that pulled everything together for me. Attending Augsburg helped me crystallize my faith,” she said. Marie Knaphus’ story may be similar to yours. She held stock for many years and wanted to give to Augsburg instead of taking the capital gain from the sale of stock. Her gift helps build Augsburg’s endowment, and Knaphus benefits as well. Augsburg is focusing its endowment growth in three ways: • NEW FACULTY CHAIRS AND PROFESSORSHIPS Endowed chairs and professorships allow the College to attract and retain the most qualified and talented faculty. • NEW ENDOWED SCHOLARSHIPS By expanding the current level of endowed scholarships the College is able to attract talented students from all backgrounds. • PROGRAM SUPPORT AND FACULTY DEVELOPMENT A strong endowment is essential to sustaining distinctive programs, supporting innovative faculty-student research projects, and enhancing professional development programs for all faculty and staff. You may designate endowment gifts to areas of your specific interest.Your appreciated securities of stock, bonds, or mutual funds may be exempt from capital gains taxes when you transfer them to the College, and you may receive a tax deduction equal to the market value of the securities at the time they are transferred. Contact the Development Office at 612-338-0002 to discuss how your gift can best help others. 13 Goal reached through the 3M Foundation challenge grant The challenge went out this past fall to Augburg alumni and friends who are 3M employees to give back to their alma mater through the 3M Foundation Challenge Grant. “I think the 3M Foundation structured the grant appropriately,” said Ron Nelson ’68. “I am pleased to see we achieved the match.” Augsburg College and 3M partnered to Ron Nelson ’68 successfully raise $100,000 from 69 3M employees in support of the new Science Center. The special challenge match opportunity offered by the 3M Foundation ran for eight weeks. Under the 3:1 challenge, the foundation matched the $100,000 in contributions from employees, retirees, and friends with a $300,000 gift. Additionally, the foundation contributed a $200,000 grant to the new Science Center. “There is a long-standing relationship between Augsburg and 3M,” said Nelson. “This challenge grant gave many 3M employees and retirees an opportunity to reconnect with the College and play an important part in the capital campaign.” Sandra Wollschlager ’94 was compelled to contribute because “my education made a challenging 3M career possible. Many 3M employees completed degrees in a nontraditional fashion when taking Augsburg coursework. We obtained an 14 Augsburg degree while working full time and raising a family. “My daughter was one-year-old when I took my first Augsburg class. I commuted Sandra Wollschlager ’94 a long distance. Because Augsburg chemistry professors came to the 3M campus, it enabled me to juggle my work schedule so I could take classes. If it wasn’t for 3M and Augsburg making it easier for me, I wouldn’t have gone to college.” Nelson came from the small Minnesota town of Dawson, and life at Augsburg was his first introduction to the city. “It became my window,” said Nelson. “All is available within the city, and students should plug in culturally, through sports, and experience activities relative to societal diversity.” Students should “participate in the hands-on experiences made available in the classroom and the laboratories, and take advantage of the research work,” he said. “These are extremely important building blocks for the future.” “The connection with Augsburg to the scientific community is imperative,” said Wollschlager. “Students need to see and understand the big connections. 3M is a global company so it is involved in global issues. So what can we do to lessen global warming, for example? Students need to learn air and water transport modeling so they can see how the world is connected. “Our generation needs to make improvements in the environment (sustainable chemistry, technological advances) and we need to figure out how to educate the public about our improvements and, in general, the value of a science education/background.” “The contributions made in sciences are important to everyone,” continued Nelson. “We want the science programs to continue to be competitive and turn out leaders like Dr. Peter Agre ’70, recipient of the Nobel Prize in Chemistry.” ■ MAKE A DIFFERENCE Many people made a difference through the 3M Foundation Grant Challenge—please consider how you can make a difference, too. Does your company offer a matching gift program? If so, please let us know. Remember, all gifts are tax deductible. Contact Sherry Jennings-King at 612-338-4823 or jenningk@augsburg.edu to discuss giving options. Vision is published by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor and Writer Lynn James Graphic Designer Kathy Rumpza www.augsburg.edu/campaign Winter/Spring 2005 A FINE FIRST LADY Leola (Lee) Anderson served as the first lady of Augsburg College during her husband’s presidency from 1963 to 1980. President Emeritus Oscar Anderson focused on three main areas during his term in office: to meld Augsburg into its new family of colleges in the American Lutheran Church (it had been the college of the Lutheran Free Church); to experiment with programs that involved the city as a learning laboratory; and to strengthen the College academically, which resulted in an invitation to join the Associated Colleges of the Twin Cities (ACTC). As the president’s wife, Lee was active in the Augsburg College Women’s Club, now called the Augsburg College Associates, and hosted College functions. She raised four children during her husband’s tenure, served on the first task force of the American Lutheran College, and was involved in the church. She is remembered as a warm, friendly person who cared deeply about social issues, was a strong advocate for women, and was close to her children. Family was very important to her, and, at age 86, she experienced the joy of seeing her first great-grandchild. TIME OF REMEMBRANCE Donna (Anderson) Hoekstra ’68 spoke at the memorial service about her mother, Lee Anderson. Excerpts are reprinted here with permission. “She was a lovely lady with a unique, one-of-a-kind personality and a name to Winter/Spring 2005 Archive photo In Memoriam Leola G. Anderson, April 17, 1916–December 4, 2004 Leola (Lee) Anderson match. Mom was generous with her myriad talents. She could sing beautifully, strum a guitar (though upside down and backwards), sew professionally, entertain with class, sashay with flair on the dance floor, draw and paint, and write with depth and feeling. Mom was generous with her treasures, too. She gave, with no strings attached, to her family, but she also gave to the far ends of God’s world to suffering people in places like Rwanda. Mom embodied for me Christian discipleship. She tried to live the godly life—her life bore the fruits of the Spirit: patience, kindness, goodness, compassion, and self-control. She exemplified how I wanted to live my life. Mom gave of herself in service to others. She was all too often selfless to a fault. In her early years she served as choir director, youth leader, Sunday school teacher, newsletter editor, and worked in various jobs to support the family during difficult times in Chicago. In her years as wife of a traveling Luther League director (that would be my dad), Mom formed the Traveler’s Aid group to provide mutual support for other staff wives. In her role as pastor’s wife, she served gracefully. I can remember food-laden tables at open houses and family gatherings at holiday times, Bible studies she led, sharing fresh insights, overflowing Christmas baskets for the poor, and quiet living room conversations with hurting parishioners. continued on page 16 LEOLA G. ANDERSON SCHOLARSHIP Appreciating the legacy a scholarship offers, in 2002 President Emeritus Oscar Anderson established the Leola G. Anderson Scholarship in Mathematics to honor his wife. “My wife had a love of math, but was a very modest person,” said Anderson.“I wanted to do something to honor her, so with agreement from my family, the Leola G. Anderson Scholarship in Mathematics was established.” It is designated that one or more students who have demonstrated academic achievement and financial need be awarded the scholarship. Special consideration is given to assisting women in mathematics. If you are interested in contributing to this scholarship, contact Jennifer Kahlow at 612-338-6540 or <kahlow@augsburg.edu>. 15 F In Memoriam, continued Mom was an open person. She opened her mind—especially during the 17 years at Augsburg. I found speeches she had given in front of learned college groups. And I remember a particular Mother/Daughter Banquet. Her talk was brilliant. How I admired her and was so proud to be her daughter. She opened her home—to the freshmen for Welcome to College Week, to friends we brought home, and to faculty for college functions. She opened her heart to students she tutored and to the needs of patients at Fairview Hospital. Books were her love from when she was young to just three months before she died. They informed her thoughts and shaped her opinions. I had a mom who was on the cutting edge, though often herself teetering precariously. With heartfelt empathy from her own personal loss, she championed the poor, the oppressed, and the disenfranchised. She fought for peace and justice through written word and voice forming the MS (Miscellaneous) group of gals to hone shared thoughts and strategies for change. She took on Enhancements made to Thrivent’s GivingPlus Program Thrivent Financial for Lutherans offers a charitable/match gift program to alumni, faculty, staff, and friends of the College. Changes to the program for 2005 include: • • • • • no minimum gift required, increased member giving range, multiple gifts option by members to same organization, equal membership status for gifts, and additional Lutheran organizations eligible. Contact Stephanie Malone, director of The Augsburg Fund, at 612-338-4825 or <malone@augsburg.edu> for details on how your participation benefits Augsburg. the “isms” of race, gender, and culture. My mom was a flaming liberal and an authentic feminist. She could talk your arm off sharing her causes. After her death, we discovered volumes of prose and poetry on all kinds of subjects. She will live on in her written words. Mom gave her love unconditionally. She saw God as unconditional lover and tried to model that love. She was generous, open, and loving even during her darkest times. Mom modeled for me how to give, how to really see the other person, how to serve, and how to love.” ■ SUPPORT STUDENTS Hurry! Your annual fund donation to The Augsburg Fund for this fiscal year must be received by May 31. Your tax-deductible gift will accomplish many things: help students by supplementing their tuition, provide enriching campus experiences, enhance technology and curriculum, and prepare future leaders for service in the world. Contact Stephanie R. Malone, director,The Augsburg Fund and Maroon & Silver Society, at 612-338-4825 or <malone@augsburg.edu>. Campaign Progress $37.5M of $55M goal as of 3-10-2005 16 Winter/Spring 2005 FACULTY /STAFFNotes NOTES Faculty/Staff Connecting with classmates around the world by Judy Petree new program at Augsburg connects students and faculties around the world via Web cam and e-mail, offering one way for students to gain global perspectives without leaving campus. Augsburg social work professor Rosemary Link, along with Robert Bill from Information Technology, received a State Department grant to develop the “Exploring World Cultures” project as a module in a social work class. Augsburg is the only Minnesota institution among the 10 funded grants. The goals of the project are to increase understanding of world cultures and systems of human service; to increase students’ abilities to explain their own culture and respect others; to identify the variety of cultures worldwide and to recognize their interdependence; and to develop crosscultural communication skills, including conflict management. Link said they began with schools where Augsburg already had connections. At the University of Ljubljana in Slovenia, where student summer exchanges have become a tradition, Professors Gabi Cacinovic Vogrincic and Lea Sugman Bohinc were “delighted to participate in this venture.” A second project site is the National University of Singapore. The third partner, Tata Institute in Mumbai, India, has been delayed by technical and structural difficulties. To prepare for the project, Link and Bill visited the three overseas schools and researched their political, economic, historical, and social characteristics, plus technology resources. They received training at East Carolina University, where this technology concept initiated, to develop curriculum using video technology and to review steps to establish crosscultural relationships. They also prepared for the reality of different approaches to technology, firewall status, bandwidth issues, and availability of an academic technology team. Winter/Spring 2005 Stephen Geffre A Students in an Augsburg social work class “study” with classmates in Slovenia, pictured on the screen. Back row (L to R) Professor Rosemary Link, Kelly Sve, Cody Swanson, Stacy Anderson, Amanda Dowdy, Emily Lunemann, Dan Quance, Carolyn Herman, IT coordinator Robert Bill. Front row (L to R) Erin Olsen, Walter Gies, Shannon Rynders, Amanda Bockmann and Joelle Bickel. “One of the unique elements of the project is the opportunity to share innovations in teaching and local challenges with colleagues across the globe,” Link said, “and to understand different perspectives on issues which affect us all, such as health, migration, international adoptions, and conflict management.” The Augsburg students participating in the project are taking Social Work 257, Exploring Human Services in Global Context. They were matched with students in either Slovenia or Singapore and are exploring each other’s culture, social well-being, and current issues such as homelessness, SARS, and migration. Two logistical challenges, Link said, have been the different semester schedules and the time differences. The joys, however, far outweigh the challenges, and students even come in on Sunday evenings to ‘meet’ their Singapore classmates. “I didn’t know much about the rest of the world before this class,” fall semester class student Samantha Privratsky said. Another student, Brooke Vasseur, commented that this is “way cool to be making friends on the other side of the globe.” “Our colleague in Singapore, Dr. Ngoh Tiong Tan, is an expert in cultural conflict and mediation,” says Link. “His class was well underway when we joined in. His students gave excellent presentations and our students joined enthusiastically, although initially they were somewhat alarmed at the view of American culture from Asia.” She added that this was mitigated as students emailed each other and explored concepts of individualism and collectivism, as well as distinct characteristics of culture alongside common human needs. According to Link, the project director, and Bill, project technology director, “the project has been quite a roller coaster, but also enthralling, and students have said they will never forget it.” Judy Petree is media relations manager in the Office of Public Relations and Communication. 17 Faculty/Staff Notes Toward spiritually-sensitive social work A calling to social work came to Leola (Dyrud) Furman at age 12 during a career session at a summer Luther League convention. She followed family members to Augsburg College and graduated with a major in sociology and minors in social work and religion. She then pursued graduate degrees in social work and human development. She taught social work for 25 years at the University of North Dakota. During that time it was a personal and spiritual crisis—the death of her husband from cancer—that called her to the forefront of a new movement in her field. While in the role of a client needing support during her husband’s illness, she realized that not only could spiritual support help people cope in a crisis, it could help them grow personally and spiritually. She understood the importance of spirituality and religion as necessary aspects of human identity. Her research connected her to Edward Canda, at the University of Kansas, who had recently founded the Society for Spirituality in Social Work. Together, they co-authored a textbook, Spiritual Diversity in Social Work Practice, The Heart of Helping that was hailed as “a ‘state of the art’ expression of a newly re-emerging theme, spirituality.” This refers to the fact that social work’s roots came from the work of 19th-century religious charity organizations. Their book defines the values and issues inherent in spiritually-sensitive social work practice and offers practical guidelines and strategies. In 1997 Furman and Canda developed a national survey of social workers, asking their views on the appropriateness of religion and spirituality in social work practice—the first of its kind. The survey defined spirituality as search for meaning and purpose in either religious or nonreligious forms, and religion as “an organized set of beliefs and practices shared by a community related to spirituality.” The survey results showed that not only did social workers affirm a role for 18 the discussion of these topics (82%), but that many of them had already been doing it in various ways (75%). An important finding, however, was that 73% of respondents expressed a lack of any spiritual training. That began to change as social work schools developed curricula and new courses. Today, most textbooks integrate spirituality within discussion of treating the client as a whole person. Spiritually-sensitive social work practice is becoming especially relevant in diverse communities where an important way to reach ethnic minorities is through their faith and spirituality. Three years later, Furman repeated her survey in the U.K., with similar results. Then, building on connections she made while a visiting professor in Norway, Furman collaborated with Mari-Anne Zahl, a professor in social work at the Norwegian University of Science and Technology (formerly University of Trondheim) who has a graduate degree from the University of Minnesota. Zahl translated the survey instrument into Norwegian, and surveyed Norwegian social workers. The results, while similar to the U.S. and U.K., demonstrated cultural differences in religious institutions. The Norwegian Lutheran Church, until recently, did not have the same kind of social network and function as American church congregations, and social workers were not accustomed to considering religious referrals. Also, church attendance is less frequent there. Zahl sees the survey results as valuable. Social workers can understand better how discussion of religion can be appropriate and they gain insight into working with increasing numbers of immigrants arriving in Norway. “Since social work deals with everyday social functioning,” Zahl said, “[a client’s religion] is part of what social workers deal have to deal with. Are they open to, are they sensitive to, do they listen to, and are they comfortable enough to deal with that aspect of life?” by Betsey Norgard Adjunct social work professor Leola (Dyrud) Furman ’61 (left) and Norwegian social work professor Mari-Anne Zahl are collaborating to study social workers’ perspectives towards inclusion of religion and spirituality in social work practice, as thoroughly presented in the book Furman co-authored. This means that social workers need to have understanding of their clients’ culture, religion, and the place that religion plays in their culture. She said that while fewer than half of the survey respondents had any training in dealing with religious and spiritual issues, 70-80% of them said they desire it. With her husband, Hans Eriksson, who returned this year as visiting professor in Augsburg’s social work department, Zahl is in Minneapolis on sabbatical, continuing her collaboration with Furman. Zahl is compiling the Norwegian information and, along with Furman, is writing comparative studies of the three countries surveyed. Together, they are presenting at national social work meetings, and jointly teaching some of Furman’s classes. Leola (Dyrud) Furman ’61 is an adjunct professor at Augsburg and the University of Minnesota. She is a Distinguished Alumna of Augsburg College and associate professor emerita of the University of North Dakota. Mari-Anne Zahl is an associate professor in the Department of Social Work and Health Sciences at the Norwegian University of Science and Technology in Trondheim. Winter/Spring 2005 Presentations Laura Boisen and Maryann Syers, social work, have published articles and presented nationally on their integrative case analysis model, including at the annual program meeting of the Council on Social Work Education in February. Blake Boursaw, Tracy Bibelnieks, Nick Coult, Matthew Haines, and Su Dorée, mathematics, presented at the annual meeting of the Mathematical Association of America-American Mathematical Society (MAA-AMS) annual meeting in January. Mathematics/ computer science major Dan Wolf ’05 presented a poster about his NSF-funded research last summer. Lars Christiansen and Diane Pike, sociology, led a teaching workshop, “Teaching Organizational Theory,” at the American Sociological Association in August. At that meeting, Pike became chair of the Undergraduate Teaching Section and the Ethics Committee. Jacqueline deVries, history, presented “New Women, New Religion: Feminism and the Victorian Crisis of Faith” at the American Historical Association meeting in January. David Fenrick, Center for Global Education, was an editorial team member in an issue group, “Effective Theological Education for World Mission,” at the Forum 2004 on World Evangelization in Pattaya, Thailand. He also presented “Transforming ShortTerm Mission through Service-Learning” at the Annual World Mission Conference of the Evangelical Lutheran Church in America (ELCA) in St. Paul in March 2004. In November he co-presented a workshop, “Reciprocity Leads to Culture Learning,” at a workshop of NAFSA: Association of International Educators. Annette Gerten and Lois Bosch, social work, presented a workshop on using creativity to enhance learning relevance for policy students at the annual meeting of the Minnesota Conference on Social Work Education in September. Winter/Spring 2005 Orv Gingerich, international programs and Center for Global Education, participated on a panel, “Why Do They Hate Us So Much? Encouraging Student Geopolitical Awareness in a Post-9/11 World,” at the Council on International Educational Exchange in November. He also participated in a panel, “Interdisciplinary Learning, Internationalization, and Study Abroad,” at the Study Abroad Curriculum Integration Conference at the University of Minnesota last April. Doug Green, English, read a poem “A Topography of Love,” now published online, at the Northfield Arts Guild Writers’ Night in November. He also presented a paper, “Estranging Bedfellows: Early Modern Cinema Today,” for the seminar on Shakespeare, Gender, and Sexual Orientation at the Shakespeare Association of America’s annual meeting. Garry Hesser, sociology, presented a paper co-authored with Augsburg students Riley Conway ’05 and Krista Dahlke ’06, “Rebuilding Communities: Comparing a National Model (Casey) and Minneapolis Neighborhood Revitalization Program,” at the annual meeting of the American Sociological Association in August. Norm Holen, art, emeritus, was present for the dedication of the F. Scott Fitzgerald alcove in the St. Paul Central Library, where his terra cotta bust of Fitzgerald was unveiled. Holen’s works have been included in two recent books, The Sculpture Reference Illustrated, by Arthur Williams (2005) and 500 Figures in Clay: Ceramic Artists Celebrate the Human Form (Lark Books, Sterling Publishing, 2004). Gretchen Irvine, education, was a panel member on “Service-Learning: Connecting Schools to the Community,” at the Minnesota Alliance of Black School Educators (MABSE) Education Summit in October. She also presented, “Learning Outcomes One Year Later” at the Hawaii International Conference on Education in January. Mary Jacobson and Vicki Olson, education, and Robert Bill, information technology, presented at the National Reading Conference on the study they have carried out focusing on teacher preparation in the state of Minnesota as it relates to reading. Mark Lester, Center for Global EducationNicaragua, spoke at Seattle University in the Salon Series, on “U.S. Consumption and the Needs of Developing Nations: A View from Nicaragua.” He also presented there on the U.S.Central America Free Trade Agreement (CAFTA), and spoke to theology, business, and social work classes. David Matz, psychology, was a co-presenter of “The Social and Evolutionary Psychology of Hair Color Preferences on the Northern and Southern Prairie,” at the January meeting of the Society of Personality and Social Psychology. Curt Paulsen, social work, with Cathy Paulsen, graduate programs, presented “From Spirituality to Empathy: Application to Dialectics in Marital Relationships,” at the National Council on Family Relations in November. He also presented “From Chaos to Order by Way of a Seven-Step Process from Freedom to Love” at the Lilly Conference West on College and University Teaching. Tim Pippert, sociology, presented “I Ain’t Seen Them in Awhile: Created Familites of Homeless Men” at the American Sociological Association annual meeting in August. Nancy Rodenborg and Lois Bosch, social work, presented a paper on using dialogue groups in teaching Master of Social Work students at the annual program meeting of the Council on Social Work Education in February. 19 Faculty/Staff Notes Presentations (continued) Patrice Salmeri, StepUP, and Ann Garvey, student affairs, presented about Augsburg’s StepUP program to the American Association of University Women (AAUW), Minneapolis branch, in September. Nancy Steblay, psychology, presented “Reforming Eyewitness Identification: Convicting the Guilty, Protecting the Innocent,” at a conference at the Cardozo Law School in New York. She also presented on lineup identification issues with real officers and real cases at the American PsychologyLaw Society conference in California, and on blind sequential lineup identifications in the field at a Hennepin County conference of law enforcement officers. Kathryn Swanson, English, served as a panelist for Theatre Unbound’s production of “Girls Got Pluck” and presented a paper titled “Ten Thousand Cups of Tea: American-born Chinese Women Sleuths” at the Popular Culture Conference in San Diego in March. reflection in a curvilinear magnetic field and formation of Alfvenic resonators on open field lines,” in the Journal of Geophysical Research, in 2005. In the same journal, Engebretson is lead author, along with co-authors Jennifer Posch ’94 and Brian Anderson ’82, at Johns Hopkins University; and acknowledged student contributors Geoff Shelburne ’05, Heather Greene ’05, Jon-Erik Hokanson ’05, and Ryan Nevin ’04, for “Ground and satellite observations of Pc 1-2 waves on open field lines poleward of the dayside cusp.” Engebretson is also a co-author of a study, “Density enhancement in plasmasphere-ionosphere plasma during the 2003 Halloween Superstorm: Observations along the 330th magnetic meridian in North America,” which recently appeared in Geophysical Research Letters. syllabi in international social work being published by the Council on Social Work Education. James Vela-McConnell, sociology, participated in a department chairs workshop at the annual meeting of the American Sociological Association. Publications Beth Alexander, physician assistant studies, was lead author of “Methods of Pain Assessment in Residents of Long-term Care Facilities: A Pilot Study” which appeared in the March/April issue of the Journal of the American Medical Directors Association. Tony Bibus and Rosemary Link, social work, published a chapter, “The Impact of U.S. Welfare Reform on Children’s Well Being: Minnesota Focus,” in Promoting the Well Being of Children, Families, and Communities, edited by Harriet Ward and Jane Scott and published in 2005. Jacqueline deVries, history, published an essay, “Rediscovering Christianity after the Postmodern Turn,” in the winter issue of Feminist Studies and two essays, “Women’s Religious Organisations” and “Women’s Charity Organisations,” in A Change in Attitude: Women, War, and Society, 19141918, edited by Susan Grayzel. Mark Engebretson, physics, and David Murr ’92, at Dartmouth College, are coauthors of an article with lead author Slava Pilipenko, Institute of the Physics of the Earth in Russia, and frequent visiting scientist at Augsburg for “Alfven wave 20 Bill Green, history, published an article, “Brown, Adequacy, and Young Men Getting Real about One Big State,” in the December/January issue of Minnesota Law and Politics, about the desegregation of Minnesota schools and the legal doctrine of “adequacy.” Rosemary Link, social work, is co-author with Lynn Healy of a collection of model David Matz, psychology, co-authored “Cognitive Dissonance in Groups: The Consequences of Disagreement,” in the Journal of Personality and Social Psychology, vol. 88. He also co-authored “Social Norms and Identity Relevance: A Motivational Approach to Normative Behavior,” in the Personality and Social Psychology Bulletin, vol. 30. Bruce Reichenbach, philosophy, published “Miracle Cure or Moral Quagmire?” about the ethics of stem cell research in the October issue of Covenant Companion. He also published “Dances of Death: SelfSacrifice and Atonement,” in Mel Gibson’s Passion and Philosophy, edited by Jorge J.E. Gracia and published by Open Court in 2004. He also authored “The Cosmological Argument,” for the online Stanford Encyclopedia of Philosophy in 2004. Nancy Rodenborg, social work, published an article, “Service to African American Children in Poverty: Institutional Discrimination in Child Welfare?” in the fall issue of Journal of Poverty: Innovations on Social, Political, & Economic Inequalities. Glenda Rooney, social work, is co-editor of the seventh edition of Direct Social Work Practice, published this year by Brooks/Cole. Winter/Spring 2005 An April 1999 article in Law and Human Behavior, by Nancy Steblay, psychology; Solomon M. Fulero; and students Jasmina Besirevic ’97 and Belia Jimenez-Lorente ’97— “The Effects of Pretrial Publicity on Juror Verdicts: A Meta-Analytic Review”—was one of the magazine’s top 10 downloaded articles in 2004. Francine Chakolis, social work, president of the Minnesota Alliance of Black Educators, coordinated a three-day summit on the Augsburg campus in October, “Yesterday, Today, Tomorrow,” addressing disparities in educational achievement. Kathryn Swanson, English, has been a team member for several accreditation site visits under the auspices of the Higher Learning Commission (North Central Association) and has served on readers’ panels and as part of the accreditation process. She is also an elected ARC (Accreditation Review Council) member. Honors/Awards Retiring football coach Jack Osberg ’62 was honored by Minnesota collegiate football coaches as the 2005 Man of the Year for his valuable contribution to football. Tony Bibus, social work, was elected chair of the Minnesota Board of Social Work, a board appointed by the governor that regulates social work practice in the state. Five Augsburg staff members won top honors at the annual awards banquet for the Minnesota Chapter of International Special Event Services (ISES) in March. Jodi Collen, event services, won the top prize for Best Event Logistics for her planning work on Homecoming 2004. She, Heidi Breen, alumni/parent affairs, and Marc Skjervem, student activities, won first place for Best Corporate or Non-Profit Event Planning—also for the weeklong Homecoming 2004. Kathy Rumpza and Sara Kamholz, public relations and communication, won top prize for Best Use of Graphic Design for the range of publications and promotional materials used for the 25th anniversary of Advent Vespers. Winter/Spring 2005 ‘Thirsty for God’ R eligion professor Brad Holt’s recent book seeks to help readers understand the thirst they experience in their relationship with God, but may not realize or understand. Thirsty for God is an updated and expanded edition of Holt’s work by the same name from 1993 that now broadens the survey of persons and institutions included under Christian “spirituality.” It expands the body of non-Western Christian materials and includes maps identifying locations of people and movements described. “This is a needed text for students and for the lay person,” says Holt, “to help them understand the global perspectives of Christian spirituality. It is not just about Europe and the U.S.” Holt makes the distinction between “spirituality” and “religion” within the context of 20thcentury scholar Baron von Hügel’s tripartite nature of religion as intellectual, institutional, and mystical. Holt equates spirituality with this mystical dimension, and thus a necessary component for well-rounded Christians. The book is accessible and free of the jargon that writer Kathleen Norris, by Betsey Norgard who is included in the book, refers to as “scary words” in the theological lexicon. Holt intends for this book to be as much about “formation”—what he calls “discovery of new being, new relationships, and new practices”—as it is about “information.” Each chapter contains spiritual practice exercises. Organized chronologically, the survey of Christian spirituality begins with early Christian times and carries forth into the 21st century to include such disparate Western contemporaries as Jean Vanier, Jim Wallis, Cesar Chavez, and Robert Schuller. From the Third World, Holt discusses, for example, the Virgin of Guadelupe, liberation spirituality, Pentecostalism, and African indigenous churches. Holt will travel to Italy for six weeks this summer, as one of 15 scholars in various disciplines selected by the National Endowment for the Humanities (NEH), to study one of the subjects in his book, St. Francis of Assisi. The scholars will examine source texts and visual representations of the saint within his 13th-century world to better understand his meaning for today, beyond the popular images. Stephen Geffre Noteworthy Professor Brad Holt’s recent book expands the survey of Christian spirituality. 21 4 THROUGH THE EYES OF TEACHERS, THE EYES OF STUDENTS English professor Kathy Swanson and her husband, Jack, both former Peace Corps volunteers, led a group of nine Augsburg students to their Thai village home of 35 years ago for an internship in teaching English. The students lived Thai culture through the eyes of teachers Kathy and Jack; through the Thai teachers, some of whom are former students of the Swansons; and through the schoolchildren. Excerpts from the Augsburg students’ final papers describe their experience. 4 SEEING THE ‘REAL’ THAILAND I’ve never even seen the ocean!” …“I can’t wait to see Bangkok.”… “Do you think it’s safe?”… “Does the flight really take 26 hours?”… “I already miss my mom!” These were some of the comments we heard as nine Augsburg students, my husband, and I waited to board the first leg of the flight that would take us back to the place we had called home 35 years ago. Jack and I served as Peace Corps volunteers, teaching English in a small rural village, Prachuab Kirikhan, Thailand, during the height of the war in Viet Nam. Now we were returning, for the second time, but with the responsibility of nine students, some of whom had not traveled beyond the Midwest. “We want to see everything through your eyes,” Jack had told the students. We all expected adventure, some chaos, and wonderful experiences. We knew these three weeks would open our students’ eyes and hearts; we didn’t know how significantly it would change their lives. Our family had returned to Thailand several years before the Augsburg trip and had found that Bangkok had become a huge, modern city, but that our village had remained essentially unchanged. Yes, there were now a 7-Eleven store that offered ice cream and pizza, an ATM machine, and Internet cafes, but the essence of Thailand was there. Prachuab had remained a sleepy, beautiful, fishing village. Walking through the market in the center of the village, we found piles of fish and shrimp 22 by Kathy Swanson from the morning’s catch, baskets of chilies ready for curries, mounds of chicken feet, stands with mangoes and sticky rice, and hills of pineapple, durian, and mangosteen fruit. Most importantly, we found that time had not erased memories we had for our former students and they for us. Returning to the schools where we had taught English, we found that several of our former students were now teachers. They welcomed us with gifts, hugs, and tears and we began thinking about sharing this magnificent place with Augsburg. “You can bring students to teach us,” we were told—and the seed was planted! After my course in Teaching English in Thailand was approved as an English elective, Jack and I began making plans for the trip. We knew that the heart of the experience was to be living and teaching in our village. We also wanted students to see parts of Thailand that tourists likely would miss. Arranging to be present in the village school when classes began after the rainy season, we planned to begin the adventure in Bangkok, then travel to Chiangmai, and then south to Prachuab Kirikhan. Most important to us was that our Augsburg students experience the real Thailand as we had so many years before. And so, after crossing many time zones, watching many inflight movies, and trying to sleep in cramped airline seats, 11 Auggies arrived in Bangkok, Thailand. Even though it was Winter/Spring 2005 2 midnight, traffic was heavy and the heat was oppressive. Too excited to sleep, we checked into the hotel and all set off down Sukhimvit Road. Smells of unrecognizable things, sights of unfamiliar occurrences, and sounds very non-Minnesotan overwhelmed us until we had to give in to sleep. We spent the next several days seeing Bangkok’s magnificent temples and palaces, sampling foods students had never imagined existed, holding giant snakes at the Pasteur Institute, winding through old Chinatown, riding in both tuk-tuks and the new skyway train, and trying to survive humid, 100+ degree temperatures. Ready for a respite, we flew north to Chiangmai. Here we were met by representatives from Payap University who made sure Midwest students understood proper and polite Thai behavior. “Don’t cross your legs so that your toe is pointing at anyone;”… “Never touch anyone on the head;”… “Wear skirts and long pants in the temples;” … “Acknowledge one’s social status by the appropriate wai (bow).” In Chiangmai, we learned about Thai history and culture, spent time at the night markets (after practicing bargaining in Thai!), visited a mountaintop temple, rode elephants through the jungle, trekked on a visit to hill tribes, and rode bamboo rafts down a jungle river. Despite these exciting events, I believe all the students would agree that the highlight of the trip occurred during a stop on our way to the airport as we were leaving Chiangmai. The grandma of one of our students, Rachel Schuette, and her church friends had sent handmade quilts with each of us. We had carried these 15 quilts until we stopped at an orphanage to deliver them to the children. Seeing excitement and joy on the faces of these children as they sang for us and finding tears on our own faces as we left them is a memory none of us will forget. After Chiangmai, we took a long, hot, Thai travelers’ trip by train south to Prachuab. Located on the Gulf of Siam, with the mountains of Myanmar to the west, Prachuab is unspoiled paradise. Here students marched to the secondary school, notebooks and lesson plans in hand, to join Thai students on that first day of the term. We were introduced and welcomed at the opening assembly and then began teaching. Moving from class to class, level to level, each class period, Winter/Spring 2005 Left: Kathy Swanson (back row, sixth from left) poses with students she and Jack taught in their Peace Corps days in Prachuab Kirikhan. Many are now teachers in the school where the Augsburg students practice-taught. Right: Nine students traveled to Thailand to practice-teach English with Professor Kathy Swanson and her husband, Jack, in the village where they had served as Peace Corps volunteers 35 years ago. (back row L to R) Jack Swanson, Carl Butler, Jeff Moores, (third row L to R) Kathy Swanson, Stephanie Nichols, Rachel Schuette, (second row L to R) Sue Kneen, Sabrina Jurey, Bekah Chell, (front row L to R) Annie Reierson, Anna Warnes. Augsburg students learned quickly how to gesture and communicate with just a few Thai words. Jack and I moved around with them, helping occasionally, but mostly sharing in this wonderful experience. After a few days, students felt at home. Every morning as we participated in the school’s opening ceremony, Thai students waved and welcomed us. One of our students received a Thai name, many received gifts, and all realized we were receiving much more than we were able to give. Teachers hosted a party for us toward the end of our time in Prachuab and we reciprocated the next evening. Some of our former students from our Peace Corps days joined us and led rounds of the Peter, Paul, and Mary songs we had taught them 35 years ago. There were no dry eyes in the room after we all joined Ratchana, one of my former students and now a teacher in the secondary school where Augsburg students had spent their time, in “To Sir, with Love,” the song she chose to honor us as teachers. Carrying gifts and e-mail addresses from their Thai students and unconsciously humming “500 Miles,” Augsburg students left Prachuab for Bangkok and Minneapolis. “Saying farewells amid smiles, hugs, and many tears, we promised to return someday soon—and I’m sure we will. For, as one student said, “There’s so much about the world I didn’t know. I thought this trip would change me; I just had no idea how much!” Kathy Swanson is professor of English and chair of the English Department. She directs the English as a Second Language program. 23 j TOUCHING MY HEART by Anna Warnes ’05 Above: For Anna Warnes, traveling in Thailand was an experience for all five senses; but most important were the friendships she made that touched her heart. Thailand is an experience, not just of the mind or for the eyes, but a complete immersion into the culture. Unless you stay at a pristine, exclusive hotel in Hua Hin, it is hard not to touch all five of your senses in Thailand. For me, Thailand was an adventure of smell, sound, taste, sight, and touch, and most importantly, an experience of the heart. The sounds of Thailand are like nothing else. After spending 26 hours on a plane listening to movies, people snoring, and babies crying, the drone of traffic is a welcomed sound in Thailand. Bangkok always had the sound of buzzing tuk-tuks in traffic and trains overhead, but it also had more profound sounds. The sound of complete silence in the wat (temple) with the many pagodas and the loud, but quite musical, sound of blind musicians singing into microphones as they wandered the streets come to mind. Chiangmai had the sound of rushing water over rocks as we slipped by in our open raft and the constant sound of bartering hill tribe women with their silver jewelry and colorful hats. Chiangmai also had the sounds of Doi Suthep with its deep bells booming over the hill and children playing amongst the tourists and monks. Prachuab had the sound of rain, whether misting or pouring, washing the market streets. Prachuab also had the 24 sound of monks blessing people in the early morning hours, speaking and singing prayers over women bowed before them. Amusingly, the national anthem was played at school every morning by the marching band and on the loud speakers, and it also played in my head for the remaining 23 hours of the day until my roommate would throw a pillow at me! My favorite sound of Thailand was the sound of singing. Several times the former students, Kathy, and Jack sang “500 Miles” by Peter, Paul, and Mary. It certainly wasn’t the beauty of the singing that struck me, but the fact that the students remembered all the words and sang them so faithfully. It was obvious that the students had been significantly moved by their teachers. As the students sang, you could see the love and appreciation exuding from them; so much so that it made my eyes water every time they would sing. When I heard the students sing, I could only hope that I too would have such an influence on a group of people. … Forming relationships with my students was an aspect of teaching that really touched my heart. I was able to get especially close to two of my students, Maew and Por. These students were extremely helpful to me in the classroom and they both wanted to learn English so badly. On the Friday evening of the teachers’ dinner, Maew and Por were able to eat dinner with me. I loved talking to them about anything from music to Por’s schooling abroad to my family and America. Maew and Por have e-mailed me several times since our group returned to the United States. They like to ask me questions about my jobs or different musical acts in the U.S. I think it is great that I was able to connect with these students in such a way that they feel comfortable e-mailing me and talking to me about their lives as well as mine. … Thailand is not a place that can be seen on a National Geographic episode and be fully comprehended. I had to smell the markets, hear the temple bells, taste the pineapple, see the countryside, touch the silk, and feel my gia (heart) warmed by the people in order to know Thailand. The exciting part of my experience in Thailand is knowing that there is so much more waiting for me to encounter when I go back. Anna Warnes completed her studies in December 2004 with a major in English. She plans to attend law school. Winter/Spring 2005 BECOMING A TEACHER 1 In his first teaching experience, Jeff Moores ’05 just barely got his feet wet in the classroom and left Thailand wishing he had more teaching opportunities, as well as anticipating his next return trip. “Tomorrow,” I wrote in my journal on Sunday, May 16, “I become a teacher.” Unofficially, of course, and I’m technically still very much a student; but, I’ll be stepping into a role, a job, that rivals that of prostitution for the title of the world’s oldest occupation. I’m feeling what every teacher—from Kathy in her initial teaching years, to Aristotle—must feel when faced with the daunting task of instilling knowledge upon youthful minds: nervousness, anxiety, fears of inadequacy. But mostly, I’m excited. Excited for something new, something frightening, an experience that might open my mind along with those of Thai students. … My most challenging teaching experience in Prachuab happened at the end of Thursday. … At 3 p.m. I returned to the English office to track down a teacher-less class to take over or an occupied class to observe. I was quickly told that Stephanie was teaching level 6/9. I hadn’t taught or observed a high grade level yet, so I thought it would be worthwhile to attend. … Outside the classroom, the slightly older students relaxed on the benches, some slumped over with the end of the day, others energetically giggled with friends. One thing was certain: Stephanie had not yet arrived. I looked at the students in a way that hopefully said, “I’m the teacher; time to start. Get in. Sit down.” Friendly, of course, but I wasn’t about to let the older students walk all over me. Meanwhile my head was reeling: Stephanie’s not here; my lesson plans are for younger students; are they expecting Stephanie? What if they already know everything I’m teaching them? A deep breath later, I calmly flipped through my Winter/Spring 2005 by Jeff Moores ’05 notebook as they settled down. Dictation. That was it, an exercise I had not yet utilized. I slowly read four sentences about a man going to a market and then returning home to eat dinner and watch TV. Their attentive gazes and lack of utterly confused looks encouraged me, but it was difficult to discern whether they were genuinely interested or if they were simply patronizing the new foreign teacher. A few of the boys, including one who sat in the middle of the front row, were energetic and active, sometimes scratching their heads and employing grimaces of misunderstanding or raised eyebrows of clarity. Stephanie showed up about halfway through the class, hopefully adding to any authority I had over the classroom. In the end we walked away not knowing what to conclude. I had felt a lack of influence with level 3/9, and now I felt a lack of respect from level 6/9. On top of it, inadequacy stemmed from having viewed [regular teachers] Charles and David wielding their experienced skills. The mere 10 pages of this essay cannot begin to explore the intense realizations I began uncovering about my future as a mentor, a teacher, a parent—an adult. Luckily, as I suspected it would, my thirst for Thailand continues. A week in Prachuab was not enough time teaching English. I wanted two, three weeks to practice my skills. I wanted to tutor university students and come into contact with all age levels. After my first trip, I predicted that I would definitely return to Thailand someday. I found myself in Bangkok’s busy streets sooner than I thought. Jeff Moores is in the Honors Program and is a senior majoring in English with a concentration in writing. He is news editor of the Echo. This was his second trip to Thailand. c 25 ef MY GOD AND YOUR BUDDHA— THE SAME, ONLY DIFFERENT by Sue Kneen ’04 As a religion major and a prospective seminary student, I was most anxious to see and experience Buddhism first hand. … As I really thought about it, there is much that our faiths have in common: God or Buddha, do good works, eternity or Nirvana, God is omnipresent or eternal nothingness, prayer, denying self, look to pastors/monks, churches and temples, worship, help the poor and taking care of your neighbor. There really isn’t anything so unusual—only different. I thought [our Bangkok tour guide] Panya’s comment summed it all up well as he said with great feeling, “My Buddha and your God, they are the same. When we are sad, we talk to Buddha. Sometimes we talk to a monk, and he makes us do better with what he says, but sometimes we don’t want to tell anyone, so we talk to Buddha. And we feel better; we feel lighter and THE REAL happier.” Now that sounds just like me and my God. I’d like to quote what I wrote in my journal as I stood on top of “Monkey Mountain,” listening to the hauntingly beautiful Buddhist music and the chanting of the monks, and the pungent aroma of their incense lifted to my ears and nose, and the cool breeze smoothed against my face: “It was a beautiful view from on top of the hill over the ocean, Prachuab Kirikhan, and a big sprawling temple to the west. What was especially significant to me was seeing the building where the monks had their evening meditation and hearing them chant and hearing their music. I will never forget that feeling. I imagined and hear them praising their God as I do mine (for lack of better words). It was a feeling and very real sense of oneness while very different. It was surreal and profound. I am thankful for this experience.” FACES IN THE Prachuab Kirikhan is located on the east coast of Thailand, on the Gulf of Thailand. It escaped the massive destruction of the tsunami that devastated areas farther south on the west coast. Of course, when the tsunami hit, everyone from the trip feared for his or her old and new friends. Anna Warnes was the first to hear news from Prachuab. “The day before the tsunami struck I received an e-mail from one of my Thai students. Maew, a sweet 12-yearold, wrote me one of her typical e-mails: ‘Hello Miss Anna, how are you? How are your studies? I am fine. My family went on holiday. It was fun,’ etc. “The next day I heard about the tsunami on the news. I immediately thought of Maew. I wrote her an e-mail: 'Maew, 26 Sue Kneen ’04 gained a rich introduction to Buddhism as she prepared for her own seminary studies. It seems I am very fortunate indeed to have been introduced to a culture such as this through the lens of respect and deep affection. … I will never be the same, and my daughters and those with whom I have the privilege to share about my trip will be able to see some of Thailand and foreign travel for themselves. Sue Kneen graduated from Weekend College in 2004 with majors in English and religion and is now studying at Luther Seminary. TSUNAMI are you safe? Were you hit by the wave?' I received a response within a day. Maew was in fact safe, although her father had been working near Phuket, and he was injured but alive. “By expanding the world classroom and making connections with people in Thailand, the tsunami affected real people, people I knew. The tsunami did not kill thousands of faceless people on the other side of the world; the tsunami killed people I may have met and learned from.” Winter/Spring 2005 C ONE STUDENT I MAY HAVE TOUCHED by Rachel E. Schuette ’03 SEEING THAILAND THROUGH KATHY AND JACK’S EYES “Kathy and Jack also had endless tidbits about Thai culture to share with us throughout the three weeks. Whether we received lessons about teaching English, how to eat at a Thai restaurant, or when to take our shoes off at a Buddhist temple, Kathy and Jack’s previous knowledge of Thailand was a critical part of the wonderful experience we shared.” —Jeff Moores “The entire trip was affected because Jack and Kathy led Rachel Schuette ’03 compiled a lesson plan book, in collaboration with Professor Swanson, with materials from the Augsburg students’ lessons “to show appreciation for the gracious welcome they received from everyone in Prachuab Kirikhan.” It has been three weeks since we returned home and I am still on “Thai time,” meaning I feel much more laid back and not really pushed to do anything in a hurry. … I learned so much from this experience; it is difficult to pinpoint the important issues. Being a teacher is not always about teaching test-ready material. It was not until about the third day of teaching in Prachuab that I realized this. I wasn’t there to teach them how to conjugate verbs perfectly, or to show them how to use articles all the time. I was there to learn from them and to hopefully share my culture with them. There was no test on Friday or review of information; the visit was much more than that. It was an experience that I will keep with me for the rest of my life. It will serve as a reminder every time I walk into a new classroom or job. It made me appreciate what I have here in America, but still understand that just because some people do not have these luxuries, they may be just as happy as I. It was apparent through the interactions among Professor Swanson, her husband, and the former Thai students that a lifetime connection can be made. Truly, for me, it was finding that one student whom I feel I may have touched, but who really touched me, that makes me say, “YES! That is why I went to Thailand.” ■ Rachel Schuette graduated in 2003 with a double major in English and secondary education/communication arts licensure. All photos were taken by participants on the trip. Winter/Spring 2005 the way, I suspect. On just a superficial level, the heat, the smells of the streets, some of the foods, and the different standard of living we enjoy could have easily been turned into disgust by travelers not accustomed t
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Title: Augsburg College Summer Catalog, 2006
Collection: Course Catalogs
Search Result: augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in 20 academic disciplines as well as internships and independent studies. Course loads in Summer Session: Internships: In addition to those listed, Students may take up ...
Show more augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in 20 academic disciplines as well as internships and independent studies. Course loads in Summer Session: Internships: In addition to those listed, Students may take up to 2.0 credits in each summer session (sessions I & 11). However, course loads for terms that overlap may be increased based on a student's cumulative GPA (Cum GPA). Specifically, the combined credit load for Day/WEC/Rochester/United students between Spring WEC, Summer Session I and Summer Online, normally limited to 2.0 credits, may be increased to 3.0 credits if the Cum GPA is 3.00 or better. Additionally, the combined load between Summer Sessions I and I1 and Summer Online is normally limited to 2.0 credits at any one time, but may be increased to 3.0 credits if the Cum GPA is 3.00 or better. Students desiring to exceed these limits must petition the Student Standing Committee prior to registration. Unless otherwise indicated, all courses carry a value of 1.0 course credit. One Augsburg course credit is the equivalent of four semester credits or six quarter credits. internship opportunities may be arranged individually during the summer. Academic internships are carefully planned workbased learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning 612330.1148 for more information. summer session I May 30 to June 30 summer set inn July 10 to August 10 summer online June 19 to August 27 Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Commission.* The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives, Core Curriculum, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the threedigit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. * The Higher Learning Commission of the North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, 312-263-0456. Website <www.ncacihe orgz Independent study: Independent studies may be arranged in consultation with individual faculty members. Employer reimbursement: Students who qualify for reimbursement from their employers may use their reimbursement to pay for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office 612-330.1488. Additional information may be obtained at: www.augsburg.edu/summer Augsburg College Campus Box 143 2211 Riverside Avenue Minneapolis, MN 55454 For registration or financial questions: 612-330.1046 (Enrollment Center) For questions related to courses: 612-330.1025 (AcademicAdvising) Eligibility: Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term, are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dismissed by that institution. Students accepted for Summer Session are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office 612-330-1743. - 4 to register All students m:ly hegin tc Summer Session c o ~ kpn. pStudent Web registration will remain open u n t ~ l \nay 4 (Session I) and June 9 (Session . Well rexistration hours will he 8 3 0 11:59 st~~cient: registra must ~ L S L ~ L L Center h e t ~ daily. Augshurg .ourageci to use Weh 1. i ~ ~ g s h ust~lilents rg r ~ l . s o nat the Enr~)llme~it 8:30 a.m. - 4:10 p.m. M-W (8:30 ,,.,,,. - 7:C The Enrollment m. Tl~~~rsciays). Sverdrup Hall. We recol 1 nd that y calendar Augshurg stuclcnts will he billed through ,. Non-Augshu~.~ Accc stllclel,ts of till,e of registr,r ,,niLl fllll I ,lVldy ~ - summer 2006 I '-'.MIa1 (11 St1 ,for s ~ April 12 Registration begins ust he ~ , ~ ~ ~ ~ Web registration closes Session I and June 16 for Summer Session 11. Tuition must be paid in full (see Calendar), or you may be dropped from your course(s); a cancellation fee of $100 per course will apply. Augsburg students who have unpaid nces from previous terms must pay e balances before they may register for Summer Session. ~ ~ May 4 through AugNet, AugNel consi~lerecithe most current and, thus, correct. Students registering for Summer Session I must complete their registration by May 30. Signature of the instructor is needed to add a class after the first day of class. June 16 May 26 Classes begin May 30 July 10 June - *Register(addedlatefeeof$75) 19 '11 May 30 July 10 June 19 June2 July 13 June 23 I. (signature of instmtm needed; no regmations wiU be accepted after chis date) June 2 July 13 June 23 'Change grading option June 16 July 27 July 28 Withdraw from class June 16 July 27 July 28 enrollments will he cancelled one week Classes end June 30 August 10 August 27 Stllclents who decide to cancel their Grades due in Registrar's Office July 10 August 18 September 1 registration prior tu the first day of the session must complete a ilrop/acld form Schedule of Refunds: The following refund schedule is based o n the percentage at tlie Enn)llmcnt Center (this must he done in person). There is a ch:rrge of of class time remaining o n the date of the student's official withdrawal from class. This applies to all students who drop one or more courses during each term. $100 for each course cnnccllcci. Percentage of clasq time remaining after official drop or withdrawal and amount of refund: see 100% to 90% remaining-Full refund (minus $100 administrative fee) Schedule of Refunds on the next pagc. 89% to 50% remaining-Refund equals the percentage of term remaining 49% or less remaining-No refund A late fee of $75 will he assessed for students who register :liter the first day of This refund schedule is effective whether or not a student has attended classes. the term. No Session I registrations will Students registering for Summer Online must complete their registration by June 23. Note: register for online courses under Summer Session I if registering via AugNet. June 9 May 5 hefore the tirst tiny c)f the session. For rcf~~ncl information Students registering for Summer Session I1 must complete their registration by July 10. Signature of the instructor is needed to add a class after the first day of class. April 12 June 9 Balance of tuition due Register (without late fee) fill early :rncl courses with low u l d he April 12 Last day to: Change in registration: Many cc,urses catalog and course informa online - Drop class without notation If a ciiscrepancy is founcl hct II Please allow two weeks for tuition and possible financial aid adjustments to be he accepted after June 2. Nu Session I1 registrations will he acceptc~iafter July finalized. If a credit balance remains on the student's account, a credit refund check will be issued at that time. u e r registrations 13. No S u ~ ~ i ~Online will he acceptcJ after June 23. , --- - - - Y map of augsburg The tuition rat Session courses ' q $1,545 for full-rn ,. . 3 for halt s 3C stude enrolled in Summer -i o n r ummer Online may be eligible ,nancial " : A :C +L.' -..""load is z ~ s 1.0 t crl L l d i t s are listed abov~ To apply financial aid The only forms ( tinancial aid available for Summer C-cc ,,,n attendees are the Federal Pell nt, the Minnesota State lnt (i nts who meet eligibility Eligibility for Summer Session SttJ-~lts who main .time status ,d by the program in whic are enrolled) are eligible to apply for financial aid. Day program Students enrolled in eitl :ssion I or 11, or both sessions combined, may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. s) and student loans. Visit bnrollment Center website to aownload an appkation form: www.augsburg.edu/enroll. The financial aid priority deadline for Summer Session is May 15, 2006. Augsburg employee tuition benefit Faculty, staff, and dependents of the College who are eligible for the maximum tuition benefit will receive a 60% discount o n Summer Session tuition. WEC program For W E C students enrolled in spring trimester, n o aid is given for Summer Session I as it runs concurrently with the W E C spring trimester. ~ l n l s r s l a t 94 e West -I' COLLEGE M A P INFORMATION I Cenler for Counseling and Health Promotion 2 Weekend and Graduatc Admissions 3 Air Slruclure Entrance (November through March) 4 Edor-Nelson Athletic Field and Seasonal Air Struclure 5 Chrislensen Center and Day Admissions 6 Commerc~alSpace 7 General office space 8 . Fass. Lobeck. Miles. Center for Worship. Drama and Communication 9 Sverdmp Hall 10 Husby-Slrommen Tennis Courts I I . Ice Arena 12 Public Reletions and Communication lnlerslate 94 East 13 Lindell Librury 14 Maintenance and Grounds Shop 15 Mortensen Hall 16 Murphy Place 17 Murphy Park 18 Music Hall 19. New Residence Hall 20 Old Main 21. Anderson Hall 22 Quad 23. Science Hall 24. Publ~cSafety Communications Center 25 Shipping and Receiving 26 Si Melby Hall 27 Sverdlup-Oftedal Memorial Hall 28. Urness Hall 29. Faculty Guest House 30 StepUP House 31 General office space with address PARKING INFORMATION A Visitor Parking B . Resident Parking C Commuter Parking D FacullylSlaffICommulerl Resident Parking E Resident Parking F Resident Park~ng G FacultylStaff Parking H FacullylSlaWPark~ng I VisitorIAdmissions Visitor Parking J FacultylStaff Parking K Commuter Parking L FaculLylStaffICommulerl Visitor Parking M Fairview-University Parking Ramp Take Washington Avenue exlt and turn left on Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right nt 21st Avenue South. 1-94 East from MinneapolisTake 25th Avenue exlt, turn left at 25th Avenue, turn left at Riverside A\,e~u~e, turn left at 21st Avenue South 1-94 West from St. PaulAugshurg College, as afimted in its mission, does not discrimiltate 011 the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual onnttat~on,marital status, statla with regard to public assistance, or disability in its education policies, admissimts policies, scholars hi^ and loan proFams, athletic and/or school administered programs, except in those iintances where religion is a bona fde occupational qualificafion A,rgsburg College is coinmitled to providing .reasunable accommodatimu to its employees and its studstts. Take Riverside exit, turn right at Rivers~deAvenue, turn left at 2lst Avenue South 3 5 W from the SouthFollow the 1-94 St Paul signs (move to right lane after each o f nvo mergers) Takc 25th Avenuc exit and rum left at Riverside Avenue, turn left nt 2lst Avenue South session I on room assignment for a partic7 - 30 june 30.2006 I--- -I--- BUS 242.S i t h HIS 24913493) Designed Enirifonment AIS 2 6 4 3 AndersonKirnball This course addresies the designed-~nyipnment, Development of the theory of management, the intentionall\ organization, staffing, planning, and control. The nature of authority, accountability, responsibility, ,laces iiiwliich we live. We will investigate architecture, landscape - " 3 A study of the dynamics of human interaction -. American public's'perception of American Indians. Class will inc~ud:'~ecmre, discussion, film clips, and site visits to promin;nt examples of design % . and full.length m excellence and historical significance. FIN 331-S Perspective/SI Prereq.: none for 249; for 349, ENG 111 or HON Financial Management AF: Intercultural Awareness 1 Perspect' 6-9:30 p. Rm.: Science 123 - . . T, Th Rm : Old Main 17 ART 2 2 3 3 Printmaking I Bollman An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. . Ae&hktxpahqLAFinFineAm M, W 6-9:30 p.m. Rm : Old Main 4 May be taken independently of ECO 113 or 110. Prereq.: ECO 112 or 113, ACC 221, and MPG 3 ECO 112 and 113 may be taken in either order. Th Rm.: Science 123 BIO 1 2 1 3 w Rm : Old Main 29 MKT 466-S International Marketing Pederson This course examines those issues and activities unique to marketing in an international setting. Emphasis is placed on adaptation of a marketing mix according to the international marketing environment. life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Prereq.: MKT 252 earth. A student may not receive credit for both 6-9:30 p.m, from May 30 to August 1 (from the start of Session 1 to the end of Session 11) Rm : Old Main 16 Prereq.: MPG 2 Perspective/Skill/LAF: LAF in Natural Sciences and Mathematics T, Th E C O 113-S Principles of Microeconomics Gilsdorf An introduction to microeconomics: the theorv of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken Prereq.: MPG2 CHM 1 0 0 3 Perspective/Skill/LAF: Gyberg This course introduces basic chemistry concepts in Social World I or 2 Perspective; LAF in Social and Behavioral Sciences T,Th Rm:OldMain16 1-4:30 p m the context of numerous science-based issues in our Rm : Science 205 everyday lives with the goal of students having a basic understanding of the science behind issues present and in the future. EDC 2 2 0 3 Prereq.: MPG 2 Educational Technology Perspective/Skill/LAF: Natural World 2 Perspective; LAF in Natural Sciences and Psychological and philosophical dimensions of communication through the use of instructional ACC 22123 the use of live models. Emphasis will be placed on Principles of Accounting I development of perceptual drawing skills to accurately render the human form in a spatial environment. Introduction to business activities, basic concepts, and fundamentals of accounting, the accounting Mathematics (non-lab) Topics covered will include: gesture, proportion, cycle, and preparation of financial statements. 8:30 r -*?on foreshortening, skeletal and musculature anatomy, shading and rendering, and composition. 8:30 a m.-noon T: Th Perspective; LAF in Social and Behavioral Sciences Rm.: Old Main 16 1-4:30 p m M, W independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. Cheniistry for Changing Times McCaffrey A&&G Fbpmw,IAF in Fine Am M, W Rm.: Old Main 17 M, Th B10 121 and 103. Does not apply to the major or minor in biology. This course meets twice weekly and techniques of drawing the human form through , Meziou discussion of the molecular and cellular basis of This course will introduce the student to the neth hods 6-9:30 p m M, W Perspective/SkilVLAF: Western Heritage 6-9:30 p m Life Drawing Gilsdorf An introduction to macroeconomics: national economic theory to current economic problems. ART 2 4 7 3 :- E C O 11223 Principles of Macroeconomics Kapoor budgeting, capital structure, and working capital An introduction to basic biological principles with a human perspective and application. Includes . Rm.: Old Main 18 management. H u m a n Biology and Lab . M, W ~erspecke"3(/ritinESkill (ART 349 only), LAF in ~ 6 Arts e (ART 74Q ~ m l ) ) critiques complete the learning experience. 6.9:30 p.m, -Id Main 23 income analysis, monetary and fiscal policy, international trade. Application of elementary 6-9:30 p m &Fbpmw,IAF in Fine Am Rr risk and return, security valuation, capital spent painting. Slide lectures, demonstrations, and . r -- This course includes financial statement analysis, In this first-levelpainting course, students learn . 6-9:30 p.m. Bollman Most class time is 6-9:30 111 and an art, hjstory, or urban'smdies course ART 118-S important concepts of painting. overcome communication barriers. ~ers~ectiv$Skil~L Aesthetics A~: or City T; Painting I through verbal and nonverbal messages; emphasis on factors that build relationships and help to and analysis of the professional manager. architecture, urban dyigh, and urban history; class , sessions consist almost exclusively of walking tours cinema and o t h e r ~ u c himages have had on the l?C e m t o Principles of Management Kader (.5 credit) Erickson technology. Selection, preparation, production, Th Rm , Wnce 315 Rm.: Old Main 10 and evaluation of effective audievisual materials for teaching/learning situations. Computer training will be included in this course. 9-11:30 a.m. COM 3 5 4 3 Interpersonal Communication Lapakko M, W Rm.: Sverdrup 205 I A - june 30.2006 session I rI E E D 495-S learnu Topics: Elementar Physical Science or ideas of off-campus and/or communiti&?! C Gregoire will p exp~ . ropertles Is-on experiments to or ano cnanges in matter; l e n q goals, mission, needs, ' , . energy. Taking the physical concepts learned, students will develop demonstrations and lessons for Center for K-5 classrooms. Assessment is based on written requiremen assignments, a technology project, science fair nm projecc; lessons/demonstrations and I-' . 7; Th lermir " science19 , E N G 2821482-S Topics: British Novel: ~ n v e s t i s t i n gthe =iddle Victorian Thriller This course studies the novel of suspense, mystery, and terror in 19th.century Britain, from Frankenstein early in the century to Dracula at its end. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that politer domestic fiction hardly hinted at. Perspective; Writing Skill (HIS 349 only), LAF in Humanities (HIS 249 only) variety of small pmjects. Projects will involve creativity, teamwork, research, writing, and some computer skills. 1-4:30 p m Rm: LindeU 16 fim 9-3 p.m on 5/26,30,31; 6/1,2, and 3 T, Th Rm : Science 123 I N S 399-S Internship 4 Olson A work or service-based experience in which the INS 2 2 5 3 Introduction to Islam Schield 3ritical t h ~ n k ~ nabout e statistics as evidence. Focus irn associativl '..--':3n, observational studies, experiments, ounding, bias, and chance. Review common ques involving statistical percentages presented in tables and graphs. Use I N S 255.S Paideia Seminars arguments. Emphasis o n interpretation, and communication' 7; Th design a learning agreement plan that links course education, and graduation skills with the learning opportunities inherent in the internship. The and Islamic patterns of life. wldll/LAF: student, faculty sponsor, and work site supervisor theories and concepts across disciplines, general (Shariah), Islamic economic and political systems, 6.9:30 p m standardization to take into account the influence of confounders. Analysis of statisticall~based Kader The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law opportunism. St , nditional reasoning using English to describe and compare rates and hm Rm.: Old Main 15 student must complete a n academic learning portfolio based o n the internship. Students must consult with the faculty sponsor and Lois Olson in the Center for Service, Work, and Learning ~ ~ Students will participate in a series of seminar discussions following the Paideia seminar format as regarding ~ f requirements m and~ get permission ~ to register. P/N grading only. Satisfactory completion will fulfill the Augsburg Experience developed by Mortimer Adler. Seminar topics requirement. emphasize selections that help studenu to think Prereq.: MPG 6-930 P.m. Topics modeling and workflow. After learning about each topic, students will work in international teams on a ister. yvi* ' tudents must be Elemeniav Education majt cwo from Germany. Perspective/SkilVLAF: Aesthetics or City 111 and an art, history, or urban studies course tanve ~ e a S o n i n g / science lab graduation requirem include managing international projects, accounting and finance for non-financial managers, and process ~ r kand , Learning regarding GST participation. This course does ElnT 0-Y:>Up.m. S~roir from Augsburg and excellence and historical significance. Prereq.: none for 249; for 349, ENG 111 or H O N c ~ o nc reflection assignn on a1 course knowledge, unaencanding ot cne organization,' workplace, and an awareness of societal issues that may affect the workplace. Students must con-Jrwith Lois Olson in the position, motion, and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer and site visits to prominent examples of design critically, understand timeless ideas, listen carefully, Rm.: Lindell '1 M, W and question thoughtfully. This course is ideal for education, social science, and language arts majors. ML 589-S We will read several of the best of these thrillers, This course may also be taken for p d u a t e credit. Topics: Comprehensive Examination investigate the culture that produced them, and For registration, contact Anne Kaufman (612-3301188 or kaufman@augsburg.edu). This course will The purpose of this seminar is to prepare students for a set of comprehensive examinations as the be held from June 20-24. Perspective/SkilVLAF: Critical Thinking Skill 8:30 a.m. 4p m. M-F Rm.: Old Main 25 completion capstone of the Master of Arts in Leadership. Students will experience a n intense, collaborative, and directed integration of their INS 2 9 5 4 Topics: International Projects successful completion of the examinations. The examination has three parts: a take-home written work to determine why they have continued to Western Heritage Perspective; LAF in Humanities T, Th Broek A n analysis of chemical abuse and what can be done for the abuser, Includes information about school health education and services. Prereq.: ENG 111 1-4:2n * n H P E 115-S Chemical Dependency (.5 credit) appeal to successive generations of readers. Perspective/Skill/LAF: . Rm.: Old Main 10 8:30 a.m..noon T only Rm.: Murphy I11 understanding of leadership expressed through Schwalbe, Stoller This course is a joint venture, organized and taught by H I S 2491349-S (with A R T 2491349-S) GST 0 0 9 3 Co-op Olson The GST 009 Ceop Work Experience is a O-credit option for the Augsburg Experience, This option utilizes students' employment related to their major, and through reflection links on-campus Designed Environment Kimball/Anderson This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, urban design, and urban history; class sessions consist almost exclusively of walking tours Pike faculty from both Augsburg College and the Bemfsakademie in Karlsmhe, Germany. The course will be taught in English, with half of the participants from each institution. All majors are welcome. Half of the course will take place in Karkruhe, Germany, and half in Minneapolis. The course consists of workshops in different topics taught by two faculty section (based primarily but not exclusively on the customized readings), a group oral examination, and a four-hour seated examination. P/N grading only. This course meets two week nights and Saturday morning. Final course schedule will be available mid-April after negotiation with members of the class. Prereq.: All MAL courses must be completed; may be in last course in spring trimester 2006 1- session I way 30 miE -h 1-S Mikkelson the signs and syntax of ASL. j , 30,2006 Perspective/Skill/LAF: Social World 1 or 2 P O L 160.: Perspective; Critical Thinking Skill; I A F in Social and Behavioral Sciences World Politics 6-9:30 p.m. This course is an history, and maj, relations. It expl T, Th Rm : Old Main 27 uction to the dynamics, S W K 280-S Diversity and Inequality for Professional Practice Boisen This introductory course explores diversity and social inequality as a prerequisite to professional e* of international of peace, sustainable practice in social work, nursing, and education. The course provides a basis upon which culturally ling Christian Vocation a n d the Search for Meaning I1 Quanbeck, I1 Beginning Sign Language I An introduction to deaf culture and the signs and syntax of ASL. Students o b s e r signing, demonstration of signs. practic .'-- 4 which we are be, nore and more connected? Continued learning occurs through facilitated theological questions and positions, and o n dialogue among class participants. Students learn with and from each other about differences and areas of biblical interpretation and the historical, cultural and global contexts of Christianity and other similarities in experience that accompany world religions. Evaluation by quizzes and responses diversity learning in other curriculu~nareas, such as to readings and four theological position papers. S O C 265: Race, Class, and Gender, and ENG 111: Prereq.: REL 100 Effective Writing. What impact d o international developments have on our lives in the Twin Cities? 8:30 a.m.-noon of-hearing people. p e r s p e c t i v e / ~ k i l l / ~ ~ntercllltural ~~: A~~~~~~~~ 2 Perspective/Skill/IAF: Social World 1 or 2 Perspective; I A F in Social and Behavioral Sciences REL 2 0 5 3 Perspective; Modern Language 1 6-9:30 p.m. and learn the facial expression needed to communicate clearl~ 6.8:30 p.m. M, T, W p y language eaf and hard- M, W Rm: Science 108 Rm.: Old Main 25 SPA I l l - S Steinmetz Beginning Spanish I Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. Perspective/Skill/IAF: Intercultural Awareness 2 Perspective; Modern Language 1 8:30-11 a.m. T, W Th Rm.: Old Main 26 SPA Ill-T Steinmet' Beginning Spanish I Aims to develop four basic skills: understanding, P O L 241-S Environmental a n d T, Th Rm : Old Main 16 Exploring Topics i n Religion: Self, Sin, a n d Sex: T h e H u m a n Person i n Christian a n d Contemporary Thought Lowe In our contemporary situation we face difficult Underhill-Cady Initial learning occurs through self-exploration. This course focuses on articulating students' own recognizing and evaluating religious claims in the ASLWI-T competent professional helping skills can rest. categorical group identity. It is meant to build o n Prereq.: S O C 265 or permission of the instructor T, Th Rm : Old Main 23 6-9:30 p m S O C 265-S Race, Class, and Gender Fischer We live in a stratified society. What that means is that individuals from diverse backgrounds in terms This course examines the political dynamics questions concerning the human person. Some of these questions are: W h o or what is the self! of race, ethnicity, gender, sexual orientation, and relating to our local, urban, and campus What is sin? How are we to understand sexuality environment and relationship to the communities and ecosystems of the Upper Mississippi Watershed and gender? The biblical witness and the Christian class receive unequal portions of wealth, power, and prestige in society. This course seeks to explain River Politics and larger, global environment. Topics explored include campus sustainability, the environmental implications of our daily choices, local water, air and soil pollution, the lock and dam system o n the Upper Mississippi, invasive species and biodiversity, climate change, waterfront economic development, how we come to think in terms of racial and tradition has said a great deal about the self, sin, and sex, but at times these familiar sources seem gender and sexual categories in the first place. inconsistent with our modern views. We will Then we address the social consequences of these various dimensions of inequality in various social encounter the work of contemporary secular thinkers who challenge many of the anthropological claims of the theological tradition and suggest new ways of envisioning the self, sin, urban sprawl, and energy production. The class and sexuality. speaking, reading, and writing of elementary will look at the challenge of balancing economic Prereq.: ENG 111 or H O N 111, AND REL 100, or Spanish. Introduction to the culture of the development, social justice, and environmental REL 111 or REL 221 or REL 300 Spanish-speaking world. stewardship in the region. There will be weekly Perspective/Skill/LAF: Intercultural Awareness 2 Perspective; Modern L~nguage1 Th Rm.: Old Main 26 6-8:30 p,m. excursions to sites along the river, in.class debates, and opportunity to meet with stakeholders working on various river-related issues. Perspective/Skill/LAF: Humanities Christian Faith 2; I A F in T, Th Rm.: Old Main 23 institutions including education and the workplace. We discuss both the collective and individual processes involved in creating social inequality. Perspective/Skill/IAF: Intercultural Awareness 1 Perspective 6-9:30 p m M, W Rm : Science 205 -hT.w*tf on room assignment fc? M K T 35743 BUS 3 4 0 3 r a tool for visual Personnel function in business, acquisition, and Meziou Advertising An introduction to print, broadcast, and W e b sing black and white utilization of human resources; desirable working based advertising and promotion as important relationships; effective integration of the worker elements in modern marketing and Raschke The came., ,, AID ~ $ 5 - S Introduction t d Indian Studies ~n , creativity and expres: American In he covered inclu hers, history, ctive; I A F 1. Cerrito H u m a n Resource Management with the goals of the firm and sociely. communications. This course combines classroom Prereq.: BUS 242 or consent of instructor and hands.on learning tools. 6-9:30 p.m. T, Th Rm : Sverdrup 206 6930 P m 7; Th Rm : Old Main 13 in Fine ~ r t s g contem d the T; Th Minnesota R m : Old Main 4 BUS 4 4 0 3 J. Cerrito Strategic Management Concepts and principles related to the management Perspective Graphic Desig Ild Main 10 A R T 100-S Staff Tom Class is formulated to engage the creative, This course introduces basic chemistry concepts in techniques of g...,...~ design using page layout software. Emphasis will be placed on designing and sectors. the context of numerous science-based issues in our everyday lives with the goal of students having a with text and image. 6.9:30 p m This course is a roduction to the principles and M, W 6.9:30 p m Prereq.: BUS 242 or consent of instructor M' Rm : Old Main lo Aesthetics Perspective; Speaking Skill; LAF in Fine Arts R m : Fuss 2ZB Principles of Computing tor Business Kattke An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word. the creation of stained glass projects. The unique interplay between concept, design, and light within stained glass has the ability to inspire our hearts and minds in the environments in which we live, A C C 222-S play, and pmy. Student lab fee of $110 will be A continuation of ACC 221. Introduction to cost Emphasis on solving business-related problems using software, especially Excel. Students with a applied to glass, hand tools, and other accounting for manufacturing. Basic concepts and strong computer background should take MIS 260 miscellaneous consumable supplies. Mininium of eight hours per week outside of class time required. fundamentals of managerial accounting, planning and controlling processes, decision-making, and or 270 instead of MIS 175. Perspective/Skill/LAF: behavioral considerations. 6.9:30 h m . M, W Rm.: Old Main 1 Principles of Accounting T, Th Kader Prereq.: MPG 3 1-4:30 p rn Rm : Old Main 18 ART 1 0 2 3 ' Tom A study of design as the unifying foundation for BUS 2423 Principles of Management l? Cerrito Rm': Soerdrup 201 Meziou Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, economic, Development of the theory of management, and technological factors as they affect product, projects demonstrating the use of the basic design elements and principles. organization, staffing, planning, and control. We will examine the nature of authoriw, accountability, price, promotion, and distribution decisions. Perspecrive/Skill/LAF: and responsibility: analysis of the role of the Speaking Skill; LAF in Fine Arts 1-4:30 p.m. M, W manager Rm.: Old Main 4 6.9:30 p m M, W T; Th Rm : Science 315 Rm : Old Main 29 COM 3 2 9 3 Intercultural Communication Lapakko implications for communication, including differences in values, norms, social interaction, and code systems. the visual arts. Two. and three-dimensional Aesthetics Perspective; a m.noon This course explores cultural differences and their MKT 2 5 2 3 Principles of Marketing Design Perspective/Skill/LAF: Natural World 2 Perspective; LAF in Natural Sciences and Mathematics (non-lab) Excel, Access, PowerPoint, email, and Internet). I1 Prereq.: ACC 221 8:30 a m -nuon basic understanding of the science behind issues present and in the future. Prereq.: MPG 2 MIS 1 7 5 3 imaginative, and technical process associated with LAF in Fine Arts Gyberg of operating functions taught from a managerial viewpoint with examples from various industries Perspective/Skill/LAF: Fundamentals of Stained Glass C H M 100-S Chemistry for Changing Times 6.9:30 p m M, W Rm : Old Main 13 Perspective/Skill/LAF: Perspective 6-9:30 p m Intercult~~ral Awareness 1 M, W Rm : Old Main 16 - uly 10 august 10,2006 SPE 4241524-T Etiology and Origins of Learning Disabilities E D C 206156 Diversitywi h e r i c a n Indians This course e uman diversity and human relations. It fi human e Education Department . legislation, and f nnesota Arnerican Indian iption within the licensure require1 program. fi 6.930 p 3 Staff a-s " ?ldMninII m- :etary operations. The psychologlcal, cognitive, and behavioral) applied to I setting with K-I a n d tllrough reflection links on.campus learning to ~~nderstanding learning disabilities. The course will the goals, mission, needs, or ideas of off-campus people, organizations, and/or " also provide a critique of current pl~ilosophical 15, EED 520, ESE 500, or consent positions in the field. Sti~dentswill also acquire communities. The required co-op reflection knowledge related to accessing infor~nationrelevant assignnlents to the field of learning disabilities. knowledge, understanding of the organization/ workplace, and an awareness of societal issues that may affect the workplace. S t ~ ~ d e nmust t s consult (off-campussite) 'e of school in modern society, relationships wit community, collaborative models, I( ents and h i p and EED 200-S professional development. Sel 1 theoretical Elementary Education Earth Science 8:30 a.m.-noon dents. 10 a.m:noon M, W A,,~, 1. n.oon Rm.: Sverdrup 202 Stangl This course is designed for elementary education Social World Perspective; Rm.: Old Main 18 T, Th Rm.: Old Main 26 SPE 4 3 4 1 5 3 4 3 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt and earth science subject matter standards for initial having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, ~ n a t h reasoning, , and licensure. M, W Rm.: Old Maln 4 Jacobson The study of student reading development, the of Learning Disabilities knowledge and use of gathering and analyzing data This course will focus o n the history and context of of students' reading, and designing appropriate learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as reading curriculum based o n this information. Clinical experience hours will be included. The various theoretical models (sociological, biological, course is required for students obtaining their K-12 Reading Teacher Licensure Endorsement. Coreq.: E D C 510 prereq.: EDC 505, EED 520, ESE 500 or of instructor R ~ ~: July 5-11 8 a.m,.3 p,m Staff psycliological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant ~ ~ (off<amp~usitc) 2 to 0the field 2 of learning disabilities. 8:30 a.m..n0on 7: Th Rm.: Old Main 13 ~ ~ focus on application of implement de\.elopmentally appropriate instruction and Learning regarding reqilirements and get permission to register, STORY that support the learning of students identified as on the modifications involved in these areas and the planning process involved. SPE 4241524-S Etiology a n d Origins ~ i with Lois Olson in the Center for Service, Work, Staff problem-solving skills. There will be a strong focus EDC 5 0 8 3 K-12 Reading Assessment a n d Evaluation 8 a.m-noon 6.9:30 p.m. majors and includes earth science "hands-on" inquiry-based activities that model the teaching and learning process of scientific inquiry. Meets basic 5:30-9 p.m. July 11-18 option instruction d Emphasis on points of view about t' Perspective/Skill/lAF: Writing Skill look at the origin of learning disabilities, as well as d ~ ~Olson ~ w o r k ~~~~~i~~~~is a ~ . ~ ~ ~ d for the ~~~~b~~~~ ~ hi^ option ~ ~ students' employment to their major various theoretical models (sociological, biological, School a n d Society cation cooperative ~ ~h~ GST 009 Zli~deopportunities to apply r f reading development and muctor Prereq.: PPST and admission to Department GST 0 0 9 3 clinical portion \. skills and k n o d a preparation for student teaching. Staff Tliis course will focus on the history and context of learning disabilities (LD). This includes an in-depth 1-4:30 p.m. T, Th Rm.: S~'erdrup 206 SPE 4341534-T Teaching Content Areas to Students W i t h Learning Disabilities Staff Tliis course will teach stu~lentsto identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listeninn comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. 6-9:30 p.m. M, W Rin.: Old Main 26 H I S 332.S U.S. ~~~~i~~ ~ ~ l ~ Scott ~ A survey of U.S. foreign relations from the A~~~~~~~~~ ~~~~~l~~~~~ through Cold War, emphasizing cllanginp definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the U.S. as an economic and n1ditary power. Perspective/Skill/LAF: Western Heritage Perspective 6-9:30 p.m. M, W Rm.: Old Main 13 i ~ world. Many limi Olson A work or set\ lsed experience in which the C r e a t e and interpret graphs, especially of linear and exponential models. method were discoverec reflections of those lim Prereq.: MAT 103 with grade of P or MPG2 and at catastrophes. Thi least one year of HS algebra M, W 6-9:30 p m limitations so t h a ~ q ~ ~ e s t i o ntos ask o its claims as M A T 138-S Mathematics for Elementary Teachers 11 Rm.: Science 108 clearly with deaf and hard*[-hearing people. Prereq.: ASL 101 Intercultural Awareness 3 Perspective/Skill/LAF: Perspective; Modern Language 2 6.8:30 p m M, T, Rm.: Old M a ~ n2 5 SPA 1 1 2 3 Boursaw Beginning Spanish I1 Steinmetz Concepts of number, operations, algebra, geometry, Aims to develop four basic skills: understanding, measurement, data analysis, and probability with a n speaking, reading, and writing of elementary emphasis on the processes of problem-solving, Span~sli.Introduction to the culture of the Spanish- IcgAtutLtg requirements and get permissior e United States, Global @f%i%s, a n d Universal Responsibility: A Nicaragua P------'ive DeGracia reasoning, connections, communication, and speaking world. register. P/N grading only. Satisfactory This course loc representation. These courses are designed for I F er for Service, Work, and Learnin~ CI responsibility and : concept of universal :onnectedness through the perspective of Nicaragu,, a country that has a long history of U.S. relations. Nicaragua is the second poorest country in the hemisphere and, like all of Latin America, struggles with issues and decisions prospective KK-6 elementary school teachers. Assessment includes exams, projects, gateway exams, and reflections o n readings about K-6 niathematics education. Prereq : MAT 137 or MPG Perspective/Skill/IAF: Creating a Compelling weeks in Nicara~ua. Registration for this course is tl~roughCGE. in Natural Sciences and Mathematics Skill; 6-9:30 p rn M, W Rm.: Science 205 Literature Review Lashbrook 6-9:30 p.m. M, Th Quantitative Reasoning ASL 102-S Mikkelson literature, how to organize and express your own ideas, how to write a review and how to correctly use applications of algebra to the social and natural of signs, practice their own sianing, and learn the APA style. This course employs a variety of active learning ~nethods.Since the ultimate goal is to be sciences, business, and everyday life. It's okay if you able to create a compelling literature review, all Specifically, in this course, you'll learn to: .Understand the concepts of variable, fac~alexpressions and body language needed to communicate clearly with deaf and 1hard.of.hearing people. activities build toward that goal. 6-9:30 p.m. M, Th Rin.: Sverdrup 206 M L 599-B Topics: Leadership a n d Limitations to Natural and Social Science Increasingly scientific achievement is seen to be a more critical component than mil~tarypower for a country on the world scene. Science and technology enable economic success in a n intensely competitive Intercultural Awareness 3 syntax of ASL. Students observe the den~onstration 6-8:30 p m. Prereq.: ASL 101 Perspective/Skill/LAF: Perspective; Modern Language 2 .Estimate and evaluate the reasonableness of answers. Perspective/Skill/LAF: Perspective; Modern Language 2 .Make connections between verbal, numeric, geometric, and algebraic ways of looking at *Use a scientific calculator. Steinmetz Aims to develop four basic skills: understanding, An introduction to deaf culture and the signs and proportionality, and linearity. dependencies. Crockett SPA 112.T Beginning Spanish 11 Prereq.: SPA 111 Beginning Sign Language I1 M A T 10523 Applied Algebra Haines In this course we will explore a number of don't remember much algebra; we'll review as we go! Rtn: Old Main 26 Spanish Introduction to the culture of the Spanishspeaking world. to construct a sound argument and research questions or hypotheses using scholarly literature. research critically; how to analyze the arguments and validity of supporting evidence from selected T; W; Th speaking, reading, and writing of elementary Rm.: Anderson 101 You will learn how to select, classih, and read Interculti~ralAwareness 3 Perspective; Modern Language 2 8:30-11:OO a m related to globalization. This course includes two The purpose of this course is to develop the ability Perspective/Skill/LAF: 4 M L 513-T a~ Prereq.: SPA 111 Interculti~ralAwareness 3 Rm : Old Main 26 M U S 160-S Fundamentals of Music Theory Holroyd Class will provide students with a basic introduction to music notation and reading instruction in T, W Th Rm : Sc~ence212 Beginning Sign Language 11 Trainer 6-8:30 p m T W; Th ASL 102-T rhythm, note reading, scales, key signatures, intervals, triads, listening analysis, and introduction to the piano keyboard. This class will prepare students intending to pursue a music rnajor/minor .Use and solve equations, especially of linear, An introduction to deafculture and the signs and with the necessary skills to enroll in muslc Theory 1, and will prov~denon-music majors with music quadratic, and exponential models. syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial fundamentals. expressions and body language needed to coniniunlcate Perspective/Skill/LAF: 6-9:30 p m LAF in Fine Arts r, rh Rm : Music 5 4 . \,. mu! session I 10.2ms Prereq.: Jr. or Sr. standing; introductory courses in women's studies, biology, or consent ..,.. 362-S M Walking t h e T Culture, p endi n Sub-Sahara Introduction to ? 'I The United State Hailongakuning Fish I described as a mosaic because of its tmc p. ;rear diversity is not ba mply o diversity. American ~ n dracial heritage. akl&ese are imp= gmponmts, but also 4 ender sexual orientation, political ace within the economic system. affiliat alltong the inhabitants of the United has produced a nlultitude of perceptions of ty nvolved in curbing the crisis in Nan Critical reflection on the unequal infection rate. - and interactior between women and lnen illuminates-underlying purpose of chi: cultural beliefs, values, and traditior foundation in the promote and hinder the spreac, ' 'I u .. American Society." The is to provide a solid ne of sociology while exploring the central coyponents of "American Society" in light of this diversity. African populations. The course Namibia in collaboration with facTty I d staff from .'" Augsburg's Center for Global Educatkon Perspective/Skill/IAF: and the University of Namibia. Dates: July 6-23 (includes travel time to and from Namibia). For 6.9:30 p.m. # Social World Perspective; LAF in Social and Behavioral Sciences T, Th Rm.: Old Main 18 more ~ n i o r n i e r ~ t.,)tir.lcr ~n .jli:~r<,r~ WnJe ai 612.330. 1214, ~ . I , I ~ ~ O . I Icdtl. I~~I~II~ W S T 362-S S W K 699.S Assessment and Diagnosis i n Mental Health Practice Boisen/Syers This is an elective course which explores Walking the Truth: Culture, Gender, and HIVIAIDS i n Sub-Saharan Africa Hailongahuning This broad-based course explores the influence of culture and gender o n the HIV/AlDS pandemic in psychopathology and the role of social workers in Sub-Saharan Africa. The epidemiology of AlDS in assessment and diagnosis of mental health in a Africa is examined through readings, structured variety of service settings. The course examines dialog, and service-learning experiences with persons actively involved in curbing the crisis in Namibia. psychopathology and mental disorders from a systems, ecological, and strengths perspective. Critical reflection on the unequal infection rates Emphasis is placed o n understanding between women and men illuminates underlying biopsychosocial influences on the incidence and course of the most comnlonly presented mental cultural beliefs, values, and traditions that both promote and hinder the spread of HIV within disorders and the differential effect of these factors African populations. The course is taught in o n diverse populations at risk. This is a prerequisite for SWK 627 Family Practice Elective: Mental Augsburg's Center for Global Education Health Practice, and is strongly encouraged as preparation for the state licensing exam. 6-9:30 p.m. T, Th Rm.: Old Main 16 Namibia in collaboration with faculty and staff from and the University of Namibia. (Fulfills the global experience requirement for a major or minor in Wonlen's Studies in Augsburg's Core Curriculum.) of instructor(s). Dates: July 6-23, (includes travel to and from Namibia). For more information contact Sharon Wade: 612.330-1214; wades@augsburg.edu summer online june i a r o augu! 27 summer session application form .- er Online courses are delivered over the Internet to allow st& ity to or) , ize their work. Students will need access to a personal computer with a browser and Internet connection. While students are required to log in to the course several times a week to participate in discussions and l G . . 1~in work, they will not need to do this at specific times. Some classes may require occasional classroom leekel meetings rrnd these will be held during weekday eveni--accommodate work schedules. I 1 . ART 240-L Art History Survey Egezrger hthtcs Lotti A survey of art of the Western world from By studying oui prehistoric to modern times. Includ consider the base judgments. T h e course explores major philosophical research, viewing images, and visits to museums. approaches to evaluating moral actions and then applies theln to contemporary issues. Christian Perspective/Skill/LAF: Aesthetics or Western Heritage Perspective; Critical 1 beliefs, ethics helps students o make moral tg ethics will inform the considerations. Students who Skill; LAF in Fine Arts receive credit for pH1 120 may not receive credit for I FIN 240-L Personal Finance K~~~~~ 125. Perspective/Skill/lAF: Christian Faith Perspective; Critical Thinking Skill; I A F in Humanities, Critical Thinking Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and POL 121-L American Government and Politics estate planning. b ECO 113-L Principles of Microeconomics stein introduction to microeconomics: the theory of household, firln, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of E C O 110 or 112. E C O 112 and 113 may be taken in either order. Ptereq.: MPG 2 Perspective/Skill/LAF: Social World 1 or 2 Perspective; LAF in Social and Behavioral Sciences Hedblom Surveys major parts of American national govern~iient-including Congress, the presidency, and the courts-as well as campaigns and elections, b federalism, interest groups, and political parties. Per~~ective/Skill/LAF:Social World 1 or 2 Perspective; LAF in Social and Behavioral Sciences Summer Session applications are available online at: <www.augsburg.edu/enroll/registrar>then click on "Download Registrar Forms."
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Title: Augsburg Now Fall 2004
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Fall 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 1 EEditor’s DITOR’Snote NOTE What is an Augsburg education? Joan Griffin, Augsburg’s director of general education, writes that an Augsburg education is an education for a...
Show more A P U B L I C AT I O N Fall 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 67, No. 1 EEditor’s DITOR’Snote NOTE What is an Augsburg education? Joan Griffin, Augsburg’s director of general education, writes that an Augsburg education is an education for action. It is an education to prepare students to become effective, informed, and ethical citizens. It asks students to explore answers to the big questions within the context of values and beliefs that matter. At Augsburg students are challenged to discover the very best in themselves. The new Augsburg Core Curriculum, highlighted in this issue, truly gives distinction to an Augsburg education. The result of several years of thoughtful and deliberate collaboration, the new core curriculum offers a blueprint for a learning community that connects each and every element of the College’s mission with its vision. It respects and reflects the College’s heritage, including its vital role in the community, working in partnership to prepare students for responsible citizenship. Augsburg has long believed, before many other colleges around the country, that students learn best when combining their classroom learning with experience outside the classroom. In the Augsburg Core, every student is required to complete an Augsburg experience— through internships (and student teaching, practica, cooperative education, etc.), faculty-student research, service-learning, study abroad, or other off-campus immersion activities. Augsburg’s leadership role in this area has been affirmed repeatedly—most recently and importantly by the honor bestowed upon sociology professor Garry Hesser as Minnesota’s Professor of the Year, from the Carnegie Foundation for the Advancement of Teaching and the Council for the Advancement and Support of Education (CASE). Hesser has also received national awards for his pioneering work in developing experiential education and continuing national presence in promoting it. Augsburg’s Center for Global Education and service-learning program have also received national and regional awards for their excellence in programs. The new Augsburg Core has good reason to make all Augsburg alumni proud of their Augsburg education. Enjoy reading about it, as well as about some important events in our campus life—Homecoming 2004, Advent Vespers 25th anniversary, and the upcoming Nobel Peace Prize Forum and Festival in February. Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058–1545 Postmaster: Send address corrections to: Advancement Services Augsburg College, CB 142 2211 Riverside Ave. Minneapolis, MN 55454 healyk@augsburg.edu E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Betsey Norgard Editor Greetings of the season Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Fall 2004 Vol. 67, No. 1 Features FEATURES 15 The Augsburg Core Curriculum: Educating for work, educating for life This special issue introduces readers to the new Augsburg Core Curriculum—the broad general education that forms the foundation for an Augsburg education. Signature elements of the Augsburg Core draw on the College’s heritage, values, and mission. 11 Vision The newsletter for Access to Excellence: The Campaign for Augsburg College 4 Advent Vespers celebrates 25th anniversary year DEPARTMENTS Departments 2 Around the Quad 6 Sports 8 Homecoming 2004 Awards 27 Alumni News 30 Homecoming 2004 Photos On the cover: 34 Class Notes 40 In Memoriam inside back cover Calendar 50 percent recycled paper (10 percent post—consumer waste) Over 300 first-year students begin their educational journey through the Augsburg Arch, the visual representation of their Augsburg education, at the Opening Celebration, where they are welcomed into the Augsburg community. Photo by Stephen Geffre. AROUND QUAD Around THE the Quad Notes in brief Namibia center celebrates 10 years Convo series explores social justice themes PA students excel on exam The May graduates in the Physician Assistant Program received among the highest scores in the country on the National Commission on Certification of Physician Assistants board examination. The Class of 2004 received a mean score of 613, ranking in the 99th percentile, as compared to the national mean score of 510. Augsburg’s program is Minnesota’s only PA training program; in 2002 it became a graduate program and received full accreditation. The Class of 2004 is the first to graduate at the master’s level. Augsburg moves up in college rankings Once again, U.S.News & World Report has included Augsburg in the top tier of its annual ranking of best universities, tied for 20th place—a move up from 24th place last year. The College is ranked among 142 institutions in the category “Best Midwestern Universities-Master’s” and is compared with other area colleges and universities that offer both undergraduate and graduate degrees. Also, The Princeton Review has once again included Augsburg among the 170 colleges named “Best in the Midwest,” based on student responses as well as on recognition by the media, other institutional leaders, and educational organizations. Augsburg was recognized for its dedication toward diversity. THE 17TH ANNUAL NOBEL PEACE PRIZE FORUM February 11–12, 2005 www.peaceprizeforum.org 2 Center for Global Education Namibia director Pandu Hailonga welcomed guests of the center’s 10th anniversary celebration, with associate dean Orv Gingerich and President William Frame looking on. “Justice for All,” the theme of the 2004-05 Augsburg Convocation series, challenges consideration of how issues of justice bring into focus one’s gifts, interests, desires, and passions; and connects them with diverse careers, occupations, and ministries that benefit others and selffulfillment. The remaining presentations are: New MBA program in full swing Forty-four students filled two cohorts to launch the new Master of Business Administration program this fall, and additional cohorts will begin in winter and possibly spring. About 30 percent of the first class is made up of Augsburg alumni. The 20-month MBA program includes several cross courses with the Master of Arts in Leadership program and a strong emphasis on application of classroom learning to the business environment. Garry Hesser is prof of the year in Minnesota Nov. 18 was designated “Dr. Garry Hesser Day” in the state of Minnesota in honor of the announcement that Hesser had been named Professor of the Year in Minnesota by the Carnegie Foundation for the Advancement of Teaching and the Council for the Advancement and Support of Education (CASE). Hesser was lauded in the citation for his pioneering efforts in developing experiential education, a hallmark of an Augsburg education. See the next issue of Augsburg Now for the full story. • JAN. 17—Martin Luther King Jr. Convocation, with speaker Victoria Jackson Gray Adams, a spiritual, social, political, and civil rights activist. • FEB. 11—In conjunction with the 2005 Peace Prize Forum, former United Nations high commissioner for human rights and former president of Ireland Mary Robinson will speak about security in an unsecure world. • FEB. 16—Jane Jeong Trenka ‘95, award-winning author, will speak on transracial adoption and memory/writing as a site of resistance. • MARCH 4—Craig Kielburger, children’s rights activist and founder of Free the Children, in the 2005 Batalden Seminar in Applied Ethics. • APRIL 11—2005 Sverdrup Visiting Scientist lecture, to be announced. For further information, call 612-330-1180 or visit <www.augsburg.edu/convo>. Fall 2004 Access to Excellence: The Campaign for Augsburg College Fourth annual Scholastic Connections celebration Goal: $55 million $33 million Read more campaign news in Vision, the campaign newsletter, on p. 11. Welcome, Class of 2008! WELCOME TO 343 NEW FRESHMEN … • 10 states represented, with 81% from Minnesota Five new scholarship recipients and six returning scholars were honored along with their mentors at the fourth annual Scholastic Connections dinner and program in October. This program pairs student leaders of color with alumni mentors of color. The emcee for the evening was Vineeta Sawkar, news anchor at 5 Eyewitness News. The welcome was presented by actor and vocalist T. Mychael Rambo. Front row (L to R): Xia Xiong ‘05, Eloisa Echávez ‘94, ‘98 MEL, Melat Woldegebriel ‘05, Vineeta Sawkar, and Renzo Amaya Torres ‘05. Back row (L to R): Franklin Tawah ‘83, Alex Gonzalez ‘90, Nhia Lee ‘02, Saroja Thapa ‘06, Robert Amaya ‘05, Chris Adams ‘07, Maria R. Johnson ‘94, Adela Arguello ‘05, Jim Genia ‘87, Diane Love-Scott ‘98, Leah Carlson ‘01, and Audra Johnson ‘06. Forging exchanges with a Polish university Courtesy photo News: • 3M is partnering with Augsburg to raise $600,000 in support of the Science Center that will come through a combination of gift and challenge match. • 89% live in residence halls on campus • 37% are Lutheran • 11.3% are students of color • 2,600 hours of service-learning in the community given by first-year students as part of the Augsburg Seminar ACROSS ALL PROGRAMS … • 3,375 students (1,826 day, 1,090 weekend, 459 graduate) • Average age is 21 in day, 34 weekend, 33 graduate • Students from 40 states and 33 countries • Students of color—10.2% Fall 2004 Amidst their European and African travels last summer, President and Mrs. Frame, along with business professor Magda Paleczny-Zapp, visited the Cracow University of Economics in Poland, an institution of 20,000 students, to discuss exchanges of faculty and students in business and the social sciences. The university is also interested in starting a program similar to Augsburg’s CLASS program to support students with learning disabilities. (L to R): President William Frame; Anne Frame; Chancellor Ryszard Borowiecki; Professor Magda Paleczny-Zapp; Professor Janusz Teczke, vice chancellor for scientific research and cooperation; and Agnieszka Nawrocka, head, Office of International Relations. 3 Around the Quad ADVENT VESPERS celebrates 25th anniversary year ‘With Peaceful Wings’ offers theme of peace and comfort Augsburg College’s Advent Vespers program celebrates its 25th anniversary around the theme “With Peaceful Wings.” The four services, this year held Friday and Saturday, Dec. 3 and 4 at 5 and 8 p.m. at Central Lutheran Church in Minneapolis, usually draw over 8,000 people. Advent Vespers combines more than 300 participants from choirs, instrumental ensembles, readers, and a full liturgical party. Through the majestic celebration of music and word, the message of Christ’s coming to the world is conveyed. Augsburg’s annual advent program began in 1979 around the vision of Larry Fleming, then-director of choral activities, to offer a service of meditation and prayer as a gift to the community during the advent season. The tradition continues today under the direction of Peter Hendrickson ’76, director of choral activities, and the Rev. David Wold, College pastor and director of ministries, with active support from Augsburg College students, faculty, and staff. “With Peaceful Wings” focuses on the message of assurance that in the wings of the Savior Jesus Christ rest and comfort 4 Fall 2004 SPECIAL BROADCAST Add this special 25th anniversary Advent Vespers broadcast to your holiday plans. can be found through all good and ill. The wings of the Savior provide the strength and shelter to live in the unconditional grace of God, and the strength and comfort to know the peace of God that passes all understanding, the peace of God that keeps hearts and minds in Christ Jesus. The service provides an opportunity to reflect first on the coming of Jesus, initially announced by John the Baptist; second, on living in the promise that Christ will come again; and third, in knowing that Christ comes through people constantly and regularly, even now. To mark this special 25th anniversary, Augsburg College collaborated with Twin Cities Public Television (TPT) to produce a onehour program to be broadcast during Christmas week. The majesty of Central Lutheran Church and the intimacy of the service are captured by a multiple-camera production crew that followed the drama of the processions and recorded the splendor of the sounds from the choirs scattered through the sanctuary. The program is also offered statewide to the stations of the Minnesota Public Television Association, and nationwide, via satellite, to public broadcast services. Commemorative DVD, VHS, and CD recordings of this production will be available following the event. For more information about Advent Vespers, call 612-330-1444 or go to <www.augsburg.edu/vespers>. ■ Fall 2004 The service will be aired in Minnesota on Twin Cities Public Television: December 22, 8 p.m. on TPT2 December 23, 2 a.m. on TPT2 December 25, 10 a.m. on TPT2 and 7 p.m. on TPT17 Check local listings for broadcast times on public television stations. The 25th anniversary Advent Vespers broadcast is made possible through a major gift from the 11 Hoversten families who have supported Augsburg worship, music, and education programs for generations, and with additional support from Thrivent Financial for Lutherans. TWIN CITIES PUBLIC TELEVISION 5 Sports Women’s hockey celebrates 10 years ugsburg College has played a major role in the growth of women’s hockey, one of the fastest growing sports in recent years. As the first college or university in the Midwest to sponsor the sport on the varsity level in 1995, Augsburg was a leader in sparking major interest and impacting the lives of thousands of young girls and women. This year Augsburg celebrates its 10th season of varsity women’s hockey—an achievement that speaks volumes to the College’s commitment to the sport’s growth. Over the past decade, 97 young women have donned an Augsburg uniform, for a team that has gone 131-86-13 entering this season under Jill Pohtilla, the only head coach in the program’s history. “What I’m most proud of is that, year-in and year-out, the types of individuals who play here have great character and great motivation,” Pohtilla said. “They work hard, and they care a lot about the legacy they are going to leave behind.” When Augsburg announced in February 1995 that it was going to field a varsity women’s hockey program for the 1995-96 season, there were only 15 varsity teams nationally—all on the East Coast (members of the Eastern Collegiate Athletic Conference) and none in the Midwest. Girls’ hockey was just starting at the high school level in Minnesota—the first state to sponsor a girls’ hockey high school state championship tournament —even before it became an Olympic sport. Both location and funding made Augsburg’s situation unique. In its announcement, Augsburg was believed to be the first collegiate team to fund its women’s hockey program on a level equal with the men’s program, in terms of equipment, uniforms, ice time, training, games, publicity, and awards. A Highlights from Augsburg’s first decade include: • 1995-96—Augsburg went 16-5 in its first season against club and women’s adult teams in the Midwest, including three games on the East Coast against varsity teams. • 1997-98—Augsburg faced the University of Minnesota in the Gophers’ first varsity contest. The crowd of 6,854 in Mariucci Arena remains the largest-ever crowd for a U.S. collegiate women’s hockey game. by Don Stoner • Winter 2003—Members of the team traveled to Italy and Austria to play and win three games against local club teams. A 10th anniversary dinner and program was held in November. For more information about women’s hockey, go to <www.augsburg.edu/athletics>. Don Stoner is sports information coordinator in the Office of Public Relations and Communication. • 1998-99—Augsburg won a share of the Minnesota Intercollegiate Athletic Conference (MIAC) title, which was the first Division III conference to sponsor the sport at championship level. • 1999-2000—Augsburg won the MIAC play-off to go to the Division III national championship, where they lost the national title series to Middlebury (Vt.). • 2003-04—The playoff semifinal game against the University of St. Thomas, a 6-5 loss, was the longest women’s hockey game in conference history, a two-overtime, 96-minute, 9-second marathon. A plaza in front of Augsburg’s Ice Arena was dedicated as “JC’s Place,” in honor of James “JC” Carey, athletic facilities director for 30 years. New seating and memorial plaques honor Carey, who died of heart failure in 2003 at the age of 54. The 1999-2000 women’s hockey team posed, following the Division III national championship, where they lost to small-college power Middlebury (Vt.). 6 Fall 2004 17 AUGSBURG COLLEGE HOSTS T H A N N UA L N O B E L P E AC E P R I Z E F O RU M Around the theme “Striving for Peace: Uniting for Justice,” Augsburg College will host the 17th annual Peace Prize Forum, Feb. 11-12, 2005. This forum honors the 2003 Nobel Peace Prize laureate Shirin Ebadi, an Iranian lawyer and human rights activist who was recognized for her efforts for democracy and human rights. In cooperation with the Norwegian Nobel Institute, five Midwestern colleges of the ELCA—Augsburg College, Augustana College (Sioux Falls, S. Dak.), Concordia College (Moorhead, Minn.), Luther College (Decorah, Iowa), and St. Olaf College—host the annual Nobel Peace Prize Forum, the Norwegian Nobel Institute’s only such program or academic affiliation outside Norway. The colleges, all founded by Norwegian immigrants, sponsor the forum to give recognition to Norway’s international peace efforts and to offer opportunities for Nobel Peace Prize Fall 2004 by Betsey Norgard laureates, diplomats, scholars, students, and the general public to engage in dialogue on the dynamics of peacemaking and the underlying causes of conflict and war. The first Nobel Peace Prize Forum took place in 1989 at St. Olaf College, and rotates each year among the five ELCA colleges. Augsburg last hosted the forum in 1999, and honored Peace Prize laureates Jody Williams and the International Campaign to Ban Landmines. Over the years, more than 21,000 participants have become involved in the forum, which has received an even broader audience through national and regional media coverage. The Peace Prize Forum program also includes a series of seminars and discussions of issues around the theme. Plenary speakers scheduled for the 2005 forum include: • Mary Robinson, the first woman president of Ireland and more recently United Nations high commissioner for human rights; • Davar Ardalan, a producer for National Public Radio based in Washington, D.C., who has lived in Iran under both the shah’s reign and that of the ayatollah’s; • Sima Samar, pioneer for almost 20 years in the cause for women’s rights in war-stricken Afghanistan; and • Frances Moore Lappé, author and global citizen who started a revolution in the way Americans eat. Her most recent book is You Have the Power: Choosing Courage in a Culture of Fear. For more information about the 17th annual Nobel Peace Prize Forum, go to <www.augsburg.edu/ppf> or call 612-330-1383. Children celebrate peace at the Nobel Peace Prize Festival More than 700 students from 27 Peace Site schools and youth groups across the Twin Cities will gather at the 10th annual Nobel Peace Prize Festival at Augsburg on Feb. 10. This year’s festival will honor Shirin Ebadi, the 2003 Nobel Peace Prize laureate. The festival was first organized in 1998 as an expansion of the Nobel Peace Prize Forum and in response to the growing interest to involve children and youth of all ages. The event is designed to connect students in grades K-12 with Nobel laureates. Students study a laureate or peace theme, create a related interactive exhibit or performance of their subject, and bring it to the one-day festival. Along with the Peace Prize Forum, the festival has the endorsement of the Norwegian Nobel Institute. The 2004 festival honored Nobel laureate Jimmy Carter, who visited the J.J. Hill Montessori School in St. Paul, Minn., along with the former first lady. ■ 7 HOMECOMING 2004 TWO HONORED AS 2004 DISTINGUISHED ALUMNI T wo alumni join 164 others as Distinguished Alumni of Augsburg College. Recipients are recognized for significant achievement in their vocations and outstanding contributions to church and community, through years of preparation, experience, dedication, exemplary character, and service. Brian J. Anderson ’82 Dr. Brian J. Anderson graduated from Augsburg in 1982 with a B.A. in physics, mathematics, and religion. From 1983-1987, he served as a research associate at the University of Minnesota, where in 1987 he earned a Ph.D. in physics. In 1986 he returned to Augsburg as a visiting lecturer in physics, and in 1987 as an assistant professor of physics. During his two years on the Augsburg faculty, he was instrumental in securing a grant from the National Science Foundation for the establishment of a vacuum technology laboratory for advanced physics students. In 1988, Anderson relocated to the East Coast to serve as a postdoctoral associate at Johns Hopkins University Applied Physics Laboratory, where he is currently a senior physicist. He also supervises the magnetic fields section of the APL’s Space Physics Group, and is a member of the science team for NASA’s Messenger mission to Mercury, among others. Anderson is internationally recognized in space physics for his innovative and wide-ranging contributions to the understanding of the dynamic particle and magnetic field environment of near earth space. In addition to his duties at Johns Hopkins, Anderson also serves as president of Division III (Magnetospheric Phenomena) of the International Association of Geomagnetism and Aeronomy, the international scientific association that brings together space scientists worldwide for biennial scientific congresses. He recently completed service as an editor for Geophysical Research Letters, the premier international journal of earth and space sciences. He was also a member of a panel convened by the National Academy of Sciences to provide guidance over the next 10 years to all U.S. government agencies in the areas of solar and space physics. Anderson is an active member of Evangelical Lutheran Church in Frederick, Md., where he serves on the church council and on various committees. He also serves as an assisting minister in worship and is a regular participant in other congregational events. His wife, Dr. Leeann Rock, is a 1981 graduate of Augsburg. 8 by Lynn Mena Fern L. (Hanson) Gudmestad ’41 As a child growing up in Seattle, Wash., Fern L. (Hanson) Gudmestad learned about Augsburg from her uncle, the Rev. Frederick Iversen, an early 1900s graduate of Augsburg College and Seminary. Although she enrolled at the University of Washington—where she ultimately received a B.A. in art in 1941—she convinced her parents to send her to Augsburg for her sophomore year. Gudmestad’s time as a student on the Augsburg campus produced numerous lifelong bonds—particularly to one alumnus, the Rev. Lawrence Gudmestad ’39 (1983 Augsburg Distinguished Alumnus), whom she married. Three of their four children also attended the College—one graduating in 1965 and the other in 1968—as well as a daughter-in-law and a grandson, making theirs a four-generation Augsburg family. Gudmestad has remained a loyal and active alumna of the College, having served as an adviser to the College of the Third Age, as a longtime member of the Augsburg Associates, and on the committee assisting with the recent Lutheran Free Church celebration held on campus in June. In addition, she has been a regular contributor to The Augsburg Fund and a member of the president’s Maroon & Silver Society. She generously funded a pipe in Hoversten Chapel’s new organ for each of her children, and after her husband’s death in 1986 she directed memorial gifts to Augsburg. As a young woman in the 1940s and ’50s, Gudmestad answered the call to serve along with her husband during his years as a parish pastor in both Washington and North Dakota. As his partner, she managed a myriad of responsibilities, and in the 1970s and ’80s she held successive and increasingly comprehensive leadership positions in the American Lutheran Church Women (ALCW) organizations, beginning as president of her local ALCW, later as president of the ALC’s Southeast Minnesota District ALCW Board, and ultimately as president of the national ALCW. Recognized as a wise and quietly powerful woman, Gudmestad’s special combination of faith and skills in leadership continues to bring many invitations to speak at events and participate on committees and boards. Fall 2004 HOMECOMING 2004 FIRST DECADE AND SPIRIT OF AUGSBURG AWARD RECIPIENTS NAMED FOR 2004 by Lynn Mena A ugsburg is pleased to announce the 2004 recipients of the First Decade and Spirit of Augsburg awards. The First Decade Award is presented to Augsburg graduates of the past 10 years who have made significant progress in their professional achievements and contributions to the community, and in so doing exemplify the mission of the College: to prepare future leaders in service to the world. Graduates from the day, weekend, and graduate programs are eligible. The Spirit of Augsburg Award honors alumni and friends of the College who have given exceptional service that contributes substantially to the well being of Augsburg by furthering its purposes and programs. FIRST DECADE AWARD SPIRIT OF AUGSBURG AWARD Susan Arntz ’94 Arthur V. Rimmereid ’53 Susan (Horning) Arntz graduated from Augsburg in 1994 with a B.A. in political science and a minor in metrourban studies. In 1999, she earned a master’s degree in public administration from Hamline University. Despite her young age, Arntz possesses a vast amount of knowledge and leadership skills related to public affairs and government, and has utilized these for an exemplary career in public service. Following her graduation in 1994, she served as an intern to Commissioner Peter McLaughlin of Hennepin County, Minn. During that same time period, she served as assistant administrator and economic development coordinator of the City of Chaska (Minn.), and from 1998–2001 as the assistant city manager of New Brighton, Minn. Over the last several years, she has served as the city administrator of Waconia, Minn. She has skillfully managed increasingly larger city projects, and has directed major projects in the rapidly growing community of Waconia. Clearly, Arntz is driven to excel in her chosen field of city management; she approaches the responsibilities and call of public service with tremendous enthusiasm and dedication. She has worked tirelessly to construct an innovative and successful partnership between the city and the development community and other agencies. Since 2001, Arntz has served as a member of Augsburg’s Alumni Board of Directors, contributing a valued voice of vision, reason, and influence. In addition to sharing her time with the College, Arntz is also a member of Augsburg’s Century Club. A woman of deep faith and Christian values, Arntz is an active member of her church and community. She and her husband, Jonathan ’95, have two children. The Rev. Arthur V. Rimmereid graduated from Augsburg College and Seminary in 1953 and 1956, respectively. His first call was to a parish in north central North Dakota—Bisbee Lutheran Church— where he served as pastor from 1956–1962. He then served as pastor of Advent Lutheran Church in Coon Rapids, Minn., where he was asked to develop a new mission congregation. From 1967–1983, he served first as assistant pastor and then as senior pastor at Bethlehem Lutheran Church in Brainerd, Minn. Rimmereid’s 27 years of distinguished parish ministry—in a rural community, in a mission congregation, and in a larger established congregation—served as excellent preparation for his next call to serve as assistant to the bishop of the Northern Minnesota District, ALC, from 1983–1987. He served in that capacity until the merger and was called to a like position in the new Northwestern Minnesota Synod of the ELCA, serving again as assistant to the bishop from 1988–1991. In 1991, he was elected bishop and served until his retirement in 1995. A strong supporter of his alma mater, Rimmereid often and proudly encourages others to attend the College and also to provide financial donations to support its programs and its mission. In addition, he is a regular participant and speaker at College events—particularly in chapel, where he shares his spirit of dedication, his love of people, and his message of faith. Rimmereid has distinguished himself as an active member of Kiwanis International for a number of years. He and his wife, Charlotte (Kleven) ’52, reside in Maplewood, Minn., where in addition to church activities, they are active volunteers in the community. A person of compassion and integrity, Rimmereid’s achievements and service exemplify the ideals and mission of Augsburg. Fall 2004 9 HOMECOMING 2004 THE NYDAHL FAMILY honored with the Distinguished Service Award by Lynn Mena T Courtesy photo he Distinguished Service Award recogizes “formative families” who have made a substantial and continuing contribution to Augsburg and to its mission in the world through their vocations, their philanthropy, and their citizenship. This year’s recipient is the family of Johannes and Tabitha Nydahl, honoring their Norwegian and Lutheran heritage and their generations-long connection to the College. Over the years, many descendents of Johannes and Tabitha have attended Augsburg, including their three sons, Theodore, Malvin, and Harold. The Nydahl family members, through their careers and avocations, have long illustrated Augsburg’s mission of “education for service,” and it is a great honor to recognize them with this special award. Johannes Ludvigson Nydahl was born Feb. 20, 1863, at Sondfjord, Norway, to Ludvig Olson Nydahl and Nille Johannesen Holsen. As the oldest son, Johannes stood to inherit the family farm. However, he relinquished this right in order to realize his dream of exploring the world. He considered going to South Africa or the Sandwich Islands (Hawaii), but chose instead the United States, emigrating in 1882. When Johannes arrived in the United States, he first worked as a lumberjack in northern Minnesota and then as a stonemason in Minneapolis—the First Baptist Church was one of his masonry projects. By these jobs he earned enough money to attend Augsburg. Johannes’ wife, Tabitha, was born to immigrants on a southern Minnesota farm. She was the daughter of Torger T. Rygh, who arrived in America in 1845 along with several siblings and their parents. Johannes Nydahl Johannes graduated from both the College and the Augsburg Seminary, attending from 1883–1891. Although he was never ordained, he was deeply involved with the Lutheran community, and served as a vicar in Watertown, S.Dak., in 1891. He then served the College as a professor of history and Norwegian from 1891–1920, before beginning in 1920 as Augsburg’s head librarian, a post he held until his death in 1928. During his years at Augsburg he also served as an instructor at Deaconess Hospital in Minneapolis from 1909–14. Among his many community and church activities were serving as Sunday school superintendent at Trinity Church, as president of the Minnesota Total Abstinence Society, secretary of the Folkebladet Publishing Company, treasurer and then president of the Board of the Deaconess Home, and secretary of the Lutheran Free Church, being listed as one of the 10 prominent men in the church’s development. An outstanding musician, too, Johannes was a member of the Augsburg Quartette, which toured throughout the 10 Johannes and Tabitha Nydahl pose with their six children. Pictured from L to R are: Ragna, Tabitha, Malvin, Agnes, Harold, Theodore, Johannes, and Valborg. upper Midwest and Michigan through the late 1880s and early 1890s. In 1895, the Quartette toured Norway, the first concert tour by Norwegians in America back to the fatherland. The Nydahls also were members of the Saga Hill community, a colony established in the 1880s by Augsburg professors, ministers, bankers, and professional men, most of them being members of Trinity Tabitha Nydahl Church who were deeply interested in the College and its success. They purchased 40 acres from a farmer in the Lake Minnetonka area where they built summer cabins. Johannes and Tabitha—who lived on the Augsburg campus for more than 30 years in what was to become known as West Hall when it became a girls’ dormitory—raised a family of six children. Ted became a history professor at the University of MinnesotaMankato, and later head of their Humanities Department; Mally became an orthopedic surgeon in Minneapolis after a standout athletic career in football, basketball, and baseball at the University of Minnesota. Harold became a pastor and counselor, and Ragna, Agnes, and Valborg all married Lutheran pastors and Augsburg graduates—Melvin Olson, Clarence Carlsen, and Torgney Kleven, respectively. All six children were great musicians, the three sisters singing in a much sought-after trio, and the three brothers being both singers and choir directors. This award celebrates the contributions and legacy of Johannes and Tabitha and the extended Nydahl family. Fall 2004 BY PAUL S. MUELLER, M.D. ’84 Scientific inquiry will reveal truth and lead to more questions “Where truth is, there is God.” —Miguel de Cervantes I give thanks and praise for my years at Augsburg. I am grateful for the knowledge I learned, the skills I acquired, and the experiences I had. But I am especially grateful for the professors, fellow students, and other individuals at Augsburg who encouraged me to think about science and the physical universe in the context of the Christian faith. Faculty members like John Holum, Earl Alton, Ralph Sulerud and others patiently spent countless hours with students like me, helping us not only to understand the universe, but also the relationship between the universe and God. Kermit Paulson and Mark Engebretson, persons of faith, encouraged my wife Nancy (Mackey) ’85 to pursue a degree in physics, an advanced degree in engineering, and ultimately careers in engineering and science teaching. To me, these teachers made physics understandable and God’s universe more spectacular. The desire for truth at Augsburg continues today. I am awed by the innovative education and research programs conducted by the science faculty. Seeking scientific truth at Augsburg is not simply memorizing and reciting facts. Instead, it is learning Fall 2004 methods of scientific inquiry that reveal truth and lead to more questions. The cycle of hypothesis, inquiry, discovery, and generating new questions and hypotheses about the universe leads to new knowledge and understanding. Whereas ignorance leads to fear and conflict, knowledge and understanding lead to comfort, joy, and peace. In other words, the truth makes us free. A tour of the current science building reveals how innovative and vital the science faculty is. This education is made complete by the Augsburg experience, a liberal arts education that places scientific truth in the context of other truths such as spiritual, humanistic, and philosophical truths. This milieu encourages the Augsburg science major not to seek just a job, but a true vocation, which Frederick Buechner describes as “the place where your deep gladness meets the world’s deep need.” A major focus of the current campaign, Access to Excellence: The Campaign for Augsburg College, is a new Science Center. It is widely acknowledged that the current Science Hall is inadequate to fulfill and sustain the vision for science education and research at Augsburg College. Despite the limitations of the current facility, the sciences at Augsburg have grown. In addition, the number of science majors, education opportunities, and research programs has grown. Indeed, the College and the science faculty have been very creative in using and modifying the current facility, which is now more than 50 years old, to meet new challenges as they arise. For example, the site of an active living coral reef on the second floor of Science Hall in the Biology Department is truly amazing. Yet, this example of creativity reflects the enthusiasm the Augsburg science faculty has for teaching and research irrespective of the facility. This enthusiasm has undoubtedly played a crucial role in the growth and success of the science departments. Nevertheless, the time has come for a new Science Center at Augsburg College. This center will provide an environment conducive to teaching and mentoring science students and conducting research (SCIENCE continues on page 12) Vision is published by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Lynn James Graphic Designer Kathy Rumpza Photographer Stephen Geffre Contributing Writers Lynn James Paul Mueller, M.D. ’84 www.augsburg.edu/campaign 11 3M Foundation partners with Augsburg in gift and matching grant challenge The 3M Foundation has announced a partnership with Augsburg College to raise $600,000 in support of its new Science Center. For every dollar donated by a 3M employee or retiree, the 3M Foundation will contribute three dollars. Under this 3:1 challenge, the foundation will match up to $100,000 in contributions from employees or retirees with a $300,000 gift. Additionally, the foundation itself is contributing $200,000 to the Science Center. The grant challenges the College to raise up to $100,000 in gifts and pledges from 3M employees and retirees between Oct. 15 and Dec. 10, 2004, according to Alex Cirillo, Jr., vice president for the 3M Foundation. “This is a tremendous gift that provides Augsburg the opportunity to raise $600,000 in new funding for our campaign’s top priority—the new Science Center,” noted Sue Klaseus, Augsburg’s vice president for institutional advancement. “We are excited about the 3M Foundation leadership commitment.” Gifts toward the 3M Foundation challenge grant can come from any of its employees or retirees, Klaseus said, but the College’s primary effort will be geared toward the hundreds of Augsburg alumni and parents who work for the company. SCIENCE continued from page 11 at 21st-century standards. It will, in part, preserve and grow opportunities to explore science at Augsburg. Finally, the Science Center will be a major focal point of the Augsburg campus, where faith and reason are reconciled, where truth is loved and sought, and God is found. What can you do? • Keep Augsburg leadership, faculty, staff and students in your prayers. • Be an ambassador of Augsburg. Share with others, especially family, friends, and potential students, the good things that are happening at Augsburg, especially in the science departments. Encourage them to partake in the Augsburg experience, a place where the search for truth is encouraged and 12 nurtured, where science meets and honors God, and where seeking and finding the truth makes one free. • Get involved. Visit the campus and see what is happening at Augsburg. Attend alumni events. • Give generously to Augsburg. Consider joining the Maroon & Silver Society. Prayerfully consider committing to Access to Excellence: The Campaign for Augsburg College. Include Augsburg in your estate plan (e.g., will, insurance policy, annuity). ■ Paul S. Mueller ’84, M.D., M.P.H., F.A.C.P., is a consultant at the Mayo Clinic Rochester and a member of the Science Advisory Board. He is a former president of the Augsburg College Alumni Association Board of Directors. 3M hosted a campaign “event” at its headquarters in November to help raise awareness for both the campaign and this special matching gift opportunity. Joining Klaseus at the event was Augsburg President William V. Frame, Provost Christopher Kimball, Professor Nancy Steblay, science faculty, students, and alumni. For additional details on this challenge, contact Sherry Jennings-King at 612-338-4823 or <jenningk@ augsburg.edu>. ■ SAVE THE DATE JANUARY 7, 2005 Friday Forum—noon-1 p.m. Featured speaker Senator Dave Durenberger Brown bag luncheon, Christensen Center Call 612-338-4821 for details JANUARY 29, 2005 Women’s Connections,Thrivent Financial 625 4th Ave., Minneapolis FEBRUARY 4, 2005 Friday Forum—noon-1 p.m. Brown bag luncheon, Christensen Center Call 612-338-4821 for details FEBRUARY 10, 11, and 12, 2005 17th Annual Nobel Peace Prize Festival and Forum, Augsburg College campus MARCH 4, 2005 Friday Forum—noon-1 p.m. Featured speaker Senator Mark Dayton Brown bag luncheon, Christensen Center Call 612-338-4821 for details MAY 16, 2005 Second Annual Healthcare Conference Details to follow www.augsburg.edu/healthcare Fall 2004 Director of development named After a national search, Stephen Preus assumed his role as director of development in October. “Preus brings a strong background of corporate and community experiences to the role,” said Sue Klaseus, vice president for institutional advancement. “Stephen articulated well his passion about Augsburg’s mission and vision. We feel confident that his expertise and external perspective will continue to enhance the success of Augsburg’s current capital campaign and our long-term advancement program,” she continued. Preus succeeds John Knight, who left Augsburg in May to pursue opportunities with his church, and interim director Richard J.Weiland, of Northfield. Prior to joining Augsburg, Preus owned CM IT Solutions in Edina, Minn., and was a longtime employee and officer of Thrivent Financial for Lutherans and its predecessor company Lutheran Brotherhood. Preus is active in numerous community organizations and lives in Burnsville with wife, Martha, and their two children. ■ CAMPAIGN CORNER • An anonymous endowment gift of $2 million was given this fall. • Thrivent Financial Services is offering alumni, friends of the College, faculty, and staff the opportunity to join Thrivent’s GivingPlus charitable/matching gift program. For details, contact Stephanie Malone, director of The Annual Fund, at 612-338-4825. • Broadcasting of Advent Vespers nationwide this year was made possible by generous lead gifts from the extended Hoversten family,Thrivent Financial for Lutherans, and a number of other friends and alumni of Augsburg College. (Read about the broadcast on p. 5.) If you’d like to consider a gift to the Advent Vespers broadcast, funding is still needed. Contact Sherry Jennings King at 612-338-4823 by December 31 for this year’s pledge form. WE’VE MOVED Institutional Advancement moved from Smiley’s Point recently when Fairview Health Services exercised its option on Augsburg’s lease to house the Fairview Foundation. Vice President Sue Klaseus, administrative assistant Kathryn Croyle, and the Institutional Advancement and Alumni and Parent Relations departments are located in Science Hall 152. Development, Government and Community Relations, and Advancement Services are in downtown Minneapolis in the Crown Roller Mill Building next to the former Whitney Hotel, just off Washington Avenue near the new Guthrie Theater site. All email addresses are the same, but to contact individuals in the Crown Roller Mill building, please call the phone numbers listed. Fall 2004 KAY AHLSTROM 612-338-4818 STEPHANIE MALONE 612-338-4825 MELISSA BAWEK 612-338-4819 DONNA MCLEAN 612-338-4826 TRACY BECKMAN 612-338-6536 KIM OLMSTED 612-338-4827 DAVE BENSON 612-338-6539 STEPHEN PREUS 612-338-4828 JEROY CARLSON 612-338-4820 PHIL QUANBECK, SR. 612-338-6539 CHRISTIN CRABTREE-MCWETHY 612-338-4821 PATRICK SHEEHY 612-338-6533 KEVIN HEALY 612-338-6537 BARBARA HUTSON 612-338-4822 STEPHANIE STUART 612-338-6534 GEORGE SVERDRUP 612-338-6539 SHERILYN YOUNG 612-338-6535 SHERRY JENNINGS-KING 612-338-4823 JENNIFER KAHLOW 612-338-6540 SUE KLASEUS 612-338-6538 FAX 612-338-6542 MAIN OFFICE NUMBER 612-338-0002 RON MAIN 612-338-4824 13 Superb results through Class Challenge Strides to increase annual giving continue as “alumni participation for the past five years has increased to 20 percent,” said Stephanie Malone, Augsburg Fund director. For fiscal year ending May 2004, $825,000 was raised to support the lives and education of Augsburg students. New this year was the Class Challenge. “We issued a Class Challenge in hopes of involving more individuals in supporting their alma mater.” The criteria used included individuals who could be located within each class year and who held a day student status. Using the aforementioned criteria, the Class of 1937 had 100 percent participation. The Class of 1946 was the top giver, with an average gift size of more than $13,000 and a class participation rate of almost 81 percent. The class of 1985 also significantly increased their participation from past years. “We really appreciate the efforts of each of the Class Challenge participants,” said Malone. “The Augsburg Fund touches every aspect of the College at every moment of a student’s educational experience. It offers financial aid through scholarships and programs that transform students’ lives.” There are many stories of individuals giving to the Class Challenge who have never given to the College or who haven’t given on a consistent annual basis. Richard Koplitz ’48 has given to the College’s athletic programs in the past, but liked what he saw with the College expansion and wanted to support The Augsburg Fund. “Our annual fund support also was made possible by leadership donors, many of whom are Maroon & Silver Society members. Their gifts of $1,000 or more accounted for 75 percent of the annual fund goal this past year,” reported Sue Klaseus, vice president of Institutional Advancement and Community Relations. Augsburg’s goal is to nearly triple annual fund giving by 2006 to reach a 30 percent alumni participation rate. “This is a vibrant, evolving college,” said Malone. “Alumni giving to enhance the institution makes an Augsburg degree more meaningful. There are so many ways to support Augsburg, and contributing to the annual fund to support scholarships is one meaningful way.” ■ Contact Malone at 612-338-4825 or by e-mail at <malone@augsburg.edu>. Dorothy and Richard Koplitz ’48 CLASS CHALLENGE RESULTS (as of May 31, 2004) Class of Class Part. Class of Class Part. ’30 33.33% ’69 21.50% ’33 16.67% ’70 24.82% ’34 28.57% ’71 21.28% ’35 22.22% ’72 19.93% ’36 40.00% ’73 16.33% ’37 100.00% ’74 20.28% ’38 83.87% ’75 10.50% ’39 41.94% ’76 29.80% ’40 43.90% ’77 16.49% ’41 22.81% ’78 20.14% ’42 32.73% ’79 27.71% ’43 38.60% ’80 14.33% ’44 20.69% ’81 24.73% ’45 97.78% ’82 12.61% ’46 80.95% ’83 15.76% ’47 60.00% ’84 24.91% ’48 55.68% ’85 31.67% ’49 44.80% ’86 6.93% ’50 51.58% ’87 11.62% ’51 50.68% ’88 17.97% ’52 51.91% ’89 11.73% ’53 63.03% ’90 11.07% ’54 30.97% ’91 8.45% ’55 21.51% ’92 7.43% ’56 55.65% ’93 9.94% ’57 40.00% ’94 13.47% ’58 53.97% ’95 7.47% ’59 42.96% ’96 4.94% ’60 25.63% ’97 10.54% ’61 32.45% ’98 11.95% ’62 23.21% ’99 11.80% ’63 41.71% ’00 2.70% ’64 35.96% ’01 2.70% ’65 33.93% ’02 4.69% ’66 37.67% ’03 1.21% ’67 22.12% 27.27% ’04 0.29% ’68 14 TOTAL 20.57% Fall 2004 THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM Fall 2004 THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM core curriculum T H E A U CORE G S B UCURRICULUM RG THE AUGSBURG THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM is designed to E D U C AT I N G F OCURRICULUM R WORK, THE AUGSBURG CORE THE AUGSBURG CORE CURRICULUM prepare students to become effective, informed, and SM E D U C AT I N G F O R L I F E ethical citizens through their engagement in a THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM curriculum that: provides a liberal arts foundation and CURRICULUM promotes the THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE ▼ acquisition of intellectual and professional skills; THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM calls for common inquiry into questions of Christian ▼ faith and the search for meaning; and, THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM ▼ cultivates the transformative discovery of, and appreciation for, the student’s place ofCURRICULUM leadership THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE and service in a diverse world—vocatio and caritas. THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG CORE CURRICULUM THE AUGSBURG core curriculum E D U C AT I N G F O R W O R K , E D U C AT I N G F O R L I F E BY BETSEY NORGARD ▼ DESIGN BY KATHY RUMPZA When students look at colleges, one of the first areas they ask about is the list of majors or academic disciplines offered. Seldom are they as interested in other required courses, usually called the general education or core curriculum. What they don’t realize, however, is that this part of their college study is recognized within the higher education community to be as important as their major or area of specialization in preparing them for an increasingly technical, complex, and diverse workplace. Following extensive study, a national panel of the Association of American Colleges and Universities (AAC&U) issued a report in 2002 that makes the case for a “liberal” education, meaning one that will “help college students become intentional learners who can adapt to new environments, integrate knowledge from different sources, and continue learning throughout their lives.” A liberal education prepares students with skills beyond the theory and depth of a specialization that they will need to meet the challenges of a global society— critical thinking and communicating, the knowledge of how to learn, and the preparation for responsible citizenship. One hallmark of a liberal education is the integration of classroom learning with practical application through internships, community service, and other forms of experiential learning. A liberal and practical education educates students for responsible citizenship as well as for 16 ▼ work and careers. The good news for Augsburg is that educating for citizenship has always been part of an Augsburg education. Joan Griffin, Augsburg professor of English and director of general education, wrote in a recent discussion paper, “Education for citizenship may be trendy now, but as many of us discovered … it’s been in the bones of this College at least since September 1874 when the faculty approved a science division that would provide ‘a practical general education’ to prepare Norwegian immigrants to flourish as citizens of their new world.” In the area of experiential education, and especially in servicelearning where community service is integrated into classroom learning, Augsburg has been a national leader for many years. In 2003, U.S.News & World Report, in its “Programs to Look for,” included Augsburg among 20 schools nationwide as a “stellar example” of a service-learning program. PHOTOS BY STEPHEN GEFFRE previous general education course requirements spread over eight liberal arts “perspectives,” and—most importantly—that aligns it more closely with Augsburg’s vision document, Augsburg 2004: Extending the Vision. LAUNCHING THE AUGSBURG CORE In fall 2003, Augsburg launched the Augsburg Core Curriculum, or Augsburg Core, a new general education curriculum that incorporates the best practices from national research, that streamlines the At Opening Celebration, new first-year students process into Hoversten Chapel through the ballooned arch and through a line of welcoming faculty and staff. Fall 2004 For more than two years, several committees involving over 25 faculty and students worked to define the underlying principles of general education at Augsburg. Then, over several months a design team collaborated to construct the new curriculum. The full faculty discussed the proposal in open hearings and finally voted its approval. The Augsburg Core Curriculum Design Team CORE PRINCIPLES A number of key principles make up the heart of the Augsburg Core. Augsburg believes that students learn best in community. Thus, “learning communities” are at the center of the Augsburg Core. Students begin their college careers in the Augsburg Seminar learning communities, and they complete their careers in their major keystone communities. Both connect students with faculty and with fellow students. In the first year almost all courses are taught by full-time faculty, not adjuncts, to encourage these connections. The community of learners is strengthened by having all students share educational experiences at several places during their studies where common questions are considered and continually revisited. This is accomplished through common readings, through required courses, and through required experiences to which students apply their classroom learning. At the heart of the Augsburg Core are Joan Griffin, chair . . . . . . . .English Lori Brandt Hale . . . . . . . .Religion Dal Liddle . . . . . . . . . . . . . .English Merilee Klemp . . . . . . . . . . .Music Diane Pike . . . . . . . . . . .Sociology Ambrose Wolf . . . . . . . . . .Physics The result of this work over these several years is a carefully crafted, cohesive education that blends broad, general learning with depth in one or more specific areas and prepares students with tools to succeed. The Augsburg Core combines hallmarks of the College’s Lutheran (and, specifically, Lutheran Free Church) heritage, its long-standing commitment to educating students for service in the world, its commitment to provide access to a diverse learning community, and its location in the center of an urban area. Woven throughout are the themes of Christian faith, exploration of vocation, the city, diversity, and global awareness. It is an education distinctive to Augsburg College, and it offers a life-changing journey for students, truly a transforming education. Fall 2004 In their Augsburg Seminar, first-year students begin learning about the city in which they will study, live, and work by exploring its resources and opportunities and engaging in community service projects. Sociology professor Diane Pike (right) leads an AugSem group as they explore downtown Minneapolis streets. 17 the two signature courses called Search for Meaning that are required of all Augsburg students. In these courses, the themes most important to Augsburg’s mission and vision—vocation, identity, and Christian faith—are introduced and revisited as students begin to reflect in more substantive ways about these issues. The Core Curriculum is designed to be developmental. From the first year onward, the curriculum introduces shared themes through common experiences, engages students in the city, builds skills in the major, broadens perspectives through the liberal arts, requires application of learned theory, and, finally, pulls everything together in a keystone course before graduation. Augsburg students continually have Becoming an orientation leader is one way in which students can grow as leaders on campus. Here, during summer orientation, Laura Prasek ’05 helps a new student figure out his academic schedule for the first semester. 18 opportunities to develop leadership skills for service in society: through knowledge gained from the breadth of their liberal arts courses, through the embedding of skills development in their major courses, and through the many forms of experiential education in the Twin Cities or elsewhere where they can apply their classroom learning to practical situations. An Augsburg education places emphasis on the whole student, both in academic classroom study and activities outside of the classroom. Working in tandem with the academic curriculum is the co-curriculum, i.e., the rich variety of college life that includes support services such as advising, tutoring services, and accommodations for physical and learning disabilities, as well as student government, sports, residence life, campus ministry, and many other social organizations. All of this helps students build the confidence and skills they need to become leaders. Two significant aspects of an Augsburg education—the commitment to a diverse learning community and the importance of global awareness—are intentionally infused throughout both the core curriculum and the major, rather than being targeted in specific courses. Students will encounter these themes inherent in Augsburg’s identity throughout their studies. In several cases the themes are imprinted in a common experience. For example, the Effective Writing course, required of first-year students, includes a common text chosen for its culturally, racially, and ethnically diverse content. Throughout the core curriculum, students will encounter opportunities to experience and discuss the nature of human differences. The Augsburg Core is designed for all undergraduate students and is required of all, including those in the traditional day program, in Weekend College, and the Rochester program, albeit with some adjustments and slightly altered format for weekend and transfer students. While weekend and Rochester students do not participate in the firstyear program, they must fulfill all other requirements of the curriculum. For the most part, adult working students value the Augsburg Core for its emphasis on liberal arts, and they understand its application to their work or life situation. They often use their own workplace as the setting for a project to fulfill the Augsburg Experience. Many students also take advantage of shortterm study seminars to experience another country or culture. Augsburg’s Honors Program is rooted in the Augsburg Core and offers an enriched and interdisciplinary environment in which students explore the many dimensions of ideas and uses of knowledge. Its courses lead students through a specially-designed core curriculum for academically-qualified students. IMPLEMENTING THE AUGSBURG CORE In 2003, Augsburg’s Center for Teaching and Learning received a three-year grant from the Bush Foundation to help faculty implement the new Augsburg Core. During the past year, faculty have met in learning collaboratives to address best teaching and learning practices. The grant has also funded workshops, materials, and research collaborations. For faculty, the new core curriculum has resulted in a significant shift. Formerly, faculty members generally designed, taught, and evaluated their own courses within departments. The new curriculum calls upon faculty to Fall 2004 collaborate across departments and disciplines, since all courses now serve the broader goals of an Augsburg education, including embedded skills, service-learning, and other kinds of learning beyond the specific subject matter. “It’s work that will have as much payoff for faculty, if we do it well,” comments Diane Pike, professor of sociology and director of the Center for Teaching and Learning. “Faculty gain a much better understanding of how the curriculum meets its goals; it gives us an intentionality and explicitness that we didn’t have before.” The Augsburg Core’s distinction has not gone unnoticed. While higher education is clearly moving towards the “liberal education” called for in AAC&U’s national report, Augsburg shows clear leadership with its emphasis and commitment to service-learning and the development of learning communities. The College is actively participating in this national discussion and is being recognized for the distinctiveness and coherence of the new core curriculum. Representing the Augsburg Core graphically as an arch becomes an effective tool to explain the comprehensiveness of the curriculum as well as to help students navigate through the courses to graduation. Creating the Augsburg Core has been a self-examination of the most fundamental values of Augsburg’s heritage, mission, and vision. An Augsburg education is now more closely aligned with the vision of “transforming education” the College understands itself called to offer, helping students to find their place in the world and reach their potential. Provost Christopher Kimball sums it up on Augsburg’s Web site, “We are one college with one mission, offering one unique experience.” Fall 2004 The Augsburg Arch The Augsburg Arch visually demonstrates the structure, relationships, and coherence of the Augsburg Core Curriculum. It shows how the liberal arts, academic majors, and general education intersect, and how the liberal arts are foundational, both in content and skills. The keystone brings it all together and supports the whole as an integrated education. The Augsburg Core has three major components: ▼ The Signature Curriculum ▼ The Liberal Arts Foundation ▼ Skills Requirement The Signature Curriculum sets Augsburg apart from others. It includes both specific courses and elements of courses that engage students with the core values inherent in Augsburg’s mission and heritage. 1. THE SIGNATURE CURRICULUM Augsburg Seminar (first-year program) helps first-year weekday students make the transition to college in “learning communities” based on their major or other academic interests. In these courses students learn what it means to become a citizen of an academic community. Many of these courses also include an Engaging Minneapolis component, which introduces them to life in the Twin Cities—by exploring the local arts scene, studying environmental issues on the Mississippi, bicycling the downtown riverfront, tutoring neighborhood immigrant children, sampling the local ethnic cuisine, and much more. Search for Meaning 1 and 2—These two religion courses present Christian theology as well as non-Christian faiths and guide students in exploring and reflecting on Augsburg’s concept of vocation—discovering and using one’s own talents and passion in service in the world. Augsburg Experience—All students will complete a required experience that links their academic study to involvement in the broader community, either locally or globally. This experience can be study abroad, an internship, research with a professor, community service-learning, or an offcampus immersion experience. Senior Keystone—The required senior keystone course revisits conversations on vocation, now within the context of the major, and builds on the cumulative combining of theoretical classroom knowledge with experiential applications of it. It also reflects the developmental nature of the Augsburg Core—beginning with Augsburg Seminar, Search for Meaning, and Engaging Minneapolis; then adding growth in major skills and practical application in the Augsburg Experience; and, finally, a uniting of everything in the keystone. 2. THE LIBERAL ARTS FOUNDATION In order to learn and appreciate different ways of knowing and modes of inquiry, students take two courses from different departments in each of the four academic domains. Students may take “connections” courses that are team-taught and examine the liberal arts around themes and across disciplines. 3. SKILLS REQUIREMENTS Courses throughout the four years provide skills beyond the specialization that responsible citizens and successful employees need in the global workplace—in critical thinking, speaking, writing, and quantitative reasoning. Entrance assessments prepare students to take the courses that fulfill graduation requirements in these areas. Core skill requirements include writing, modern language, and lifetime fitness. 19 core curriculum Augsburg Seminar THE FIRST-YEAR PROGRAM BECOMING AN AUGGIE For most first-year students, college is a big change. It may be the first time they have left home or have lived in a city. Many will find that high school did not prepare them for the demanding work load of a college schedule or the cognitive challenges and skills that they will need to flourish in their new academic environment. Augsburg recognizes that first-year students need support as they make the transition to college and successful academic careers. Because of the attention that it pays to the experience of first-year students, Augsburg was named as one of 12 Founding Institutions in the Council of Independent Colleges’ Foundations of Excellence™ in the First College Year Project. Augsburg’s first-year program, Augsburg Seminar, introduces first-year weekday students to the Augsburg learning community. It helps them become intentional learners as they develop the skills and strategies that will lead to success in college. It introduces them to the signature themes of an Augsburg education: vocation, caritas, and community. It introduces them to what it means to be an educated person: an effective, informed, and ethical citizen. From their first day on campus, everything is geared to helping students get off to the right start. Augsburg Seminar courses join students, professors, peer leaders (AugMentors), and campus staff together in “learning communities” based on a student’s major or other academic interests. In these communities, students may work on joint projects, getting to know the Twin Cities cultural scene, meeting and tutoring newly-arrived immigrants in the neighborhood, and writing reflections on these experiences. On the day before classes actually begin, AugSem sections spend the afternoon in community service projects, mostly in the neighborhoods around campus. This year, Kristin Snartland is one of the AugSem students who rode the new lightrail from near campus to downtown, finding out how easy it is to get around. 20 first-year students worked a total of more than 1,000 hours on their AugSem community service projects. In the process they become acquainted with each other, explore the resources of the College community, get connected with the city—and have fun. Many students find college-long (and life-long) friends in their Augsburg Seminar. They get to know their professors—and their professors get to know them, both in class and outside the classroom in AugSem activities. Biology professor Bill Capman’s AugSem section is paired with the Introductory Organismal Biology course, which also includes a service-learning field project. This fall, his students visited a local nature preserve, Dodge Nature Center, to learn about and work to remove invasive plant species from their grounds. As part of their AugSem curriculum, Capman’s group spends time on broader topics—developing good study skills in the sciences, exploring biology and medical-related careers, and, for biology The AugSem/Biology 103 class spent time at the Dodge Nature Center, studying invasive plant species and helping to remove them from the preserve. Professor Bill Capman points out differences between the buckthorn to be removed and ash trees to Brittany Grudem (left) and Jennifer Moe (right). Fall 2004 A Somali community leader, Abdirizak Bihi, introduces an AugSem group to a Somali shop in the Cedar-Riverside area. The class was getting acquainted with Somali culture to prepare them for their later visits in the neighborhood to give people information about voting and registration. majors, getting to know upperclass biology majors and becoming involved in department activities. In Professor John Shockley’s Augsburg Seminar section with its paired Political Patterns and Processes course, students took advantage of the events around the presidential election to study the challenges and opportunities people face in trying the make the world safer and more peaceful. On the AugSem city service projects day this group visited shops and businesses around campus owned by Somali immigrants to learn about their culture. During the semester they met with people in the neighborhood about voting and voter registration. Getting off to the right start Over the past decade, Augsburg has intentionally developed a first-year program that helps incoming students ease the transition to both college life and to the city in which they’ll live, work, and find many kinds of opportunities. Because of this commitment and a readiness to evaluate and improve its program, Search for Meaning All freshman students are required to take the first of two Search for Meaning courses, Christian Vocation and the Search for Meaning. This course explores the broad questions of existence—who we are, why we’re here, etc.—and examines the Christian notion of vocation as a lens through which one’s own life can be considered, informed by faith within the context of these larger questions. Some of the Search for Meaning Fall 2004 sections are paired with Augsburg Seminars, and some have community service-learning components. Religion professor Russell Kleckley’s Search for Meaning section is paired with music professor Merilee Klemp’s Introduction to Music and the Fine Arts, and together they co-teach the Augsburg Seminar. These two courses will jointly study larger questions of meaning in the context of the Judeo-Christian musical tradition—from medieval chanting to today’s rap music. The second Search for Meaning course invites students to think about the role that religion, the Bible, and their own beliefs play in the vocational choices they make in their lives. Students who are not Christian will consider their own religious and spiritual beliefs and how they affect their vocation and place in the world. Augsburg was named one of 12 “Founding Institutions” to participate in a national project to develop a model first-year program that can be used by small, private colleges to help their students reach graduation. The project, Foundations of Excellence™ in the First College Year, is co-sponsored by the Policy Center of the First Year of College and the Council on Independent Colleges. Funding for the two-year project is provided by Lumina Foundation for Education and The Atlantic Philanthropies. 21 core curriculum Engaging Minneapolis “MEETING” THE CITY The first-year orientation booklet tells incoming day students, “When you come to Augsburg, you arrive at the heart of a vibrant city.” While most students have probably visited the Twin Cities before, it was most likely while visiting family or as a tourist, which gave them little knowledge about studying, living, and working in this area. Engaging Minneapolis highlights the importance of Augsburg’s urban location and introduces new students to the resources, issues, opportunities, and diversity of the city. This is the urban context that enables Augsburg to fulfill its mission to prepare students as responsible citizens and leaders in service to the world. Engaging Minneapolis is not the name of a single course, but rather an added course component that makes intentional and substantial use of city resources. Courses with Engaging Minneapolis components are not about the city, but engage the city as a learning laboratory in which students study their particular liberal arts or general education subject matter. Activities in Engaging Minneapolis courses can vary widely— attending concerts and other cultural events, exploring the ethnic restaurants in the neighborhood, tutoring immigrant children or adults preparing for citizenship tests, helping care for community gardens, or discovering the many bike and walking paths along the Mississippi River near campus. Some of the Engaging Minneapolis courses also include courseembedded service-learning—an Augsburg signature. In these classes service experiences and reflective learning are integrated Bicycling Minneapolis is a lifetime fitness course that fulfills Engaging Minneapolis by exploring the history and culture of the city along its bikepaths and trails. 22 As part of her Search for Meaning course, Ashley Boyd helps Somali high school students with their homework and has opportunity to learn about their religion and culture. into the students’ coursework, and the community experience becomes a “text” for the course. Both the students and the community partners learn from each other. Very few colleges include service-learning in first year courses. Mary Laurel True, director of community servicelearning, says that community service is “part of who we are,” and that it’s important for new students right away to get a taste of what it means to be engaged in the community. Several of the AugSem paired classes work with new immigrants in the neighborhoods surrounding the College. In Professor Janelle Bussert’s Religion 100 class, students spend 15 hours at Trinity Lutheran Church in the CedarRiverside neighborhood helping Somali high school students with their homework in Safe Place, an afterschool program. The students study Islam in their religion class, and then find opportunities to talk further and ask questions of the Somali high school students about their religious traditions. Bussert says that some wonderful conversations have arisen while they work together. English professor Bob Cowgill’s Effective Writing students spend 15 hours during the semester working with adult immigrants, mostly from East Africa, at the Franklin Learning Center in the Phillips neighborhood near campus. The students review English lessons or help with flash cards as the adult learners study for citizenship tests. Cowgill’s English course investigates how one knows and accounts for identity through language. He says that his students benefit from meeting and working with the immigrants, and have remarked about how hard the immigrants work to learn English and become Americans. Fall 2004 core curriculum A LESSON IN COMPUTERS AND CULTURE Business/MIS professor Lee Clarke student wrote. “He handed me teaches a first-year course, MIS 175 a piece of paper that said, Principles of Computing for Business. ‘Thanks for helping me.’ It It’s an introductory course for was typed in real big, bold management information systems (MIS) letters. He then looked at me students to learn Microsoft Office and said, ‘Look, I learned how programs and how they are used in to use Word.’ ” business to reach goals and solve A disabled student business problems. thought he would not be able The course is designed to include an to help, but later wrote, Engaging Minneapolis component. That “Little did I know that I was part of the course, which Clarke calls about to prove myself wrong, the experience “text,” involves a very wrong.” The computer partnership with the Cedar-Riverside instructor told him that since Plaza Residents Resource Center. There, he was not able to actually do Augsburg students work 15 hours per Freshman business student Jerrad Honstad helps a Somali woman the computing for the at Riverside Plaza learn computer skills. semester as assistants in the computer residents, it was more class or open lab. The residents are beneficial for them, since mostly Somali refugees; many have they had to listen to the student’s One student wrote, “This experience limited English skills and some have never explanation and do the work themselves. helped me to meet [new immigrants], and touched a computer. For the young business students in I can look at the world and America in a Clarke requires three assignments that his class who have always had computers whole new light. … I feel that you can connect the subject matter with the in their lives, Clarke knows they are now learn more in the short 15 hours I worked service experience. In one, students reflect more aware of the disparities of wealth there than you can in some classes you go on the digital divide with its issues of and technology in the world. The to daily for a whole semester.” technology “haves” and “have-nots” and experience of working with new Another student talked about an talk about how the Resource Center helps immigrants, many of them close to the unforgettable moment after helping an the residents overcome these barriers. The students’ grandparents’ ages, also gave older man learn to use Microsoft Word. last assignment asks the students to reflect them a greater appreciation of culture “Then one day he came in quite as usual personally—what they learned at the and citizenship. but with a huge smile on his face,” the center and how it relates to their course. Keystone PUTTING IT TOGETHER If Engaging Minneapolis is the bookend on the front end of an Augsburg Fall 2004 education, the keystone experience is the final bookend. During the years in between, students delve into a major, build professional as well as life skills, apply their classroom learning, explore faith, and experience the city. The keystone course usually occurs in the senior year, close to graduation. The keystone in the Augsburg Core, as in architecture, provides the shape and support to the structural elements of the arch. It connects the broad liberal arts foundation with the professional skills and the in-depth study in the major. It helps students begin the transition to their after-college life. Learning goals include a revisiting of the critical conversations about vocation that were begun in the first Search for Meaning course. Attention is paid to reflection on vocation, leadership, and service in a diverse world. The value of the keystone, says MIS professor Nora Braun, who piloted an MIS keystone course, is that it’s time focused on thinking about all the pieces in an Augsburg education and what the student has done with them. “It’s a reflection and a pulling together of the total experience in and out of the classroom.” Braun asks her students to write an “education autobiography” that reflects on the identified outcomes of their Augsburg education. 23 core curriculum Augsburg Experience CONNECTIONS TO COMMUNITY Augsburg recognizes that today’s citizens need new kinds of competencies— abstract and complex problem-solving, systems thinking, and collaboration, among others. These are skills that cannot be learned in normal classroom activity alone, but are enhanced with direct experience in the workplace and community. In the Augsburg Core all students are required to complete an approved Augsburg Experience, one of the signature elements in the core curriculum that adds value to an Augsburg education. The Augsburg Experience can be completed in one of five ways: ▼ internships, cooperative education, practica, fieldwork, and clinicals ▼ faculty-student research ▼ community service-learning courses and experiences ▼ study abroad ▼ off-campus immersion experiences The Augsburg Experience, in short, links the theoretical with the practical, and links on-campus experience to the wider community. Every approved “experience” must engage the student in the community away from campus. To help them tailor an experience to their studies and interests, students work with faculty; the staff and resources of the Center for Service, Work, and Learning; and the Office of International Programs (OIP). Internships and cooperative education have traditionally been the most common choices for work-based 24 experiential education. Several professional studies majors already require student teaching, practica or fieldwork, and internships. Some Weekend College students who are working full time find they are able to develop an Augsburg Experience in their own jobs by compiling a formal plan, approved by the Center for Service, Work, and Learning, identifying a minimum of three learning outcomes that make deliberate connections between their education and work. Augsburg offers outstanding opportunities, especially in the sciences, for student-faculty research. Students work with their professors on original research that is usually more common at the graduate level. Through this, students learn to apply knowledge from their major and engage in the research process and in the discoveries, both successes and failures, that contribute to the body of knowledge in their discipline and benefit the wider community. Augsburg’s Physics Department collaborates on a number of ongoing research projects with major universities and government agencies, giving its students original research opportunities from their freshman year forward. The department enjoys an international reputation for research excellence, and its students have won several awards for outstanding presentations. Students can also meet the Augsburg Experience through courses with servicelearning components. A portion of course time is spent in service at the site, reflection, discussion, and related activities. Or, students can work at approved sites and carry out reflection activities with Augsburg faculty or staff members. Augsburg has built partnerships with more than 30 community organizations and is a recognized national leader and awardwinner. Students have a variety of choices for study abroad through the Center for Global Education’s study centers in Sociology and metro-urban studies students visited U.S. Rep. Martin Olav Sabo ’59 on their study trip to Washington, D.C., last spring to talk with people in public service about their vocations and working “on the hill.” (R to L): Lois Olson, Center for Service, Work, and Learning; Jennifer Nacey; Jessica Howard; Lori Cain; Amanda Froiland; Ray McCoy; Ted Arrindell; Maria Belen Power; Adela Arguello; Krista Dahlke; Kendra Kahlow; Kate Loyd; and Garry Hesser, professor of sociology and metro-urban studies. Fall 2004 Central America, Mexico, and southern Africa. Also, the International Partners program offers opportunities in European countries where Augsburg has formal university partnerships and internship opportunities. Other programs are available with approval from OIP. The fifth possibility for an Augsburg Experience is through off-campus immersion. These are typically weeklong experiences away from campus where students are engaged in learning that helps them understand, apply, and appreciate their Augsburg education in a diverse, global society. One example of off-campus immersion includes the visits made by Weekend College nursing students to the Pine Ridge Reservation in South Dakota. There they meet with public health nurses, shadow them in their daily work, and learn about Lakota culture. An English major looks at rap music by Keme Hawkins It was the summer before my senior year and I knew I wanted to apply to graduate school. It was important for me to get some research experience and quick. The University of Minnesota’s McNair Summer Research Program accepted me, and I worked with the Institute on Domestic Violence in the African American Community under the mentorship of Dr. Oliver Williams from the College of Human Ecology, School of Social Work. It seemed a strange home for an English major, but my McNair adviser assured me that it would be a valuable experience. The Institute holds annual conferences that focus on specific aspects of domestic violence and this year’s conference theme was “Domestic Violence and the Hip-Hop Generation.” In keeping with the theme I tailored my research to complement the research already in progress and formulated a study that looked at whether or not people are influenced by the suggested gender identities in rap music and how that affected their dating and marital relationships. The scholar’s group reported weekly to the seminar, where we would be debriefed on each aspect of the research process: developing an introduction, explaining the significance of the study, forming a hypothesis, doing a literature review, forming methodology, compiling results, creating a discussion, and making recommendations for further study. The dispensing of our stipend was contingent upon completing each research step by a certain time, while also doing work to help prepare us for graduate school, like writing a personal statement, putting together a curriculum vitae, and making Fall 2004 a list of graduate schools to apply to. My research concluded with the Domestic Violence and the Hip-Hop Generation conference at York College in Queens, N.Y. Because my professor thought so highly of my work and was impressed with my knowledge of hiphop music and culture, I was invited to take part in a plenary session where I discussed the impact of sexist rap lyrics with the rap group Holla Point and practitioners who work to combat domestic violence. As an English major, entering the world of social science was not as unnatural or discomforting as I would have imagined. While the social sciences study human behavior, literature is a study of the human condition through non-fiction accounts and human imagination. Having the opportunity to do interdisciplinary work has not only given me another perspective on how to think more broadly within my own field, but it has also allowed me to get better focus on the kind of graduate program for my interest. African-American literature can offer me the best of those worlds—having a definite house or genre or body of literary work to study based in a social science is the ideal place for me. Keme Hawkins is a Weekend College senior English major and a McNair Scholar. Weekend College senior English major Keme Hawkins used her knowledge of hip-hop music and culture in research on domestic violence that she carried out last summer with a professor in the Institute on Domestic Violence in the African American Family at the University of Minnesota. 25 Meet Joan Griffin PROFESSOR OF ENGLISH D I R E C T O R O F G E N E R A L E D U C AT I O N Joan Griffin has lived and breathed the mission and values of Augsburg College. She is the co-author of the College’s vision document, Augsburg 2004: Extending the Vision, that was approved in 1999, and has also co-authored its update and revision, presented to the Board of Regents for approval in January 2005. Augsburg Now posed the following question to her: What are the most important core values from the College’s mission and vision that are now imprinted in the new Augsburg Core Curriculum? One, of course, is vocation … the idea that each student brings a unique set of talents and abilities and potential. We need to cultivate all of these abilities, not just the academic ones, but all the talents that students bring with them. Certainly, also important is citizenship, or “the city.” We tried to expand the notion of city, so that it’s not just an urban studies requirement, but it really has to do with providing an education for citizenship. The College has always done that; it’s part of why the College is a college rather than a seminary—early leaders were concerned with how to prepare Norwegian immigrants to become citizens. Right away we want students to know they they’ve come to a terrific place and that they can learn here, both inside and outside the classroom. We introduce this theme in Engaging Minneapolis and repeat it in the Augsburg Experience, where once again we ask them to go beyond the classroom and actually put into practice what they’ve learned in the classroom. For the first time we have overall goals in our curriculum—we want students to become effective, informed, and ethical citizens. The emphasis on ethics comes from our Lutheran heritage, but we want it to pervade the entire curriculum. Effective citizens need the skills of knowing how to write, to read, to think critically. Those skills should be addressed intentionally throughout the curriculum, but general education can be particularly accountable. We know too that effective citizens will need to function in a diverse society. Although we explicitly introduce the theme of diversity through the Many Voices Project in the first year, the new Augsburg Core calls for an infusion model of diversity whereby we’ll ask the entire curriculum—especially majors— to think about the skills and knowledge that their students will need to be responsible citizens of an increasingly global society. The Signature Curriculum does really hit these distinctive parts of an Augsburg education. The two Search for Meaning courses address vocation through the lens of our Lutheran heritage. The city, of course, we address within our metropolitan setting through the Engaging Minneapolis requirement. There is also the notion of caritas, the demand for God’s love to be enacted in the world. An Augsburg education is an education for action. We see this throughout the curriculum—in Augsburg Seminar, in Engaging Minneapolis, and in the Augsburg Experience. Contact information Office of Undergraduate Admissions Weekend College Admissions 612-330-1001 or 1-800-788-5678 admissions@augsburg.edu www.augsburg.edu/day 612-330-1101 wecinfo@augsburg.edu www.augsburg.edu/weekend 2 2 1 1 26 R i v e r s i d e A v e n u e , M i n n e a p o l i s , M N 5 5 4 5 4 For information about Augsburg’s Core Curriculum: Barbara Edwards Farley Associate Dean for Faculty Affairs 612-330-1024 farley@augsburg.edu w w w. a u g s b u r g . e d u Fall 2004 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… ello Augsburg alumni! As the first Weekend College graduate to serve as Alumni Board president, I’ve been spending some time considering both the similarities and the differences among our alumni and their experiences. Augsburg has done an incredible job of creating educational programs that fit the contrasting needs of students. In years past, the College was smaller and offered fewer programs. Today, our students may choose from the weekend, Rochester, graduate, or traditional day programs. They may live on campus or they may commute from home. It’s only natural, then, that graduates of 20 or more years ago are likely to have very different memories from those who graduated more recently. In turn, this H also means that the “Augsburg experience” will mean different things for our alumni—their memories are unique and the connection each feels toward Augsburg varies. For example, many adult learners do not feel the same long-term association and affection for the College as do those students who live on campus. However, we all share in the traditions and events that have been treasured to this day, like Advent Vespers and Homecoming. One important goal of the Alumni Board is to help create meaningful relationships between all Augsburg students and alumni. We want everyone to share a deep “Augsburg experience” and a continuing connection with the College—which we believe will help to spread Augsburg’s educational and vocational values throughout the community. All alumni have one thing in common: the great benefit of an Augsburg degree, which does not differentiate between student types. Five alumni appointed to Alumni Board he Augsburg Alumni Board of Directors appointed five new members and elected Bill Vanderwall ’93 WEC as president and Karina Karlén ’83 as president-elect. To view the complete list of board members, visit the Alumni/Parent Relations Web site at <www.augsburg.edu/alumni>. The new members are as follows: T Buffie Blesi ‘90, ‘97 MAL Blesi graduated from Augsburg with a B.A. in business administration and a Master of Arts in Leadership. She is senior vice president and director of operations for TCF Investments. Andy Fried ‘93 WEC Fried graduated from Augsburg Weekend College with a B.A. in management information systems. He is operations Fall 2004 and systems support manager for WindLogics, Inc. Calvin Hanson ‘98 Hanson graduated from Augsburg with a B.A. in history. He is a senior admissions counselor at Augsburg. Joyce Miller ‘02 BS Nursing, Rochester Miller graduated with a Master of Arts in Nursing from Augsburg’s nursing program in Rochester, Minn. She is a registered nurse at the Mayo Clinic and an adjunct instructor at Augsburg. Elizabeth “Liz” Pushing ‘93 Pushing graduated from Augsburg with a B.A. in business administration. She is director of financial services at Providence Place. Of special note in this issue of the Augsburg Now is the article on page 28 about the newly formed Weekend College Alumni Network (WECAN). This group is already developing some great strategies on how we can better connect with current Weekend College students in order to establish a strong alumni relationship later. We value your input on how to accomplish this, so please call the director of Alumni/Parent Relations, Amy Sutton, at 612-330-1525, or e-mail <suttona@augsburg.edu>. You may also e-mail me at <bvanderwall@lssmn.org> with your ideas. I look forward to serving as your new Alumni Board president! Bill Vanderwall ’93 WEC President, Alumni Board Alumni Board elects first WEC alumnus as president ugsburg’s Alumni Board of Directors is pleased to announce the election of Bill Vanderwall ’93 to serve as the 2004–2005 board president. Vanderwall is the board’s first Weekend College alumnus to serve as its president. “I am honored to bring in some new ideas to further connect Augsburg to nontraditional students,” says Vanderwall. “Personally, my degree from Augsburg has had great impact in helping me discern my vocational direction and in setting a course of action on how to get there—ultimately enabling me to work and live in a way that is consistent with my values.” Vanderwall was recently promoted to vice president of family services at Lutheran Social Service of Minnesota. He previously served as LSS’s senior director of housing services. A 27 Alumni News Augsburg student and alumni win legislative and judicial seats by Lynn Mena n November 2, an Augsburg graduate student and three alumni won seats in various legislative and judicial races, while two alumni—Sandy (Voss) Wollschlager ’94 and Kathryn Ness ’02 (both DFL)—were narrowly defeated by Republican incumbents for seats in the Minnesota House of Representatives. O Larry Hosch, MSW student Hosch (DFL) won a seat in the MN House, District 14B. He has served as mayor of St. Joseph for four years, and at 27 is the second youngest mayor in Minnesota history. He is also coowner of Lamar Homes & Remodeling, LLC, and is enrolled in Augsburg’s Master of Social Work program. LaJune Thomas Lange ‘75 The honorable LaJune Thomas Lange retained her seat as a judge on the Hennepin County 4th Judicial District Court. She has held this seat since 1986, previously serving as a judge on the Hennepin County Municipal Court (1985–1986) and as an assistant public defender for Hennepin County (1978–1985). She is also an adjunct professor at William Mitchell College of Law, where she teaches international human rights and civil rights. She is an Augsburg Distinguished Alumna (2002) and a former member of the Board of Regents. Diane Loeffler ‘75 Loeffler (DFL) won a seat in the MN House, District 59A. A lifelong resident of Northeast Minneapolis, her career has been spent in public service. She has worked as a budget and policy analyst on education issues for state and local government. She currently works for Hennepin County in healthcare policy analysis on issues of services to seniors and persons with disabilities, health promotion and protection, and how to ensure more persons have access to affordable and effective health coverage. Martin Olav Sabo ‘59 Sabo (DFL) was elected to a 14th term in the U.S. House of Representatives, MN District 5. He has held this seat since 1979, previously serving as a representative of the MN House before his election to Congress. In 2003, he became the ranking member of the newly created Homeland Security Subcommittee of the Appropriations Committee. Sabo also serves on the Defense Subcommittee of the Appropriations Committee, where he is known on Capitol Hill as one of the leading voices on arms policy. An Augsburg Distinguished Alumnus (1976), he served for 12 years on the Board of Regents, and also received the College’s first honorary degree—the Doctor of Humane Letters (Honoris Causa)— in 2000. Weekend College Alumni Network (WECAN) established by Amy Sutton lumni of Augsburg Weekend College have established a group to represent and advocate for WEC students and graduates. Although initially launched a few years ago, the Weekend College Alumni Network (WECAN) has been reinvigorated in recent months. “The Weekend College program is such a vital part of Augsburg, and we want to bring attention to that,” said Andy Fried, a 1993 graduate who also serves on the Alumni Board of Directors. “We believe that a group of alumni who have actually experienced the unique challenges of WEC students can be strong advocates for positive changes that will enhance the Augsburg experience for current WEC students.” A 28 WECAN members also hope to bring visibility to the value that WEC alumni and students bring to the College, as well as to develop programs and communications that provide support and encouragement to current WEC students. “Our opportunities to attend Augsburg have had a tremendous impact on our lives and we want to give something back,” says Fried. If you are interested in joining WECAN or have suggestions for the group, please e-mail Members of the newly established Weekend College Alumni Network (WECAN) gathered recently to strategize ways to represent and advocate for WEC students and alumni. Pictured here are (L to R, front row) Heather Birch ‘96 and Anne-Marie de Jong ‘01, and (L to R, back row) Andy Fried ‘93, Jeff Gilbertson ‘04, Bill Vanderwall ‘93, and Meri Pygman ‘93 (not pictured are Pete Hespen ‘92 and Terry Marquardt ‘98). Fall 2004 Alumni events calendar Please join us for these upcoming alumni and parent events (see also the college-wide calendar on the inside back cover for additional events): January April 11 Auggie Hour celebrating Augsburg authors, Shelly’s Woodroast (I-394 & Louisiana in Golden Valley), 5:30 p.m. 12 Auggie Hour on campus for graduates of the Honors Program (meet current students in the program and learn about the changes to the curriculum), 5:30 p.m. 18 Parent Association gathering, Augsburg House, 6-8 p.m. February 8 Auggie Hour luncheon on campus for alumnae business owners (pleas
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Title: Augsburg Now Spring-Summer 2004
Collection: Alumni Magazine Collection
Search Result: A P U B L I C AT I O N Spring/Summer 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 3-4 LLetters ETTERS Editor’s note I n 1924, at a time of many changes brought by the expansion of Augsburg’s academic program and the introduction of women stud...
Show more A P U B L I C AT I O N Spring/Summer 2004 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 3-4 LLetters ETTERS Editor’s note I n 1924, at a time of many changes brought by the expansion of Augsburg’s academic program and the introduction of women students, Augsburgian editor Caleb Quanbeck wrote, “Now that we are increasing in numbers and have developed more comprehensive curricula will we be willing to assume the responsibilities which come with the greater Augsburg?” (See Auggie Thoughts, p. 44.) Over the years there is little doubt that the response has always been a resounding “yes.” As readers 80 years from now look back to this day and what is being written about the launching of the largest fundraising campaign in Augsburg’s history, I surmise they will note the same sense of watershed in the College’s life. Augsburg’s tradition of excellence and vision for educating in the sciences necessitates a new center and upgrade to the existing half-centuryold facilities. Our men’s and women’s athletic programs have no further capacity to stretch their space. We seek the addition of facilities on campus to help us nourish and grow the partnerships we’ve built in our neighborhood and community. And, to continue to make an Augsburg education available to many students, the endowment must grow. Through Augsburg Now, news and stories about the campaign, Access to Excellence: The Campaign for Augsburg College, will be featured in a newsletter called Vision. In this issue, a special edition of Vision presents an overview of the campaign as well as stories about the generosity of donors who have already made significant contributions and about students who benefit from it. This year also marks a change in leadership on Augsburg’s Board of Regents. The six-year tenure of board chair Kathy Tunheim provided vision and direction for Augsburg to leap into national limelight as an innovator in education. For the first time in 40 years a graduate of Augsburg, Jean Taylor ’85, takes over the reins of leadership. Their perspectives on the College, its mission, and their roles are included in this issue. Other features offer different glimpses of service reflected in Augsburg’s motto, Education for Service. Jean Housh, wife of regent emeritus Allen Housh, brought to us a story she wrote about “Major” Bowen, a remarkable high school student and current Augsburg student, who has faced the greatest of challenges in recovery from a devastating brain injury. With the compassion and commitment of Augsburg staff and faculty working with his family, he was able to begin a college career. Stephanie Quick, an Augsburg graduate and seminary student, is also featured. Her efforts to collect donated prom dresses—that most likely would never be worn again—from parishioners at her home church in the Twin Cities and through her sister here at Augsburg, brightened the lives of Native Alaskan teenage girls who could not afford to buy a dress for their special evening. Editor Quanbeck wrote in 1924 that he hoped The Augsburgian would be “an instrument in helping people to realize that our school is doing a great work, an important work.” Augsburg continues this great work, and we take pride in sharing it with you in Augsburg Now. Betsey Norgard Editor Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Spring/Summer 2004 Vol. 66, No. 3-4 Features Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz ’04 Photographer Stephen Geffre President William V. Frame 6 18 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 Postmaster: Send correspondence, name changes, and address corrections to: Augsburg Now, Office of Public Relations and Communication, 2211 Riverside Ave., Minneapolis, MN 55454. E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu by Dan Jorgensen and Lynn Mena Major Bowen: a story of courage and determination by Betsey Norgard Director of Alumni and Parent Relations Amy Sutton Director of Public Relations and Communication Dan Jorgensen A change in leadership A Major inspiration by Jean Spielman Housh 24 A Quick connection to prom dresses 16 Fourth Annual International Photo Contest 21 From Flatanger to Augsburg: A century apart by Betsey Norgard 23 Seeing abilities instead of disabilities by Judy Petree 27 Commencement 2004 by Judy Petree insert Vision 1–20 The newsletter for Access to Excellence: The Campaign for Augsburg College Departments 2 Around the Quad 10 Sports 12 Faculty/Staff Notes 34 Alumni News 36 Class Notes 43 In Memoriam On the cover: 44 Auggie Thoughts inside back cover Homecoming Preview 50 percent recycled paper (10 percent post-consumer waste) Incoming first-year students in the Summer Bridge program (see p. 3) lined up in front of the wall measuring progress for the new $55 million campaign. In part, this campaign ensures the availability of an Augsburg education to a wide variety of students. (Photo by Stephen Geffre) AROUND QUAD Around THE the Quad Augsburg launches $55 million capital campaign Augsburg News Service New Science Center needed to continue excellence in the sciences O n April 18 Augsburg kicked off a $55 million capital campaign—the most ambitious fund-raising effort in its 135year history—to seek funding for two new buildings, a major addition to a third, and support for the endowment to help fund scholarship opportunities for its students. Access to Excellence: The Campaign for Augsburg College seeks $37 million for the three building projects, $13 million for growth to the endowment, and $5 million in growth to the annual operating fund. Nearly $30 million already has been raised. Individual gifts of at least $1 million have come from James and Kathy Haglund of Golden Valley, Minn.; Kinney L. Johnson ’65, of Boulder, Colo., Jean Taylor ’85 and Roger Griffith ’84 and the Glen A. Taylor Foundation; and Alan Rice of St. Paul. The centerpiece in the campaign will be a new Science Center and renovation of the College’s existing Science Hall, built in 1949. The project will both strengthen Augsburg’s tradition of excellence in the sciences and help expand science learning for both its own students and the community. The 58,000 square-foot Science Center will include teaching and research laboratories and three multi-use halls that will be used for classes, guest speakers, and community events. Renovation of the existing Science Hall, which will connect via skyway to the new building, will bring all of the science and mathematics programs together into one dynamic and interactive facility. “This new facility will be extremely important to Augsburg’s commitment to the health sciences,” noted President 2 William Frame. The center will provide space to help K-12 students explore careers in health science and solidly support Minnesota’s biomedical technology sector through the high quality education of talented science and math majors steeped in Augsburg’s liberal arts tradition. And, thanks to a planning grant from the State of Minnesota, architectural planning for the facility incorporates multiple “green” features in an environmentally responsible structure. The second major campaign project is the construction of a Gateway Building on Riverside Avenue. The building will serve as headquarters for both the College’s Alumni Center and its award-winning Center for Service, Work, and Learning. It also will house StepUP, Augsburg’s program for students in recovery, providing both residential and counseling space for the program. And, it will have space for retail opportunities to serve both the campus and the surrounding CedarRiverside community, including the University of Minnesota—in a model of public and private economic development for the neighborhood. A third building project is a major addition to Melby Hall, the College’s main athletic facility. The project will address pressing space shortages for Augsburg’s academic, intercollegiate, and recreational programs; it will provide classroom, workout, and competitive space, including a new Greco-Roman wrestling center, funded in part through a $1 million gift from Alan Rice of St. Paul. Funding for the endowment will focus on four key areas: several new faculty chairs and professorships, new endowed scholarships to provide access to students from a wide range of backgrounds, program support, and staff development. Augsburg’s first endowed chair, initiated through the campaign, will be named in memory of Bernhard M. Christensen, president of the College from 1938-62. Growth in The Augsburg Fund, the unrestricted annual giving fund, will be used by the College to meet its most pressing day-to-day needs. The five-year campaign, which began its “quiet phase” in fiscal year 2001 will run through 2006, the same year the College hopes to break ground on the new Science Center and Gateway Building. Giving toward the campaign has been broad-based with nearly 70 gifts of more than $100,000 already pledged. The campaign was kicked off— literally—on the Edor Nelson Athletic Field by College officials and hundreds of alumni, staff, and friends at a community festival on April 18. The festivities included a basketball youth clinic led by University of Arizona head coach Lute Olson ’56, a hockey clinic led by Minnesota Wild Wes Walz, music and theatre performances, children’s book readings, and science demonstrations. The evening prior to the festival, donors were entertained at a gala dinner. Augsburg’s last major campaign, the 21st Century Fund, raised $64 million from 1989 to 1997, with the $15 million James G. Lindell Family Library as its centerpiece. Read about Access to Excellence: The Campaign for Augsburg College in Vision, the campaign newsletter, beginning after p. 22. Campaign goal—$55 million Capital projects . . . .$37 million • Science Center and renovation • Gateway Building • Melby Hall expansion Endowment . . . . . . .$13 million Annual Fund . . . . . . .$5 million Spring/Summer 2004 Around the Quad Dennis Barker—coach to world-class runners Congratulations, faculty! Promotion to professor by Betsey Norgard A ugsburg’s head track and crosscountry coach Dennis Barker spent two weeks in California this summer, but hardly on vacation. His trip took him to Sacramento for the 2004 U.S. Olympic Team Trials in track and field where 10 of the runners he coaches hoped to earn a place in the Athens games. As a head coach for Team USA Minnesota, Barker has garnered national attention for the caliber of elite athletes who come to Minnesota to train with him—among them Carrie Tollefson, a native of Dawson, Minn., who became an NCAA-champion at Villanova, and is close to being an Olympian. In an article published in the Minneapolis Star Tribune prior to the trials and distributed nationally by the Associated Press, Barker is noted for his holistic approach to training, focusing Team USA Minnesota head coach Dennis Barker checks the time for one of his elite runners during training. 4 on bringing together all of a runner’s “physical, emotional, psychological, and spiritual resources.” Barker coaches Team USA Minnesota at the University of Minnesota track facility and crafts the training to fit each runner’s strengths and needs. His runners trust him implicitly, and the notice being taken of him in the running world attests to this. In Sacramento, Tollefson failed to qualify in her best event, 5,000 meters, but won the qualifying trials in the 1,500 meters. She has one more “trial,” however, since Olympic rules require a minimum qualifying time, which she will have to meet by early August in order to compete in Athens. Another of Barker’s runners, Katie McGregor, came in fourth in the 10,000 meters, but may reach the top three team if one of them chooses not to compete in that event. During the spring, Team USA’s training sometimes overlapped with Augsburg’s track team practices. “It’s really not much different from coaching our athletes at Augsburg,” says Barker. “All the basic things apply. I think this has really helped the Augsburg runners, because they see what these levels of athletes do, how they apply their training, and how they believe in themselves and what they can accomplish.” For the Augsburg athletes, the elite runners were an inspiration. “We often shared training time together and were able to see how hard work and dedication pay off at whatever running level you are,” said Becky Welle ’05, a member of Augsburg’s cross country and track and field teams. “Each runner is unique with different goals and expectations, and Dennis does an amazing job in challenging all of his athletes to be their best, whether they compete at Division III level or for the Olympics.” Joseph Erickson Education Beverly Stratton Religion Promotion to associate professor Nicholas Coult Mathematics Susan Nash Nursing Tenure and promotion to team associate professor Jeanine Gregoire Education and Physics Robert Groven Communication Studies Ashok Kapoor Business Administration Joseph Underhill-Cady Political Science Tenure granted Cheryl Leuning Nursing Spring/Summer 2004 Ron Palosaari retires from long tenure R onald Palosaari, professor of English, began 39 years of distinguished service to the College in 1965, when he joined the English faculty as an instructor. He obtained bachelor’s degrees in both English and divinity from Bethel College and Bethel Seminary, respectively. After three years as a pastor he returned to graduate school, completing a master’s degree in English and a doctorate in American studies with an emphasis on American literature at the University of Minnesota. Prior to coming to Augsburg, he was a college instructor in Wisconsin and Minnesota. Over the years, Palosaari successfully merged his professional fields of English and theology with an interest in society and social change. His sabbatical research in 1994 was also the topic of a lecture he presented at the Augsburg Associates’ 1994 spring seminar: “Jesus and Women.” It was Palosaari’s opinion that Jesus was a revolutionary: “He was very different from the typical Middle Eastern male of his time, an area which continues to be one of the most gender-bound regions of the world,” said Palosaari. Palosaari has remained an active member of several professional organizations and has served as a consultant for area businesses—always making use of his community contacts to enhance his teaching. He has read papers and conducted workshops at state, regional, and national conventions. In addition, Palosaari has shared his love of travel with the Augsburg community, hosting Alumni Association tours such as the “Spectacular Scandinavia” tour in 1995 in honor of the College’s 125th anniversary. He has also traveled to London on four occasions to teach drama. Palosaari has long been a favorite professor among students. He has received the Outstanding Faculty Award multiple times, an award given by graduating seniors to honor classroom teaching. “Ron Palosaari’s extensive knowledge brought to life not only literary works but the periods in which they were written, offering students a more complete sense of an author’s challenges, triumphs, and place in history,” said Kathy Fagen, an Augsburg Weekend College admissions assistant/counselor and current student. Farewell to Ginger Currey A fter working for 15 years in the Department of Business Administration as office manager and administrative assistant, Virginia “Ginger” Currey retired from Augsburg in January. Currey was the first full-time office manager in the department, the largest academic department at the College, that graduates over 200 students per year. She worked under three department chairs— Spring/Summer 2004 by Lynn Mena “Lectures were delivered with a passion that reflected his love for the academic discipline to which he devoted his life. For students fortunate enough to have taken one of his classes, this passion for literature was nothing short of contagious.” English professor Douglas Green fondly recalls Palosaari’s “Ask Ron” column in the Echo. “Ron’s column in the Echo was certainly essential to his enormous contribution to the life of the College over the years,” said Green. “In this column, he satirized just about every aspect of College life and of Augsburg’s various crises, as well as his own character, during his long tenure as an English professor.” Palosaari’s future plans include to “grow much older” and to “continue playing tennis without a backhand, bridge without a clue, and Scrabble despite being the weakest speller in the English department.” “I loved teaching students who were brighter and harder working than I ever was—and I always had some of those,” said Palosaari. “I got a special pleasure when students admitted they were starting to really like poetry, usually against their better judgment.” by Betsey Norgard Amin Kader, Milo Schield, and John Cerrito. On January 29, at her retirement reception, she was presented with a plaque that summarizes the appreciation of her colleagues. “As business department office manager, Ginger established administration procedures that each academic year set the standards for serving the needs of over 40 faculty members and hundreds of business administration students,” the plaque reads. “Over her many years of services to Augsburg College, Ginger earned the admiration of students, staff, and faculty. For 15 years, Ginger was the mainstay of the Business Administration Department. She was a dedicated colleague and a good friend.” The plaque doesn’t list the myriad other duties that Currey took on to assist the faculty, e.g., proctoring tests at the last minute, meeting visiting professors at the airport, and taking the extra steps to help students get the classes they need. Currey was also honored by the College as an Outstanding Employee in 2000, nominated by her department. Her commitment to community service included collecting pop can tabs from across the campus to benefit the Ronald McDonald House. 5 A CHANGE IN LEADERSHIP AT ITS SPRING MEETING ON MAY 1, THE AUGSBURG COLLEGE BOARD OF REGENTS ELECTED JEAN TAYLOR ’85 AS THE NEW CHAIR, TO SERVE A TWO-YEAR TERM. SHE SUCCEEDS KATHRYN H. TUNHEIM, WHO IS RETIRING FROM A 12-YEAR BOARD TENURE, THE LAST SIX OF WHICH SHE SERVED AS CHAIR. TAYLOR IS A CO-CHAIR OF THE CAPITAL CAMPAIGN CABINET THAT OVERSEES THE CURRENT $55 MILLION CAMPAIGN. SHE HAS ALSO SERVED AS CHAIR OF THE BOARD’S MARKETING COMMITTEE AND A MEMBER ON THE REGENTS’ COMMITTEE. OTHER OFFICERS ELECTED TO TWO-YEAR TERMS ARE H. THEODORE GRINDAL ’76, VICE CHAIR; JOAN VOLZ ’68, TREASURER; AND TRACY ELFTMANN ’81, SECRETARY. IN THESE STORIES, THE OUTGOING AND INCOMING BOARD CHAIRS SHARE PERSPECTIVES ON BOARD LEADERSHIP, GOALS FOR AUGSBURG, AND THE AGENDA FOR THE COMING TERM. A LEGACY OF INSPIRED GOVERNANCE athy Tunheim likes to say that serving as the chair of a board of a college like Augsburg is a lot more like being a shepherd than a boss. And that, she adds, has been the key to helping shape a shared governance model that Augsburg has embraced, and that she believes other colleges and universities across the nation will strive to emulate in the decade ahead. Tunheim has just completed six years as chair of the Augsburg Board of Regents during a period that has seen the College erupt from what President William Frame once termed “militant modesty,” onto the regional and national scene as an innovative, forward-moving institution. And, despite Tunheim’s own modesty in describing her leadership of the board, Frame said it has been Tunheim’s vision and leadership that can be ascribed to much of the impetus of the College’s movement. K Kathryn H. Tunheim by Dan Jorgensen “Kathy Tunheim is, in the language of one of her admirers, ‘prismatically excellent’,” he said. “That is certainly apt as a description of her work as counselor to me, especially in respect to the Augsburg 2004 vision.” Tunheim said the feeling is mutual. “Those of us serving on the Board of Regents have learned that one of the most important things a college governing board can do is to take very seriously the role we play in the selection and performance of the president. I’m proud of the work of the president and pleased by the board’s partnership with the administration. But another less visible challenge has been transforming the work of the board itself. An institution’s lifeblood is its faculty and students—management, great staff, and volunteer leadership, in general, are critical. But so, too, is effective governance. BUILDING A SHARED GOVERNANCE “During these years of my chairmanship, I feel that our board, the faculty, and the administration have come to terms with our commitment to a healthy shared governance model. It gives the board a better sense of ‘who’s in charge here?’— because now we know that at a college everybody is! Bill Frame has been masterful in helping all of us—board, administration, and faculty—understand this shared governance model. It’s what makes colleges really work; it’s unlike the governance work that occurs in business, so it’s been a great learning experience for all of us as regents.” Just prior to becoming chair, Tunheim served on the search committee that brought not only Bill but also Anne Frame to the College. “We got a wonderful, dynamic duo in the Frames,” she said. “Anne’s professionalism and understanding of the needs and functions of the school make her not only a great partner for Bill, but a great asset for this institution.” continued on page 8 6 Spring/Summer 2004 AN ALUMNA’S CALL TO LEADERSHIP Jean Taylor ’85 s the newly elected chair of the Augsburg Board of Regents, Jean Taylor, president of Taylor Corporation, brings to the seat not only a broad base of knowledge and enthusiasm, but also the valuable perspective that comes with being an Augsburg alumna—an association that distinguishes her from the past several chairs, and which clearly fills her with equal measures of pride, purpose, and calling. “I approach this opportunity not as something that I sought, for indeed I did not,” says Taylor, who received a B.A. in business administration in 1985. “Rather, I truly believe that I was called to do this. It will for me be a tremendous challenge in many, many ways. At the same time, I am convinced that it will be one of the most rewarding and enriching things I will ever do. “I believe that in the coming two years I will discover much more about my own gifts, as well as how to strengthen their use,” continues Taylor. “I am humbled to have this opportunity to return the favor to Augsburg through A Spring/Summer 2004 by Lynn Mena my leadership—this place has changed my life in so many positive ways and I will always be indebted to this college. The history of Augsburg is rich, storied, and full of successes, and I will focus my energy on making the next two years the best ever in this college’s history.” Taylor, who has served on the board since 1994, is also co-chair of Augsburg’s Capital Campaign Cabinet, which oversees the College’s newly announced $55 million campaign—Access to Excellence: The Campaign for Augsburg College. During her board tenure, she has chaired the Marketing Committee, and served on both the Regents’ and Executive committees. She also holds an M.B.A. in management support systems from the Carlson School of Management at the University of Minnesota, earned in 1988. In addition to her board leadership at Augsburg, she is active in a number of other community and nonprofit organizations—all while raising a one- and a three-year-old with her husband, Roger Griffith ’84, who serves as chief financial officer of the Minnesota Timberwolves and chief operating officer of the Minnesota Lynx professional basketball teams. “This is a wonderful ‘fit,’ not only from my point of view, but from our— the College’s—point of view,” says President William V. Frame. “Having Jean Taylor as the next chair feels right, seems right, and is right. “Jean has grown remarkably in management acumen during her 10 years as an Augsburg regent,” continues Frame. “This growth was recognized by her peers as a solid supplement to her notable collegiality and personal commitment to her alma mater. I am very glad of the prospect of serving with her over the next two years to accomplish the work to which we have agreed—to clarify and extend the College vision and to strengthen the integrity of the Augsburg brand.” SERVING THE COLLEGE Taylor organizes her goals as board chair under the framework of two distinct paths—those that serve the College, and those that serve the regents. “Looking at it from this perspective, I see three critical things that the College needs from me as board chair to accomplish over the next two years,” says Taylor. “One is to continue to extend Augsburg 2004 [the College’s vision document], not only in a way that supports the work that professors Mark Engebretson and Joan Griffin are doing in terms of refining that vision and taking it farther into the future. But also in terms of taking Augsburg 2004 deeper within the Augsburg community, so that as a whole we can all enjoy greater ownership and understanding of that strategy, and so that we’re able to share this strategy more broadly with our larger community. “When I talk about community, I believe Augsburg’s community has many layers,” continues Taylor. “There’s certainly the immediate and very important campus and Cedar-Riverside community that surrounds us, but there’s also the Minneapolis community, the Twin Cities community, and the Minnesota and Upper Midwest community. And I think as one considers Augsburg’s vision, we really also think about ourselves as part of the world community.” Taylor’s second goal is to steer the capital campaign toward a successful continued on page 9 7 A LEGACY OF INSPIRED GOVERNANCE (CONTINUED…) During Tunheim’s three terms as chair, the institution successfully added many new programs and partnerships, established a branch campus in Rochester, embarked on its first major capital campaign, reached new highs in enrollment at both the undergraduate and graduate levels, and more fully engaged its alumni—something she has worked toward from the moment she took a seat on the board. “It should not be lost on our alumni, by the way, that up until Jean Taylor’s recent election as board chair, the past six chairs have all been non-alumni,” Tunheim said. RAISING E X P E C TAT I O N S O F AUGSBURG “When I first joined the board, I think the College was ranked lowest among the ELCA colleges in terms of alumni philanthropy. So my goal was to find a way to help change attitudes and set a collective expectation of ourselves as stewards of the school. I wanted alumni to think in terms of giving back: serving on the board, being partners in all that we needed and wanted to do. “I remember having breakfast in 1998 with the woman who was then chair of the College’s alumni association. I could clearly see she was frustrated, so I asked her, ‘What is it that you want from the College?’ Her answer was clear and immediate: ‘We want a degree from Augsburg to be more valuable in the future than it was when we got it.’ Together, I think we’ve been committed to ensuring that we create that future— and we all agree how important the College’s alumni are to making it happen.” Tunheim noted that when people look across the nation and point out the strongest higher education institutions, they are always the ones that have engaged, passionately loyal alumni. 8 “Augsburg has a lot of passionate and loyal alums,” she said, “but in the past we didn’t always find a way to engage them. But now, especially with Jean’s election, there are some great role models in terms of what alumni can and should do for their school. AT T R A C T E D B Y MISSION AND VISION “Having said that, I also want to point out that non-alums like me have seen something in Augsburg that attracted us to the mission and vision. That’s a tribute to Augsburg and its past leadership. My message about Augsburg to the marketplace is this: Augsburg College will be more important in the future landscape of higher education than it has ever been, because its strengths will serve the future needs of the community so well. But institutionally, we’re not ready to meet all the needs that will come to us—financially, or in terms of buildings and infrastructure. Our responsibility is to make sure that the College IS ready to serve as it is called to serve.” Tunheim, who is a graduate of the University of Minnesota and CEO of Tunheim Partners, a leading Twin Cities public relations firm, first came to Augsburg in the late 1980s to talk about how the College might improve its relationship with the city of Minneapolis. At the time, the city seemed to be courting institutions like St. Thomas, while Augsburg, already well-established and involved in the city, was being ignored. “I was struck by the many fine programs the College had and how little was known about them. As a professional in public relations, I was intrigued by what might be done to share that story. That’s what first attracted me to the board.” When President Charles Anderson decided to step down due to an illness, she was asked to lead the search committee for the new president, but declined initially, citing business obligations. But neither Anderson nor Barbara Gage, who was then board chair, would take ‘no’ for an answer. “Barbara told me that this is what I needed to do, that when you’re asked to do something for which you’re a good fit, you need to respond to the call.” Other highlights of her three terms, she said, were developing a better understanding and working relationship with members of Augsburg’s Corporation—the four Lutheran synods that “own” the institution; establishing the Regents’ Committee, a group that has been key to evaluating who is on the board, what their expectations are, and how new board members are recruited; and working with the president on setting a clear vision of what the College is and where it wants to go. “I was honored to be asked to serve on this board, and then to serve as chair, but I’m also extremely excited about where this College is now heading,” she said. “While other schools are working to discern their uniqueness or their future, Augsburg is already there. The light coming from Augsburg is inspiring already—I have no doubts about its strength and constancy.” ■ Spring/Summer 2004 AN ALUMNA’S CALL TO LEADERSHIP( CONTINUED…) conclusion, and third, to start the search for the next Augsburg president. “It is so critical to find the right leadership for the College,” says Taylor. “Augsburg has been absolutely blessed with incredible leadership in terms of its presidents, and I think Bill Frame has done a remarkable job during his tenure. So, we really need to establish a process to make sure that we find a new president who is truly called to be the next president of Augsburg and continue the legacy that has been created.” “And this goal is about helping board members to really understand their role and to understand more about the College, and putting each regent in appropriate leadership positions, so that not only two years from now, but five years from now we’ll have a group of regents able to utilize their talents to their highest capability.” SERVING THE BOARD Professionally, Taylor has an outstanding track record in leadership development. At Taylor Corporation, where she served first as vice president of development before becoming president in 2001, she has led several successful initiatives to revitalize and restate the organization’s core purpose and core values, formalize leadership development, alter its approach and philosophy to the role and use of information technology, and encourage and promote women in leadership roles. In 1998, CityBusiness magazine cited Taylor’s commitment to networking opportunities for women in business When Taylor looks at how her election as board chair can specifically serve the regents, she cites two main goals, beginning with a pledge to continue the work of outgoing chair Kathy Tunheim. “Kathy has done incredible things with this board,” says Taylor. “One aspect that she has undertaken that I would like to continue is to refine the governance roles at the College. I see three components to that leadership—the regents play a key role, as do both the administration and the faculty. I think there’s still critical work to do in terms of refining how these three leadership components work together—where do each of us take the lead responsibility, and where do we stand alongside the others in order to ensure that the College achieves its vision? “The second piece relative to the regents that I’ll focus on over the next couple of years is determining how we can most effectively utilize the talents of our regents,” continues Taylor. “We have an incredibly active and engaged group of regents; every time I’m in a full board meeting, I look around the room and I am just amazed and blessed that I’m sitting in this room with these incredible people whom I learn from all the time, and who put all this time and devotion into the College. Spring/Summer 2004 O U T S TA N D I N G BUSINESS LEADERSHIP when it selected her as one of its “40 under 40,” a prestigious group of 40 business professionals who have achieved distinction and risen quickly in their fields—and who are all under the age of 40. Prior to joining her father, Glen Taylor, at Taylor Corporation in 1994, Taylor was senior vice president of E.W. Blanch Co., a global reinsurance intermediary. As Taylor embarks on her two-year term as chair of the Board of Regents, it also represent her final years of a 12-year tenure as a board member. “Over the last 10 years I’ve learned so much about the history and the foundation of the College and where it came from,” says Taylor. “It’s incredibly satisfying for me to see the linkage between what the founders of Augsburg envisioned and all that Augsburg has accomplished over the ensuing 135 years—and then to witness how we’re currently extending that vision. “I am so impressed by the history of the College, and at the same time I am so excited about its future, because I think that Augsburg is positioning itself to have an even greater impact on its community. I’m incredibly proud to be an alumna of the College, and my pride continues to grow because I know that this college is just going to get better and better—our diamond is really going to shine.” ■ 9 Sports Wrestlers, track, and women’s hockey lead a solid year for Auggie athletics by Don Stoner A Division III second-place finish by the wrestling team, which tied both NCAA and school records with four individual champions and nine AllAmericans, respectively, and standout seasons for the track and field and women’s hockey teams paced a solid year for Auggie athletics. Senior Joe Moon earned the Outstanding Wrestler honors after scoring a 13-6 upset of top-ranked and four-time All-American Eduard Aliakseynka of Montclair State (N.J.) in the 174-pound national finals. Sophomore Marcus LeVesseur extended his school-record winning streak to 84 straight matches, finishing 40-0 and winning his second straight national title at 157. Juniors Mark Matzek, at 133, and Matt Shankey, at 125, each claimed a first national crown. The Auggies also finished third in the NWCA Scholar All-America Team program with a 3.39 team grade point average, the seventh straight top 10 ranking. Augsburg leads the nation with 81 NWCA Scholar All-Americans since 1983. Augsburg’s women’s hockey team, under coach Jill Pohtilla, finished 15-10-2 overall, 10-6-2 in MIAC play, earning a spot in the playoffs for the second season in a row. The Auggies closed with an eightgame unbeaten streak, going 9-2-2 in their final 13 games before ending with a 6-5, double-overtime loss to St. Thomas in the MIAC semifinals, a game played in a conference-record 96:09. Senior Annie Annunziato led the team with 36 points and was named to the Division III JOFA All-American West Region team, joining juniors Lauren Chezick and Melynda Kleewein on the AllMIAC first team. Freshman Stacy Anderson earned honorable-mention and All-Rookie recognition. And track and field, led by sprinters Mathew Shannon, Tonnisha Bell, and Alana Carter; hammer-thrower Jon Dahlin; and distance runners Ellen Waldow, Hannah Dietrich, and Angie Bergeson had 10 two All-American honors, eight MIAC titles, and 24 school records. At the MIAC indoors, Shannon, a senior, and Bell, a sophomore, earned Most Outstanding Performance honors. Shannon also earned MIAC Most Outstanding Indoor Track Athlete and USA Track and Field Minnesota Athlete of the Month honors, winning the men’s 400meter dash in a record :48.78. He also won the 55-meter dash and set or tied school records in the 55 and 200. Bell, Waldow, Dietrich, and Bergeson combined on the All-American distance medley relay team, finishing seventh nationally, and Bell set school and MIAC records in the 200 (:25.52 ), shattering the meet record by nearly a half-second. Senior Jon Dahlin won the hammer throw title and set a school record at 54.01 meters (177-feet, 2-inches). Waldow won the 800 in a school-record 2:16.36, breaking a mark set earlier by Bergeson. Waldow and Bergeson joined teammates Amy Mackner and Dietrich in winning the 3200-relay. In other 2003-04 sports highlights: • Augsburg finished with a 5-5 record (4-4 in the MIAC) in football, and 13-year head coach Jack Osberg became the alltime win leader with 60. Osberg’s teams have had seven .500-or-above seasons, second only to Edor Nelson’s eight .500or-above seasons. Auggie runner since 2001 to earn AllMIAC honors, with a 5,000-meter time of 19:24. • Under co-coaches Troy Nygaard and Laura Levi, Augsburg produced its finest women’s golf season in history. The Auggies tied their previous best-finish at the Minnesota Women’s Collegiate Golf Association championships—10th against all of the state’s Division II and Division III programs. Freshman Marisa Navarro blistered school records with a 85.63, 18-hole stroke average, and a 12th place finish in the MWCGA meet. • The men golfers—with just one senior—finished with a 314 spring stroke average, under 16th-year head coach Brian Ammann. The team was fifth in the MIAC, led by freshman Erik Helgerson, who earned all-MIAC with a 36-hole total of 154. • In women’s basketball, center Selina Theisen led both scoring and rebounding at 17.1 and 10, respectively, and was the only freshman selected to the 16-player All-MIAC first team. Theisen also was selected to the conference’s All-Rookie team, was named to the D3hoops.com All-West Region third team, and was named to the Freshman All-American team by Women’s DIII News. • Head coach Mike Navarre’s women’s soccer team finished 11-5-2 overall (5-42 in the MIAC), tied for the second-best record in school history. Sophomores Millie Suk and Nora Austin were named to the All-MIAC team. Senior Laura Hoffman closed her career as one of the school’s best goalkeepers, recording a 114-2 record, seven shutouts and a 0.95 goals-against-average. • Under first-year coach Keith Bateman, the young Augsburg baseball squad finished 16-22 (7-13 in the MIAC), nearly doubling its overall victory total from each of the previous two seasons. Sophomore pitcher Jeremy Nelson (allMIAC) had a 5-4 record and 2.91 earned-run average, throwing six complete games, striking out 33, and allowing only 15 walks and a .269 opponent batting average. • Augsburg’s cross country teams logged 29 personal-best times (19 women and 10 men). Ellen Waldow became the first Don Stoner is sports information coordinator in the Office of Public Relations and Communication. Spring/Summer 2004 Five senior athletes are honored F ive senior student-athletes received Augsburg athletic awards for the 2003-04 school year. Three Auggies were named Honor Athletes, the highest honor the College gives its senior student-athletes—Melissa Lee, Brandon Fox, and Mathew Shannon. Earning Augsburg Senior Athlete of the Year honors were Kristen Lideen and Joe Moon. Lee was also given the Julie Ellingson Leadership in Women’s Athletics award, an honor given periodically to female athletes who have displayed qualities of outstanding leadership and service to Auggie athletics. The award is named for Julie Ellingson ’98, a softball catcher who was a devoted worker in many aspects of Augsburg’s athletic department. 2003-04 HONOR ATHLETES Brandon Fox A three-year starter and four-year letterwinner in football, Fox earned All-Minnesota Intercollegiate Athletic Conference second-team honors in both his junior and senior seasons. His senior year, he led the Auggies in tackles with 103. In 2003, he had the second-most tackles in the MIAC and led both the conference and team in tackles for loss. He added 2.5 sacks, two interceptions and two fumble recoveries his senior year. He was named the team’s Outstanding Player on Defense, Most Valuable Player, and earned the Edor Nelson Auggie Award in 2003. A business management major with a 3.63 GPA, Fox earned Academic All-MIAC honors twice and was named to the CoSIDA Academic All-District second team in 2003. Melissa Lee Lee was a four-year starter in softball and also played basketball for two seasons at Augsburg. In softball, Lee will Spring/Summer 2004 go down as one of the “ironwomen” of Auggie softball history. Augsburg’s third-baseman played in every inning and started every game of her four-year career—141 games, 141 starts, and 964 innings. She closed her career with a .296 batting average and a.962 fielding percentage. A health and physical education major with a 3.507 GPA, Lee has earned Academic All-MIAC and National Fastpitch Coaches Association Scholar Athlete honors three times. She is a Student-Athlete Mentor, copresident of the Augsburg College Education Students (ACES) program, and has been active as a student worker in many aspects of Augsburg’s athletics program. Mathew Shannon A 17-time All-MIAC performer, Shannon became the first Augsburg men’s track and field athlete to earn All-American honors in both indoor and outdoor events in the same year in 2003 at the NCAA Division III national championships. This season, Shannon placed fifth in the indoor 400 at the national meet, and qualified for the outdoor national meet in the 400. A three-time MIAC titlist, Shannon earned both the Outstanding Indoor Championships Performance and Indoor Track Athlete of the Year honors from MIAC coaches this season. He also was named USA Track and Field Minnesota Co-Athlete of the Month in April. A business and communication major with a 3.155 GPA, Shannon has earned Dean’s List honors. Shannon is also a recipient of a Scholastic Connections scholarship, which pairs students of color with alumni mentors in the community. by Don Stoner 2003-04 SENIOR ATHLETES Kristen Lideen Lideen emerged as a two-sport star at Augsburg. In soccer, Lideen earned AllMIAC honorablemention honors three years in a row as one of the top sweepers in the conference. In softball, Lideen became one of Augsburg’s best shortstops, holding career school records in three different categories—batting average (.444), hits (175) and doubles (38)—while sitting in the top 10 in school history in seven other career listings. Lideen is one of four players in school history to ever go through a single season without a strikeout. She earned All-Region and All-MIAC first-team honors each of her first three seasons in an Auggie uniform, and earned All-MIAC honors her senior year. In 2003, she earned NFCA AllAmerican honors. Lideen is a philosophy major at Augsburg. Joe Moon Moon won his first national title in wrestling this season with a dramatic upset performance at the Division III national championships, earning the meet’s Outstanding Wrestler honors in the process. Moon finished 392 his senior season and 105-14 in his three-season career at Augsburg. A twotime All-American in wrestling, Moon finished fifth nationally last season at 174 and earned the team’s Outstanding Freshman honors his first season at Augsburg. A marketing major, Moon was also a member of two academic national wrestling teams at Augsburg. Don Stoner is sports information coordinator in the Office of Public Relations and Communication. 11 Faculty/staff notes Creating learning communities at Augsburg F rankie Shackelford, associate Learning Community that dean for teaching and learning took a group of 12 students enhancement, is a national and the two professors to resource leader in promoting the museums in the Twin Cities, concept of “learning Chicago, and Baraboo, Wis. communities,” and a key player The subject matter was not the in Augsburg’s development of content of the museums, but curricular learning communities. rather how the museum In 2000, Shackelford was designed and arranged the named one of 58 fellows of the content and how that reflects National Learning Communities the society that created it. Project (NLCP), funded by the Their study was based around Pew Charitable Trusts and a text on this subject and administered by the Washington discussion with its author. Center for Improving the Quality Associate dean Frankie Shackelford brings best practices from national Shackelford’s continuing learning community resources to Augsburg’s first-year program. of Undergraduate Education at commitment as a fellow of the The Evergreen State College. NLCP is to make site visits to Since then, she has twice served institutions who are community links classes together for a as a core resource person at NLCP’s experimenting with learning communities. common group of students often across summer institutes and presented at Thus far she has held workshops and academic disciplines and usually around a professional meetings. evaluated programs at Wofford College and theme. Besides the faculty and students in Last October, as part of a Midwestern Cottey College. At Augsburg she is active these classes, a learning community often network of learning community leaders, in the faculty-staff task force on includes academic advisers, residence life Augsburg hosted one of 10 day-long “Foundations of Excellence™,” whose staff, student peer leaders, and staff from Open Houses, where Shackelford and work will lead to a strengthening of campus support programs. other Augsburg faculty and staff learning communities in the first-year While serving as co-director of presented Augsburg’s first-year learning curriculum. Augsburg was selected as one professional development, Shackelford was community program, helping others to of 12 colleges in the Council of instrumental in the design and understand the concepts. Independent Colleges (CIC) to participate development of the eight-week Augsburg As associate dean, Shackelford oversees in this national study of ways to improve Seminar for all incoming first-year seven programs that promote student the first college year. More information on students, which was rolled out in fall 1998. academic development and faculty/staff this project is available at This orientation seminar for new day professional development. <www.brevard.edu/fyfoundations>. students is linked to one or two other The concept of learning community courses and includes student leaders as coinvites practices that bring together people teachers to help answer students’ questions NOTEWORTHY and programs on campus to help students about college life. The goal is to help find more meaning in the curriculum, she students transition to college life, connect Tony Bibus, social work, was resays. The approach is an intentional them to the larger campus community, and appointed by Gov. Tim Pawlenty to a restructuring of students’ time, credit, and help them become self-reflective learners. four-year term on the Minnesota Board of learning experiences to build community Augsburg’s new Core Curriculum, Social Work, which is responsible for and to foster greater connections among licensing and disciplining social workers. launched last year, was inspired by the students, students and their teachers, and learning community model. “Learning Trena Bolden, Pan-Afrikan Center, and among disciplines. The learning communities provide the impulse to make Kenneth Turner, Student Support community movement has broad reach meaning across a student’s four years of Services, attended the 28th Pan-African across many kinds of educational learning,” says Shackelford. Leadership Conference at Minnesota State institutions with over 500 colleges and Co-curricular learning communities University in Mankato in February, along universities now registered at the (outside of academic classes) have also with students Hanna Habtemariam, “Learning Commons” Web site developed at Augsburg. Last year, under Hamza Yusuf, Anthony Schaden, (http://learningcommons. the leadership of professors Phil Adamo Robert Jones III, Dega Ali, and Audra evergreen.edu). and Lars Chrisiansen, the History and Johnson. In the curricular sense, a learning Sociology Clubs formed a Museum 12 Spring/Summer 2004 The art of making events shine by Betsey Norgard J odi Collen admits she belonging that Augsburg alumni, can’t go anywhere parents, and donors feel as they without noticing displays, return to campus—including the ways materials are used, current students. “I want current and how decorations are students to feel connected, and to arranged—in short, she walk away feeling that they were can’t turn off her job. part of the event,” Collen says. Collen is events She seeks to work more coordinator at Augsburg, closely with faculty and staff working in the Office of from the get-go, offering ideas to Events and Classroom creatively plan the event from Services. It’s her job—and the beginning, to gain greater her passion—to help make consistency across all campus every Augsburg event look events. professional, run efficiently, Collen considers herself Jodi Collen mixes a combination of inspiration, creativity, and purpose in and communicate the right lucky to know that events planning major events at Augsburg. messages. planning is truly a calling and Since coming to part of her vocation. She can While she entered the program for career Augsburg two and a half years ago, she trace that awareness to a keynote speech development, she has found that her feels lucky to say that she loves what she by David Merrill, a leader in her field own personal development has been does—and she knows she can do it well. (who has since become a friend and more rewarding than prospects of career Last year, Minnesota Meetings & mentor), at the first special events advancement. Her goal is someday to Events magazine named her the 2003 conference she was invited to attend. continue on for a Ph.D. and teach in the “Up-and-Coming Special Events “The minute he started speaking, I industry. Planner”; and the year before that, she knew this is what I’m supposed to do,” At Augsburg, she is responsible for was named one of the top five women to she says. Merrill connected her to the planning and managing summer watch in the Minnesota events business. right people and resources, and her conferences, weddings and receptions, She is currently president-elect of the career took off. and working with faculty and staff to Minneapolis-St. Paul Chapter of the During the summer, in addition to plan major campus events. International Special Events Society. managing summer events, Collen is Collen looks forward to working What put her over the top in working with the alumni office to plan more closely with Augsburg faculty and becoming noticed and in giving her Augsburg’s 2004 Homecoming, “Spark staff to plan the College’s major events. confidence was the opportunity to plan a Your Spirit,” to take place Oct. 2-9. Her goal is to increase the sense of major event last summer for her events industry colleagues. With only months to go before the annual conference of the International Special Events Society to be held in Minneapolis, Collen stepped in to plan one of the major evening events—a beach party. With the help of four dumptruck-loads of donated sand and lots of ingenuity, conference-goers partied with hula hoops and parasoled drinks on a sandy beach, with palm trees and beach cabanas—all downtown in Peavey Plaza. Collen recently completed a Master of Tourism and Administration degree at George Washington University in Washington, D.C., specializing in conference and events management. Spring/Summer 2004 13 Faculty/staff notes Postcards from Italy During February and March in the Christensen Center Gallery, art professor John McCaffrey exhibited 34 oil paintings of the sultry Italian landscape in the show “Postcards from Italy.” The paintings are evocative recollections of a visit McCaffrey made to the country several years ago. Though small in size, the works are bold interpretations of some of Italy’s most remarkable scenery and monuments. Captured in the brushwork are narrow streets and sun-baked cobblestones of old towns, the glory of Roman ruins, and the verdant beauty of the rolling Tuscan hills. Even in these small sizes, McCaffrey’s use of light to sculpt form, establish space, and construct volume is revealed upon close observation. John McCaffrey, art, measures to hang one of the 34 small oil paintings in his “Postcards from Italy” exhibit. “Vernazza” (2004) is one of the “postcards” that brought the Italian landscapes to life in the Christensen Center Gallery during the winter. Honors/awards Congratulations to the 2004 faculty and staff who received Distinguished Contributions to Teaching and Learning Awards. Mark Engebretson, professor of physics, for teaching; Ann Klamer, director of residence life, for direct service to students; and Garry Hesser, professor of sociology and metro-urban studies, for advising/mentoring. Carol Barnett, music professor and composition instructor, was awarded the 2003 Nancy Van de Vate International Composition Prize for Opera from the Vienna Masterworks for her work, Snow, based on a short story by Konstantin Paustovsky. Janna Caywood ’04, social work, was inducted into Alpha Kappa Delta, international sociology honor society. 14 Su Dorée, mathematics, received the Mathematical Association of America North Central Section’s Award for Distinguished College or University Teaching of Mathematics, presented in April. It is presented for extraordinarily successful teaching, influence beyond their own institutions, and fostering of curiosity and excitement about mathematics to students. Garry Hesser, sociology and metrourban studies, was honored by the Higher Education Consortium for Urban Affairs (HECUA) for his 25 years of service. Ann Klamer, residence life, received the 2003 Linda Schrempp Alberg Outstanding Contribution to Minnesota Higher Education Award, presented by the Minnesota College Personnel Association in May. Alberg was director of student life and associate dean of students at Augsburg until her death in 1996. Cheryl Leuning, nursing, received an Alumni Achievement Award in 2003 from Augustana College, Sioux Falls, S.Dak. In the award nomination, she was described by her students and colleagues as “a superb teacher, an inspirational leader, and mentor.” Sports information coordinator Don Stoner, public relations and communication, was named CoWrestling SID/Publicist of the Year by the National Wrestling Media Association, an organization representing journalists who cover amateur and college wrestling. Jeff Swenson ’79, assistant dean for athletics and head wrestling coach, was inducted in March into the Minnesota Wrestling Coaches Association/David Bartelma Wrestling Hall of Fame. Spring/Summer 2004 Presentations/publications David Apolloni, philosophy, presented “Puzzles Concerning False Judgment in Plato’s Theatetus” at the 10th Annual Minnesota Conference on Ancient Philosophy in May. Tony Bibus and Rosemary Link, social work, and Michael O’Neal, sociology, presented a paper, “Analysis of Welfare Reform Using a Global Perpsective and Locally Mapped Conditions” at the 50th annual meeting of the Council on Social Work Education in March. Nora Braun, business administration/ MIS, published “Critical Thinking in the Business Curriculum,” in the March/April issue of The Journal of Business Education. Grace Dyrud and Bridget RobinsonRiegler, psychology, along with psychology senior Matthew Plitzkow, presented a poster session, “Lucky Next Time: The Effects of Luck Inducement and Delay on Predictions of Future Wins and Luck Ratings,” at the Midwestern Psychology Convention in April. They also presented at the American Psychological Society in May. Orv Gingerich and Kathy McBride, Center for Global Education, co-presented a session, “Experiential Education: Theory and Practice in Latin America,” at the 15th annual international conference of the Association of Academic Programs in Latin America and the Caribbean (AAPLAC) in February. Shakespeare Bulletin published Douglas Green’s review of Joe Dowling’s production of Othello at the Guthrie Lab in the spring issue (22.1); his review of Ethan McSweeney’s Romeo and Juliet appeared in the summer issue (22.2). In April, at the annual Shakespeare Association of America meeting, Green participated in a dramatic reading of Antony and Cleopatra. (His drunken Lepidus was well received.) Spring/Summer 2004 Gretchen Irvine, education, participated on a panel on international travel experience at the National Society for Experiential Education conference in November. She also presented “Value Added to Global Study/Travel through the Use of Technology,” at the Hawaii International Conference on Education in January. Kenneth Kaminsky, mathematics, published Financial Literacy: Introduction to the Mathematics of Interest, Annuities, and Insurance, with a manual to accompany it, by University Press of America, Inc. in 2003. Jason Kemp, residence life, published “Ally Rally: Problem Solving with GLBTQ Allies on Campus,” in the spring 2004 UMR-ACUHO (Upper Midwest Region, Association of College and University Housing Officers) News. Ann Lutterman-Aguilar, Center for Global Education-Mexico, published “Educating about a Diversity and Global Issues Experientially: A Review of Simulations Games for Use in Community-Based Learning Programs,” in the fall 2003 issue of Transformations: The Journal of Inclusive Scholarship and Pedagogy. Dave Matz, psychology, co-authored “Social Norms and Identity Relevance: A Motivational Approach to Normative Behavior,” in Personality and Social Psychology Bulletin. He also co-authored an article in Current Psychology, 21. Regina McGoff, Center for Global Education, presented, “Study Abroad for Students in a Weekend College Program,” at the Student Abroad Curriculum Integration Conference in April. Susan O’Connor, education, co-authored a chapter about her five-month faculty exchange in Trondheim, Norway, in Sosialt arbeid: Refleksjon og handling (Social Work: Action and Reflection). Ron Petrich, education, has a selection in Teaching with Fire: Poetry That Sustains the Courage to Teach, published by Jossey Bass. Petrich finished the first two-year Courage to Teach retreat series for K-16 educators and began a second series in May. Bruce Reichenbach, philosophy, contributed “Explanation and the Cosmological Argument,” to Contemporary Debates in Philosophy of Religion, edited by Michael Peterson and Raymond Vanarragon, and published by Blackwells in England. Bridget Robinson-Riegler and Greg Robinson-Riegler published two texts: Cognitive Psychology: Applying the Science of the Mind (along with an instructor’s manual) and Readings in Cognitive Psychology: Applications, Connections, and Individual Differences,” both published in 2004 by Allyn & Bacon. Nancy Steblay, psychology, co-authored “Eyewitness Accuracy Rates in Police Showups and Lineup Presentations: A Meta-Analytic Comparison,” in Law and Human Behavior, 27. Andrew Tix co-authored “The Relational Context of Social Support: Relationship Satisfaction Moderates the Relations between Enacted Support and Distress,” in Personality and Social Psychology Bulletin, 29. He also co-authored an article in the Journal of Counseling Psychology, 51. Sean Truman, psychology, with students Francis Rojas, Danielle Banaszak, and Janessa Baier, presented “Maternal Substance Abuse and Ratings of Parent Behavior: Do Drugs Matter?” at the Midwestern Psychology Convention. Truman also co-authored “What Are They Thinking? The Mediating Role of Parental Cognitions in the Parenting Processes of Drug-Dependent Mothers and Fathers,” in the NIDA Research Monograph Series in 2003. 15 AUGSBURG’S FOURTH INTERNATIONAL ver 100 entries were submitted in O the fourth annual photo contest for international and off-campus studies. Winners were selected in three categories: scenic landscapes, local people in a cross-cultural setting, and Augsburg students in a host setting. All winning photos were displayed in Christensen Center. Entries were judged on the following criteria: cross-cultural content, artistic and technical quality, and reproducibility. To see all the winners, visit <www.augsburg.edu/international/ photocontest04>. A 1st Place A B B 16 Scenic landscapes. First place. “Prague from the Castle Wall,” Erik Helgeson ’05. Czech Republic Augsburg students in host setting. First place. “Dancing with Locals (Mike Boyle),” Erik Helgeson ’05. Cuba C Local people in a cross-cultural setting. First place. “Lunchtime,” Deb Olson, MA Nursing. Namibia Spring/Summer 2004 OFF-CAMPUS STUDIES PHOTO CONTEST C D D Augsburg students in host setting. Second place. “Namibian Dunes,” Jenna Bracken ’05. Namibia E Scenic landscapes. Second place. “On the Other Side of the Fence: Auschwitz,” Ariann Russ ’05. Poland F Augsburg students in host setting. Third place. “Candomblé,” Ana Gabriela Power ‘05. Brazil. E F Spring/Summer 2004 17 MAJOR BOWEN: a story of courage and determination by Betsey Norgard As Jean Housh (left) coped with surgery to remove a brain tumor, her strength and inspiration came from “Major” Bowen (right), whose brain tumor left him near death and in a coma. She helped direct his path to Augsburg. eople are brought together in unpredictable ways. The friendship between Augsburg freshman Edward “Major” Bowen and Jean Housh, wife of Augsburg regent emeritus Allen Housh, began one day in physical therapy at the Sister Kenny® Rehabilitation Institute, where both were recovering from brain surgery. Because of the friendship that developed from that day in the hospital, the Houshes are largely responsible for Major Bowen enrolling at Augsburg. Three years ago last January, Bowen was an All-State junior goalie on The Blake School’s hockey team. The night he and the team shut out Stillwater High School, he felt sick with what he thought was the flu. By the next evening he was fighting for his life as a tumor blocked the flow of cerebrospinal fluid through his brain. Emergency surgery to relieve the pressure, followed by another surgery a week later to remove the cyst, left him in a coma for six weeks. P 18 “The nurses told us his brain was injured like in a 60-mph crash through a windshield,” recalls Bill Bowen, Major’s father. Miraculously, on Major’s grandmother’s birthday, he began to awaken. Weighing only 95 lbs., he was unable to walk, talk, or eat. Thus began a long rehabilitation at the Sister Kenny Institute, at a clinic in Florida, at Courage Center, and at other out-patient facilities. At Sister Kenny, as he worked to take a few steps, then a few steps more, Jean Housh was also recovering from elective surgery to remove the same kind of cyst before it became the emergency that Major faced. She was undergoing therapy to regain balance, strength, and memory. Excerpts from her story about getting to know Major are on p. 20. By the fall, Bowen was able to return home, but was plagued by short-term memory loss, facial droop, and some balance difficulty. His father tells of how Rod Anderson, a former Blake teacher and hockey coach “unretired” and devoted his time to tutoring Major in the Bowens’ home. During winter semester, Bowen returned to Blake, with Anderson continuing to tutor him at the school. Bowen also began practicing Tae Kwan Do as part of his therapy, and has achieved a second degree purple belt. He is now in training to test for his red belt. Major Bowen graduated with his Blake class in June 2002, but his real achievement came earlier, during Blake’s final hockey game of the year. After weeks of incredible determination and hard work to get back on the ice, he skated out to tend the goal for the last 53 seconds as his team beat Minnehaha Academy. For this, City Pages in their 2002 Best of the Twin Cities, named him the Best High School Athlete. The following year the Bowens began exploring options for college. Sara Kyle, associate director of college counseling at Blake, suggested Augsburg. “[Augsburg] Spring/Summer 2004 for the class. is one of the best (if not the best) Bowen’s determination also impacted colleges in the nation for bright students Maurer. “One of the biggest lessons I with learning and/or physical learned from Major,” Maurer said, “is to challenges,” said Kyle. “I thought it never give up. … I think Major’s refusal would be a natural place for Major to to stop until he had accomplished his continue his education.” She connected best can be inspirational to us all. The the Bowens with Sally Daniels, whole experience was a great honor and Augsburg’s director of undergraduate will remain one of my fondest memories admissions. from my time at Augsburg.” Jean and Allen Housh were also During the second semester, Bowen instrumental in the decision to consider was scheduled for several surgeries and Augsburg. “While Augsburg was in the would miss a considerable number of back of my mind,” Bill Bowen says, “90 school days. He arranged with Gustafson percent of it was the encouragement of to do a directed study in history, centered Allen and Jean.” around the question of genocide and Daniels and the Houshes introduced focusing on Nazi Germany and the Pol Major and his parents to President Pot regime in Cambodia. William Frame and to Augsburg’s Center A highlight of the semester was a field for Learning and Adaptive Student trip to Washington, D.C., to the Services (CLASS), a premier program in Holocaust Museum. While in providing comprehensive support to Washington, the Bowens met with students with disabilities. Minnesota Senator Mark Dayton, a friend Major enrolled in the fall as a partof the family, who had been Major’ s time student with two classes—Spanish baseball coach and who had also been a and history. Bill Bowen credits both hockey goalie at Blake. professors—Kate Reinhardt in Spanish The year proved incredibly difficult, and Don Gustafson in history—with but rewarding, for Major. Bill Bowen being “absolutely wonderful” to Major. recounts that virtually every Gustafson wondered at first how he person at Augsburg “gave would manage to teach someone with 102 percent”—nothing was short-term memory problems in the just average concerning detail-laden discipline of history. “It Major’s experience. He will worked,” he said, “partly because Maj return to classes in the fall came with some excellent high school part-time and then evaluate background; partly because his father what the right course will spent hours and hours going over the be for the future. material with Maj, and Maj on his part The friendship between was not about to give up; and partly Jean Housh and Major because one of our very remarkable remains strong; Bill Bowen students, Eric Maurer, agreed to tutor. talks of how they spend “It was in our weekly meetings (and time reading together—a Eric often was part of them) on a one-topractice that began during one basis that I got a much better therapy to improve their understanding of Major, of his difficulties, and of his incredibly dogged determination.” Gustafson says that Bowen Major Bowen and Jean Housh ended up “at the top of the class in remain good friends and continue terms of effort and hours,” and to read together, a practice that earned a “very creditable 3.0” grade started in rehabilitation. Spring/Summer 2004 enunciation. While her story speaks to the strength she gains from Major, Bill Bowen says that Major thinks Jean is “one of his angels.” It’s clear that Bowen could not have succeeded at Augsburg without the CLASS program and without faculty and staff who became entirely engaged in helping him learn, as they also learned from him. Even outside of class, in one small but significant gesture, President Frame relinquished his reserved parking space to the Bowens so that Major’s shortterm memory loss could not prevent him from always knowing exactly where their car was parked. “Augsburg has been a wonderful experience for me,” says Major. “Each professor has been different, but also the same in being caring, kind, and understanding. They have each also been demanding, requiring me to work hard, complete my assignments on time, to push myself, and to learn the subject matter. Professor Don Gustafson worked with me extensively to become more self-reliant, to trust myself, to think, and to respond. I can never thank him enough.” ■ 19 A M A J O R I N S P I R AT I O N I owe my life to a young m a n n a m e d M a j o r. H e is a guy I’d only heard about in the neurosurgeon’s office. I was being examined and scheduled for brain surgery. But I had the luxury of setting a surgery date, calling family to Minneapolis to help out and bracing myself beforehand. Major, however, did not. According to my neurosurgeon, the 17-year-old hockey player was nearly brain dead the January night he was brought to Children’s Hospital. Imagine playing goalie for your hockey team and near death one day later. I couldn’t. … Eager to read all I could about my condition or anyone else who’d experienced it, I combed back issues of the Minneapolis Star Tribune sports section at the library until I found it. There it was in bold type across five columns of the January 9, 2001, sport page. ‘Blake Goalie Faces Surgery for Brain Tumor.’ Edward “Major” Bowen was his name and his story would change my life. … I wish I could say my surgery was easy. Although I did not feel a thing, my family and friends suffered greatly. It is only through God’s grace and mercy that I am here. … One cold March day [at Sister Kenny Institute], I saw the name Major Bowen handwritten on a label of a headrest on a wheelchair. Could it be the same Major Bowen? I wondered aloud to [my husband] Allen. If he’s here, I have to meet him. After all, he is the reason I went ahead with my surgery. I asked Matt, my OT therapist, if that was Major Bowen, the hockey player. Yes, it was, but due to confidentiality concerns, I couldn’t just walk up and start talking. Matt had to arrange it for us after getting Major’s parents’ approval. The next day, I was introduced to Major, and his parents, Bill and Pat. … The common denominator between Major and me was the same colloid cysts in our brains. A rare and benign tumor, colloid cysts reside in the third left ventricle and restrict the flow of cerebral spinal fluid. In my case, it caused considerable swelling and chronic headaches. by Jean Spielman Housh Major, however, experienced no warning signs or headaches. … After six weeks in Children’s Hospital, Major was released to the Sister Kenny Institute for therapy and rehabilitation. That’s where our paths finally crossed. I was a bit tentative about meeting him. I was concerned his parents might measure me against their son’s progress. Boy was I wrong. I have never been so warmly received. Behind Major’s wheelchair in the computer lab at Sister Kenny Institute, Major’s dad, Bill, shook my hand and thanked me for initiating our meeting. “It’s nice to know someone who had the same surgery as Major and who’s come out so well,” he told me. I tried to tell him that his son was my inspiration. Tears rolled down my face and I couldn’t get the words out. “I cry a lot,” I told him. He smiled, knowing exactly what I meant. Around the corner came Major’s mom, Pat. Awkwardly I began my story again. Lost in my tears were all the words I’d hoped to say. Words like ‘thank you for your son. Thank you for being such loving parents. Thank you for giving me this opportunity to meet my life’s inspiration.’ … During a follow-up visit last year, Dr. Nagib’s nurse practitioner, Therese O’Fallon, told me, “One day, maybe not soon, but one day, you’ll look back on this surgery experience as a gift. Some good will have come from it.” Brain surgery—a gift? Yeah, right. I brushed it off. But today, more than two years later, I’m beginning to see what she means. God has given me a gift of true inspiration in Major. Through him and my surgery, I’ve learned patience, determination, and what family really means. Today, the balance of good days and bad days clearly tips toward the positive. I’ve recovered most, if not all, of my short- and long-term memory. Although, I still lose my car in the Target parking lot and often have trouble remembering how many strokes I had on the golf course. Major and I read Lance Armstrong’s book It’s Not about the Bike last summer. We read it aloud to one another to improve our enunciation. Armstrong’s story of victory over cancer and winning the Tour de France is an inspiring and powerful one. But one no less inspiring than Major’s story of faith, courage, and strength. Jean Spielman Housh is a writer and wife of Augsburg regent emeritus Allen Housh. 20 Spring/Summer 2004 F R O M F L ATA N G E R TO A U G S B U R G : A C E N T U R Y A PA R T by Betsey Norgard THE SMALL coastal town of Flatanger, Norway, has sent two students to Augsburg College, almost exactly 100 years apart. While Ingwald Rosok may not have received a diploma in the spring of 1895 when he left Augsburg, Monica Dahle marched proudly across the stage in spring 2004. Dahle is a senior at Molde University College in central Norway and came to Augsburg as part of International Partners. This program, based on reciprocal agreements between Augsburg and European institutions that offer the equivalent of bachelor’s degrees, allows students from both Europe Norwegian student Monica Dahle stands in front of Old Main, built just three years after Ingwald Rosok, another student from her hometown, attended and Augsburg to take part Augsburg. of their study program at Ingwald Rosok, who attended partner schools. This preparatory class at moved to Arizona and lived there the rest Augsburg in 1894-95, left his enables them to Augsburg Seminary for of his life. small village of Flatanger 100 experience studying years before current student nearly five months until his Although Rosok’s mother was from Monica Dahle. abroad without money ran out. the Sverdrup family, there is no apparent interrupting or delaying In his memoir, Retrospect, Rosok tells close connection to Georg and George their studies. of wanting to go to school and learning Sverdrup, Augsburg’s second and fourth Because of International Partners and about Augsburg from a Norwegian grocer presidents, respectively. the scholarship that participants receive, in Minneapolis. He describes Augsburg’s When Dahle arrived at Augsburg last Dahle chose to come to Minneapolis and location as “in the block between Seventh winter, she recognized Old Main from Augsburg. When she began researching and Eighth Streets, and between 21st and photos she had seen in a history book. information about Augsburg, to her 22nd Avenues South.” He lists the faculty She was one of 34 Norwegian students in surprise and excitement she discovered a that year as six professors. book about Ingwald Rosok, also from Rosok did not want to be a minister Flatanger. He had come to the U.S. in Photo of Ingwald Rosok from Retrospect: An and chose to study engineering at the 1891, worked at a number of jobs in the Autobiography, by I. A. Rosok, edited by O. M. University of Minnesota instead of Norlie, copyright 1957 and printed by Lund Press, Upper Midwest, and attended the second returning to Augsburg. He eventually Minneapolis. Spring/Summer 2004 21 A C E N T U R Y A PA R T International Partners during the academic year, and took social work courses. For her internship, she learned about an agency in downtown Minneapolis offering a needle exchange program, and applied to work there. Her tasks included meeting with drug addicts, homeless people, and prostitutes—work and issues she had never encountered. “I learned so much,” Dahle said, “about nonjudgemental attitudes, about how to treat clients, and about the U.S.” She had not expected the level of culture shock she experienced. Her biggest challenge was language. Dahle said the people who came there often used street slang, but that she simply asked them what it meant. She loves to work with people, and dreams of finding similar ways to work with drug addicts in Norway. During spring semester, two events stood out for Dahle as highlights. In February, when Augsburg hosted the Peace Prize Festival for schoolchildren, she was one of two Norwegian students who greeted and escorted special guests Gro Harlem Brundtland, former prime minister of Norway and director general emerita of the World Health Organization; and Knut Vollebæk, Norwegian ambassador to the U.S. 22 The second highlight was participation in Augsburg’s commencement ceremony. In Norway, college graduates are hosted at a dinner, but without the pomp and circumstance of an American ceremony. Because of the reciprocal agreements between colleges, International Partners students are granted special permission to participate in Augsburg’s graduation. EXCERPTS FROM Monica Dahle (right) and Beate Fjellanger (second from right) greeted Gro Brundtland, former Norwegian prime minister, and Knut Vollebæk, Norwegian ambassador to the U.S., at the Peace Prize Festival in February. “It was amazing, with all the people there,” Dahle remarked. “It’s a really big deal, and I’ve seen it on TV.” Her cap and gown went back to Norway with her as mementos. Dahle has her four-hour final exam to finish at Molde University College. Then she hopes to work for a year or so before possibly returning to the U.S. and Augsburg for a master’s program. ■ RETROSPECT: AN AUTOBIOGRAPHY By Ingwald Andreas Rosok Edited by O.M. Norlie; copyright 1957 by I.A. Rosok. Minneapolis: Lund Press, Inc. 16 ATTENDING AUGSBURG We called on the Norwegian grocer. He advised me to go to Augsburg Seminary, which, at that time, was not only a theological seminary but also a college and an academy. It was a Norwegian Lutheran church school and was located in the block between Seventh and Eighth Streets, and between Twenty-first and Twenty-second Avenues South. I went there, and they took me and accepted my check without any question. … As already stated, Augsburg Seminary had three departments: The Preparatory (Academy) Department which took two years to finish; the College Department which took four years, and the Theological Department which took three years, a total of nine years. When this was completed one was ready to be ordained as a full-fledged Lutheran minister and to be assigned to some congregation as its pastor. The professors that year were: George Sverdrup, president; Sven Oftedal, vice president; John H. Blegen; Edward Hovde; J.L. Nydahl and T.S. Reimestad. When I told them what previous schooling I had had, I was assigned to the second preparatory class. It was a very good school and I enjoyed it very much. It certainly was much better for me than working in the woods in Wisconsin. I studied very hard, never missing any classes and spending all my waking hours in my room doing my homework. I started school at Augsburg Seminary December 7, 1894 and attended until April 13, 1895 when my money was all gone. Spring/Summer 2004 SEEING ABILITIES instead of disabilities Seeing the abilities of people rather than their disabilities has given Cilje Nybord Mosand a dream and a plan, which she has taken back to her native Norway this summer. Mosand, a social work student in the International Partners program at Augsburg, interned during the spring at a non-profit organization called Interact Center for the Visual and Performing Arts, based in Minneapolis. Interact, a multidisciplinary arts center for adult artists with disabilities, features a large art studio and public gallery, rehearsal and performance space, a fulltime faculty of professional artists, a performing arts training program, and a theater company. Mosand was so impressed with Interact that she hopes to start a similar organization in the Scandinavian countries. “We have nothing like this in Norway,” Mosand said. “This has been such a wonderful experience. You don’t see the disabilities of these people, rather the abilities they possess.” During her internship, Mosand assisted the professional artists who work with the disabled artists in all aspects of the theater, from writing the script and by Judy Petree music, to acting. She even took part in the theater performance, playing the part— aptly enough—of a young woman named “Celia,” who is Norwegian. “We really liked having Cilje here,” said Eriq Nelson, performing arts instructor at Interact. “She gave our ‘artists’ individual support and always had time for listening to them. Many times the staff doesn’t have this kind of time.” Nelson added that when Mosand first came, they envisioned her as support staff, doing odd jobs such as filling out paperwork. But, she became so involved with the artists the original plans quickly flew out the door. “We have a large Norwegian population at the center and some have even been to Norway on tour, so they were excited about Cilje being from Norway. She liked being with the artists and they liked being with her.” Nelson said it was also fun to watch Mosand grow during her internship. “We even got her to be a part of the show. It was fun to see Cilje embrace that side of it. She was always willing to do whatever was needed to be done. She’s missed.” Actually, this is not Augsburg’s first encounter with Interact. A few years ago, education professor Susan O’Connor Top photo: At Interact, Cilje Mosand supported and worked with artists with disabilities, and joined them to perform in their production. Spring/Summer 2004 introduced Karl-Johan Johansen, an instructor from Sør Trøndelag University College in Trondheim, Norway, and Per Frederiksen, with PROFF, an organization serving people with disabilities, to Interact while they were visiting Minneapolis. As a result of that visit, Johansen and Frederiksen secured funding in Norway for a group from Interact to travel to Norway and Denmark to give performances. The artists that went on this tour were the same ones who formed a bond with Mosand. “What fascinated me about Interact is it’s so diverse,” Mosand said. “The mix of people from a rainbow of ethnic, age, and disability groups gives one the impression of being in an inclusive Garden of Eden.” The artists help the community understand that gifts are given to all people, Mosand said, and that vision is not lost nor even impaired by a disabling condition. “There are no superiors, inferiors; no staff versus clients. There is only the collegial mix of diverse people who are all focused on the same goals—the creation of beauty, the making of art.” ■ Judy Petree is media relations manager in the Office of Public Relations and Communication. 23 A QUICK CONNECTION PROM DRESSES TO by Judy Petree Stephanie Quick’s passion for working with children and youth, especially those who struggle with lives of poverty and abuse, has taken her to a place far from her Midwestern roots in Mendota Heights, Minn.—to Nome, Alaska, a place so beautiful it’s hard to imagine life could be anything but ideal. Quick, a 2001 Augsburg graduate with a major in youth and family ministry, is currently working on a four-year Master of Divinity degree at the Lutheran School of Theology in Chicago. She is in year three of seminary, which consists of an internship. Beauty surrounded by poverty The road to Alaska and her internship at Our Savior’s Lutheran Church in Nome came after she was accepted into a special ELCA program called Horizon. This program offers 22 unique internship sites across the world, including cross-cultural ministry, mission start congregations, and others at rural, urban, and international sites. Quick said that many of these sites, including her current one, cannot afford a second pastor, and provide excellent learning opportunities. Quick said Nome is a beautiful place, surrounded by ocean and tundra. She has seen wildlife from bears to reindeer to seals, eaten a variety of Eskimo foods including Eskimo ice cream (berries mixed with reindeer fat), muktuk (whale blubber), black meat (seal), reindeer, caribou, dried fish, greens, and herring eggs. But, she added, the stark reality is that all of this beauty surrounds a town plagued by alcohol abuse and poverty. “While this town of 3,000 people is in a unique setting, it is also very sad. You can find only two small grocery stores, yet the street is littered with bars and liquor stores. Alcohol abuse is a terrible factor in the community.” In fact, Quick said, it has gotten so bad that alcoholism in Nome and surrounding villages has nearly Above: Stephanie Quick, Class of 2001, is destroyed the Native American (Eskimo) traditional lifestyle. “Sadly, as a pastor, you hear using her seminary internship to work with many stories of family violence, sexual abuse, young people in an impoverished Nome, and substance abuse. There is so much tragedy here it is almost unbelievable.” Alaska church. She brought joy to the high Quick is called to many areas while serving school girls there, as 60 prom dresses she as an intern pastor. Some of her duties include preaching, leading worship, teaching, pastoral collected from family and friends back counseling, home visitations, serving as home were donated for Nome’s big dance. chaplain at the local jail, eating lunch with elders at the senior citizen’s center, and holding 24 Spring/Summer 2004 worship service at the nursing home. However, there is one area where her passion is strong. Quick is concentrating her efforts on working with youth in Nome, even starting a youth group at the congregation, which now draws more than 25 youth. “I have formed some pretty strong connections with some of the high school girls,” Quick said. “These girls have confided a lot of things to me. Recently they told me they couldn’t go to the prom because they couldn’t afford a dress.” While the town is plentiful with bars and liquor stores, Quick said there is not a clothing store to be found. The only way for these girls to get a dress would be to spend $343 on a plane ticket to Anchorage or make a dress. “None of these girls can afford a prom dress let alone fly to Anchorage to buy it. And many of the girls are being raised by their grandparents who just don’t have the time to make a dress.” Quick came up with an idea and she quickly enlisted the help of her sister, Rachel, who is a junior at Augsburg; her parents; and her hometown congregation, St. Stephen’s Lutheran Church in West St. Paul. “I thought, well, I still have my prom dresses, so I called up my mom and asked her to send them here. Unfortunately, she had just given them away to the Goodwill, but my sister, Rachel, still had hers.” Rachel was more than happy to not only ship her prom dress to Alaska, but to send out a campuswide e-mail asking others for their dresses and other prom accessories, such as shoes and purses. When Quick’s pastor at St. Stephen’s found out what she was doing, he made an announcement in church. Her plea was so successful, she received 60 dresses, the majority coming from Augsburg and St. Stephen’s Church in West St. Paul. After the shipment arrived in Nome, Stephanie Quick opened up a “Prom Shop” in the church basement. The ladies’ sewing circle at Our Savior’s Church volunteered to make alterations on the dresses. Quick said the girls were Spring/Summer 2004 “thrilled” with the dresses. “I’m really proud of my sister,” Rachel said. “She is such a kind person and she’s really grown attached to these girls in Nome. She was able to give them something we take for granted—a pretty dress and a really special night.” Quick said she wanted to do this for the girls “simply because I care about them, and feel that their opportunities shouldn’t be limited just because of their finances.” Reaching out Quick followed her passion and calling one step further when she volunteered to travel to a remote village in the wilderness, without running water or plumbing. She spent 10 days in a place called Shishmaref, a tiny island Eskimo village located 20 miles south of the Arctic Circle. The village is entirely Lutheran and is the northernmost ELCA congregation. Most people there still speak their native language of Inupiaq. Quick said the pastor there had resigned in the fall, and it has been difficult to even get an interim pastor, much less a permanent pastor. It is a very rustic place with honeybuckets for toilets and Ladies in Our Savior’s Lutheran Church snow or rainwater for volunteered their time to alter the drinking water. The only donated dresses for the girls. place to shower is at the “washeteria,” which costs money, she added, so obviously people don’t shower much. The roads are all dirt and the houses are primitive. Children, she said, run around very dirty, many visibly with lice. The town is filled with flies, and garbage and raw sewage leak from bins. “It looked straight out of a ‘Save the Children’ commercial,” Quick said. “It was a moving experience just driving down the street.” The only modes of transportation, she added, are fourwheelers; snowmobiles, which the Alaskans call snow machines; and dog sled teams. “I had some amazing visits with the people there,” Quick said, “including a group of elders who showed me some of their sewing. It was a neat experience sitting on the floor watching the Eskimo women sew things like slippers, mukluks, and Eskimo yo-yos out of seal 25 A QUICK CONNECTION TO PROM DRESSES skin and reindeer fur.” Quick’s love and passion for children took center stage there as well, in this remote village. She said the children were excited to see her and she organized many youth activities for them, including baking for elders and confirmation classes. Some days there were more than 50 children that showed up in the basement of the parsonage, which is used for a youth center. “We had a Sunday School turnout of 75 children which is great considering there are only 600 people in the village.” The church services were similar to the ones she helps out with in Nome, part of it being in their native language and part in English. “I have to brag a little that I’m doing quite well on the Inupiaq. The elders tease me that I am becoming an Eskimo!” Quick said because of the lack of a pastor or interim pastor, she was given special permission by the bishop and seminary to administer the sacraments. She presided over Holy Communion and performed her first baptism. The baptism, she added, was especially moving. “I had asked a woman in the congregation to present the candle and recite a special verse. She has cerebral palsy and told me she has trouble reading, so when she came up, she had the verse memorized. It was moving and a true moment of grace.” Augsburg’s transforming education Quick credits the encouragement she received from faculty and staff in the religion department while she was a student at Augsburg for steering her toward the path she is now following. In particular she remembers a lecture she heard about being called to serve God. “I still remember that lecture, and that confirmed my call from God. I began to look for a place to serve the church and I felt not only an internal call to the ministry, but an external call to serve God.” Quick said she wasn’t sure at that point what direction in ministry she wanted to pursue, but she loved the Youth and Family Ministry program and being involved in Campus Ministry, so that excited her about ministry with families. Quick will return to Chicago in the fall to finish her education. Where she will go from there is still a question, but she has many goals, one being a pastor in an inner city church working with families, children and youth; another opening an orphanage or working at an existing one, perhaps in Thailand; or even teaching religion, “especially if it was at Above: A stitch here and there to the Augsburg!” donated dresses made the high school “The education I received at Augsburg helped shape my life in a very positive way. Augsburg girls feel like queens of the prom. helped me realize that all things are possible through God.” ■ Judy Petree is media relations manager in the Office of Public Relations and Communication. 26 Spring/Summer 2004 Students celebrate after receiving their honors cords from academic dean Christopher Kimball at the Honors Convocation on Friday, April 30. The Augsburg Chamber Orchestra performs at the Commencement concert on Friday, April 30, which featured solos by each of the four 2004 Concerto Aria winners: Miya Kunin ’04, violin; Maja Lisa FritzHuspen ’04, soprano; Nicholas White ’05, bass; and Keely Holcomb ’04, soprano. DR. SHIRLEY ANN JACKSON DELIVERS COMMENCEMENT ADDRESS A graduate pays homage to her home state by taping a cutout of Texas to her mortarboard. Dr. Shirley Ann Jackson, president of the Rensselaer Polytechnic Institute in New York, spoke at the 2004 Augsburg College Commencement ceremony Saturday, May 1. It is said that Jackson has a “career distinguished by many historic firsts.” Jackson, a theoretical physicist, holds a Ph.D. in theoretical elementary particle physics from M.I.T. and an S.B. in physics from M.I.T. She is the first AfricanAmerican woman to receive a doctorate from M.I.T., and is one of the first two African-American women to receive a doctorate in physics in the United States. Jackson is also the first African-American to become a commissioner of the U.S. Nuclear Regulatory Commission, and is now the first woman to lead a national research university. Jackson has held senior positions in government, as chairperson of the U.S. Nuclear Regulatory Commission (NRC); in industry and research, as a theoretical physicist at the former AT&T Bell Laboratories; and in academe as a professor at Rutgers University. While at the NRC, Jackson represented the United States as a delegate to the General Conference of the International Atomic Energy Agency in Vienna, Austria. Among the number of professional organizations Jackson belongs to, she is president of the American Association for the Advancement of Science and a member of the National Academy of Engineering. She is also a Fellow of the American Academy of Arts and Sciences, and the American Physical Society. Visit <www.rpi.edu/web/President/profile.html> for more information about Dr. Shirley Ann Jackson. Barbara Lehmann, assistant professor of social work, hugs a student during the procession from Foss Center to Melby Hall. 28 Spring/Summer 2004 COMMENCEMENT 2004 COMMENCEMENT ADDRESS URGES EXCELLENCE, LEADERSHIP, AND COMMUNITY Dr. Shirley Ann Jackson, president of the Rensselaer Polytechnic Institute in New York, delivers the keynote Commencement address. Lois Bosch, associate professor of social work, places a master’s hood on a Master of Social Work student. Barbara Forshier, Weekend College Class of 2004 representative, addresses the crowd at the Commencement ceremony. Spring/Summer 2004 Following are excerpts from Dr. Shirley Ann Jackson’s Commencement address; read the complete address at <www.rpi.edu/web/President/speeches/augsburg.html> … A simple message from my own father has always motivated me. … He always would say to us: “Aim for the stars, so that you will reach the treetops, and at any rate, you will get off the ground.” In other words, if you do not aim high, you will not go far. He also believed that it was important to help somebody else along the way. I have taken my father’s advice throughout my career, and woven it into a common thread with three basic strands. They are excellence, leadership, and community. It was Aristotle who said, “Excellence is an art won by training and habituation. We are what we repeatedly do. Excellence, then, is not an act but a habit.” After all, if you are going to spend precious time doing something, why not do it well? And, when you do things well, it becomes your habit. Secondly, leadership is a fundamental responsibility we all own. … Leadership encompasses a clarity of vision, an understanding of the broader context, as well as the articulation to share that vision with others. It takes perseverance, and requires very hard work, but an effective leader sets an example by working hard, by being ethical, and by inspiring others to do the same. … The final strand is community. What I mean by community also might be termed inclusiveness. In the global community in which we live, inclusiveness is key, because it is the estrangement of individuals, or of groups, or of peoples, or of nations that is responsible for the divisiveness that haunts us—that makes the world a more dangerous place. … Optimism also is part of my father’s legacy. As a result, I am determinedly optimistic about the future. Optimism and hope are contagious. … Indeed, it is a force for change, and it can move people to take positive action. … So, give generously. Aim high. Lead with your gifts. Stay positive. Look forward. Do not be discouraged. Lead with optimism. Challenge yourselves. Find joy in everyday life. If you do all of these, I am confident that you can lead us to a future of peace, a future of greater safety, security, and health for all—a future in which hope prospers, and love and service guide us. Now is your time. Be that future, and you can change the world. Three graduates smile for the camera during the ceremony in Melby Hall. 29 Gregory McKusky, who received a B.A. in physics, joins family and faculty in Murphy Park after the Commencement ceremony. A graduate poses for a picture following the ceremony. THE AUGSBURG COLLEGE 623 Candidates for graduation 347 Day program candidates 152 Weekend College candidates 83 Graduate program candidates (12 Master of Arts in Leadership, 30 Master of Social Work, 14 Master of Arts in Nursing, 24 Master of Science in Physician Assistant Studies, 3 Master of Arts in Education) 33 Rochester program candidates
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Title: Augsburg Now Winter 2003-04
Collection: Alumni Magazine Collection
Search Result: Augsburg Now Winter 04.3 A 4/5/04 7:28 AM P U B L I C AT I O N Winter 2003-04 Page 1 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 2 Peter Agre ’70 2003 Nobel Prize Winner in Chemistry Augsburg Now Winter 04.3 4/5/04 7:28 AM Page 2 LLetters ...
Show more Augsburg Now Winter 04.3 A 4/5/04 7:28 AM P U B L I C AT I O N Winter 2003-04 Page 1 F O R A U G S B U R G C O L L E G E A L U M N I & F R I E N D S Vol. 66, No. 2 Peter Agre ’70 2003 Nobel Prize Winner in Chemistry Augsburg Now Winter 04.3 4/5/04 7:28 AM Page 2 LLetters ETTERS Editor’s note I t is said that good things come to those who wait. This winter issue of Augsburg Now is all about both good things and waiting. You, the readers, are the ones who have been waiting for the winter Now (at least, editors always hope you are), even as we have already entered into early spring. On our part, it’s the good things that have caused us to wait on its production. About mid-winter, when the issue is usually mailed, we learned that Peter Agre, Augsburg Class of 1970 and 2003 Nobel Prize winner in chemistry, was coming to campus in late February. Since our winter issue already included a story about Agre and the awarding of his Nobel Prize, we made the decision to delay production so that we could expand the article to include his memorable days with us here. It’s a rare and wonderful moment when a college can celebrate with one of its own, especially one whose vocation so richly embodies the mission of the College. For Agre, his time at Augsburg was a time of discovery and connections—exploring the subjects that piqued his interest and connecting with professors who made these subjects come alive and speak to him. While in medical school Agre turned to research, where he realized his talents in research could serve to greater benefit in seeking the causes of illness. And now, while he has the ear of the scientific world, he is a strong advocate for adequate funding in science education to enable all citizens to make responsible decisions about ourselves, our society, and our environment. The College also revels in the recognition our partnership with Cedar-Riverside Community School received, as Augsburg was lauded by the Carter Foundation and Campus Compact as an outstanding community partner. Read about that in Around the Quad. Plus, we feature the Campus Kitchen at Augsburg, a new community partnership program that has already brought us local media attention. Students and volunteers transform surplus food from the College’s dining service and a local food shelter into tasty meals that are delivered to several neighborhood community agencies. Last fall the College celebrated the 10th anniversary of the Hispanic/Latino Student Services program, which provides support and encouragement to help these students succeed at Augsburg. You’ll read about the impact this program has in strengthening the appreciation of cultural richness within Augsburg’s learning community. So, good things keep happening. And, we move into spring with this winter issue—fully aware that in Minnesota there could well still be some wintery snowflakes falling as you read this in April. The next issue will be a combined spring and summer issue to bring you exciting news about Access to Excellence: The Campaign for Augsburg College that Augsburg kicks off on April 18 with a community festival. Join us! Betsey Norgard Editor JIMMY CARTER IS HONORED AT THE NINTH ANNUAL PEACE PRIZE FESTIVAL AND VISITS CHILDREN AT J.J. HILL SCHOOL The Ninth Annual Peace Prize Festival at Augsburg brought together more than 700 area school children to honor President Jimmy Carter, the 2002 Nobel Peace Prize laureate. Displays and performances were presented around the lives of past peace laureates. Carter was not able to participate, but special guests included Gro Bruntland, former prime minister of Norway; Knut Vollebæk, Norwegian ambassador to the U.S.; and Professor Geir Lundestad, director of the Norwegian Nobel Institute. On Feb. 21, while attending the 2004 Peace Prize Forum at St. Olaf College, President Jimmy Carter squeezed in a visit to a special “mini-Peace Prize Festival” at J.J. Hill Montessori School in St. Paul, where children prepared skits about Nobel Peace Prize laureates. Carter was accompanied by his wife, Rosalynn, and President William Frame. Augsburg Now Winter 04.3 4/1/04 Augsburg Now is published quarterly by Augsburg College, 2211 Riverside Ave., Minneapolis, Minnesota 55454. Editor Betsey Norgard 11:50 AM Page 4 A PUBLICATION FOR AUGSBURG COLLEGE ALUMNI & FRIENDS Winter 2003-04 Vol. 66, No. 2 Features Assistant Editor Lynn Mena Graphic Designer Kathy Rumpza Class Notes Coordinator Sara Kamholz 8 Photographer Stephen Geffre President William V. Frame Director of Alumni and Parent Relations Amy Sutton An enormous honor for discovery of tiny proteins by Betsey Norgard 14 Dishing up recipes for learning and serving by Betsey Norgard Director of Public Relations and Communication Dan Jorgensen 16 Opinions expressed in Augsburg Now do not necessarily reflect official College policy. ISSN 1058-1545 by Betsey Norgard Postmaster: Send correspondence, name changes, and address corrections to: Augsburg Now, Office of Public Relations and Communication, 2211 Riverside Ave., Minneapolis, MN 55454. E-mail: now@augsburg.edu Telephone: 612-330-1181 Fax: 612-330-1780 Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. www.augsburg.edu Connecting on campus— a home for Hispanic/ Latino students 19 Augsburg—a Keto family affair by Rebecca Welle ’04 Departments 2 Around the Quad 6 Sports 20 Alumni News 22 Homecoming 2003 Photos 26 Class Notes 35 In Memoriam 36 Auggie Thoughts inside back cover Calendar 50 percent recycled paper (10 percent post-consumer waste) On the cover: Peter Agre, Class of 1970, is congratulated by King Carl XVI Gustaf of Sweden upon receiving the 2003 Nobel Prize in Chemistry. © 2003, The Nobel Foundation. Photo by Hans Mehlin. Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 5 AROUND QUAD Around THE the Quad NOTEWORTHY Augsburg launches MBA program In fall 2004, Augsburg will launch the charter class of its new MBA program. The 21-month program will meet in small cohort format, encouraging close collaboration with faculty as well as fellow students. For information, e-mail <mbainfo@augsburg.edu> or call 612-330-1101. Math student teams place high An Augsburg three-person math team finished fourth among 65 teams in November in the North Central Section Team Problem-Solving Contest sponsored by the Mathematical Association of America. Another Augsburg team finished in the top half of the competition. Team members were Tim Bancroft, Andrew Held, Hung Nguyen, John Staton, David Wallace, and Dan Wolf. Physics student chapter is honored Augsburg’s chapter of the Society of Physics Students was selected as an outstanding chapter for 2002-03. The award letter highlights depth and breadth of “physics research, public science outreach, physics tutoring programs, hosting and representation at physics meetings, and providing social interaction for chapter members.” This is the second time in four years that Augsburg’s chapter has been among the top 10 percent recognized. New and continued physics grants Augsburg has received funding from the National Science Foundation and NASA for three multi-year research projects, each of which will provide funds for undergraduate student research. Professor Mark Engebretson heads up both NSF projects: the first, a five-year, $600,000 grant to support continued studies using the MACCS array of magnetometers in Arctic Canada; and the second, a threeyear, $426,000 grant with Dartmouth College to continue similar studies using data primarily from Antarctica. Professor Ken Erickson heads up Augsburg’s efforts to use data from NASA’s polar satellite to study magnetospheric substorms, and subsequent auroral displays. This $252,000 project is shared with Princeton University’s Plasma Physics Laboratory. Augsburg speech team scores top points at tourney C ompeting at the state and national levels against schools of all sizes, Augsburg Speech Team members have compiled a string of impressive victories. At the 22nd Annual Novice National Speech Tournament, held in early March at the Heather Nystrom ’05 and Ryan Sobolik ’05 Crystal Harles ’04 University of Houston, junior Ryan Sobolik Harles’ speech deals with international placed fourth in the nation in slavery and she said she tried to make the Extemporaneous Speaking, while the issue personal to help people understand Augsburg team garnered sixth place in the that their actions can make a difference in limited sweepstakes division. combating this situation. “There were so many excellent Junior Heather Nystrom took sixth speakers, I was proud just to make it to place in the same competition, with what the finals,” said Sobolik, of Fargo, N.Dak. she calls a “tough sell … trying to More than 50 colleges and universities, convince people to learn more about with over 1,000 competitors, participated statistical literacy, and apply it to their in the tournament. daily lives.” Through humor she tried to Earlier, at the Minnesota College keep people’s attention. Forensic Association’s annual state Augsburg’s team won a second place tournament, senior Crystal Harles won sweepstakes award in the limited entry second place in Oratory. This gives her a division at this state tournament. Coach bid as one of two Minnesota students to and communication studies professor Bob compete in the Interstate Oratory Groven says that this carries special weight Competition, the nation’s oldest and most since Minnesota’s state tournament prestigious oratory tournament, to be held presents some of the toughest competition in Phoenix in April. in the country. “Transforming the Profession of Health Care” Distinguished Alumnus Dr. Paul Batalden ’63 (left), Dartmouth Medical School, and Dr. David Leach, Accreditation Council for Graduate Medical Education, presented the 2004 Batalden Seminar in Applied Ethics, “Transforming the Profession of Health Care.” This coincided with the twoday conference, “Building Minnesota’s Healthcare Workforce through Diversity,” sponsored by Augsburg, Minnesota Hospital Association, Fairview Health Services, and UnitedHealth Group at which presenters included Minnesota senator Sheila Kiscaden and former U.S. senator Dave Durenberger. 2 2 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 6 Augsburg neighborhood partnership is honored Alumni, Friends, and Families— Come Celebrate! Augsburg Community Festival T he long standing relationship between Augsburg College and the Cedar-Riverside Community School was honored as one of six finalists for the new Carter Partnership Award that was presented by President Jimmy Augsburg and Cedar-Riverside Community School staff were Carter and his wife, honored at the Carter Partnership awards banquet. Rosalynn, as part of the Campus Compact director. “A president of the United States 10th anniversary event in February. The now knows who we are and what we’ve purpose of the award is to provide become. And Augsburg College has been recognition for outstanding campusthere for us all these years. They are what community partnerships. makes a true community school.” The award was presented to the Mary Laurel True, associate director of Grant Community School Collaborative of the Center for Service, Work, and Duluth. But, Mrs. Carter added, “Every Learning, said it was wonderful to be single one of the nominated partnerships recognized for a true, long-term, vital deserves recognition. It doesn't matter partnership. “It meant the world to us to who wins.” be able to let others know about our “It was a grand night for Cedarneighborhood and the immigrants who Riverside Community School,” said live here, and all the great work that we Stephanie Byrdziak, the school’s assistant do together.” Sunday, April 18, 2004 Noon–4:30 p.m. Campus-wide activities 12:30 Campaign kickoff, free food, and giveaways—on the Augsburg campus 12:45-4:30 Free activities for all ages • Free food, music, exhibits, reading corner • Science demonstrations • Lute Olson basketball clinic for boys and girls • Hockey clinic/open ice skating • Health screenings • Theatre production—Machinal • Art exhibits • Celebration service …and much, much more. You don’t want to miss it! Come back and join us on campus! Access to Excellence: The Campaign for Augsburg College Three new regents elected to board T he Augsburg Board of Regents welcomed three new members at its January meeting. Dan Anderson ’65, Dr. Marshall Stanton, and Emily Anne Tuttle were elected to six-year terms. Dan Anderson ’65 Dan Anderson was an All-American basketball player at Augsburg, and went on to play professional basketball with the Minnesota Pipers and as a charter member of the New Jersey Nets. He is now president of Swenson Anderson Financial Group in Minneapolis, with a network of planners across Minnesota and neighboring states. He is also regional director for Financial Network Investment Corporation, and a Winter 2003-04 general agent for a number of insurance companies. He serves on the board of Metro Hope Ministries. Marshall Stanton, M.D. Marshall Stanton is vice president, medical affairs for Cardiac Rhythm Management at Medtronic. He is a fellow of the American College of Cardiology and is chairman of the Fellowship Committee of the North American Society of Pacing and Electrophysiology. He graduated from the University of Pennsylvania and the Medical College of Virginia. He completed a residency in internal medicine at Mayo Medical School; he returned there to join the faculty and became director of the Cardiovascular Training Program. He also completed a fellowship in cardiology at Indiana University School of Medicine. Emily Anne Tuttle Emily Anne Tuttle was the first Democratic woman elected to the Minnesota Senate and specialized in healthcare policy. She was also elected to the Hennepin County Board of Commissioners. She currently serves on the Minnesota Humanities Commission and the boards of the Guthrie Theater, Abbott Northwestern Hospital, and the Minnesota Community Foundation. She is a graduate of the University of Minnesota and earned her master’s degree in public administration from the John F. Kennedy School of Government at Harvard University. 3 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 7 Around the Quad A single book and black robes—a medieval experience by Dan Jorgensen T hirty-two Augsburg first-year students are already wearing their graduation robes, but they won’t be participating in graduation ceremonies in May. The students are part of an experiment that not only is teaching them about life in medieval times but also is blending seven disciplines into one exciting new crosscurricular program. The experiment, titled “Medieval Connections,” not only has both exceeded its professors’ broadest expectations, but it soon could serve as a model for other Augsburg courses and for liberal arts institutions across the nation. “When the College embarked on a new general education curriculum this academic year, faculty were encouraged to seek ways to present courses that were interdisciplinary in nature,” noted Phil Adamo, assistant professor of history and leader of the new program. Adamo has been so pleased with the results of the course that he plans to prepare a paper on it for possible publication in several national journals. A core group of Augsburg faculty, including Adamo; Kristin Anderson, art; Phil Quanbeck II, religion; Joan Griffin, Students in Medieval Connections learn from a single book chained in the library. 4 English; and Merilee Klemp, music, met and put together the basics for the course. Philosophy colleague Bruce Reichenbach, and Darcey Engen, theatre, joined them to form the seven disciplines represented by the course itself. “The key idea that stuck with us is that the In the Medieval Connections class, students wear robes, as university/college that students did in the Middle Ages. we know today comes out of the 12th century,” Adamo said. help teach but also to respond to one “Faculty and students wore robes another and students’ questions. In somewhat similar to those that they do addition, a wide range of faculty and today, although today, of course, they’re others who have learned about the primarily used in ceremonies like course have been “dropping in” to share graduation.” their knowledge and expertise on The students are both taught and everything from medieval armor to what it learn in a style reminiscent of the was like to be a “traveling Sophist.” educational experience faced by students One recent guest professor was a monk from the “High Middle Ages”—the years from St. John’s University who talked 1100-1300 A.D. To learn in this fashion, about monastic life, the Gregorian chant, both students and faculty attend class and how the Bible was written by hand, garbed in robes—the faculty members using a project to write a new Bible wearing the robes that signify their currently underway at his school as an academic background and highest degree example. earned; the students wearing the robes Students begin each class with a prayer that they ultimately will again wear on to the medieval “saint of the day,” working graduation day. While students do have in teams to prepare the prayers and access to modern learning devices, such as presentations on the saints. Thomas papers and ballpoint pens, they all have to Aquinas, for example, was selected learn from one single book—a large because he is the patron saint of all volume that was “constructed” by the students. There are also long-term projects professors in cooperation with art for each student, and the final class will be instructor Tara Christopherson, and is a medieval feast where some will cook, chained in the library where the students some will play or sing music, some will must go to read it. As students read, they juggle, and some will debate—all the can write “marginalia” (comments) in the kinds of things students might have done book’s margins about what they have read, in a big medieval feast of the time. thus providing reading help for their “I think it’s a bit of genius here,” classmates and others who follow. This is Quanbeck noted. “Thanks to Professor similar to what would have happened in Adamo, we’re combining the theatrical, the Middle Ages, Adamo said. experiential, and academic and turning it Sometimes a single professor teaches into something that makes it very for the three-hour class, but usually two memorable. It changes students’ habits or three professors come, not only to and how they learn.” Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 8 Basketball in a different league Vern Maunu by Betsey Norgard W Vern Maunu here might you find a thousand Twin Cities middle school and high school students on Sunday afternoons during the winter months? A logical answer might be the ski slopes or the malls, but in this case the answer is in church gyms playing in the AugsburgCongregational Youth Basketball League. Thirteen years ago, Augsburg College Pastor Dave Wold had concerns about young people and their connection to churches. Many dropped out of church after confirmation, and many young people in city neighborhoods had no connection to a church. Wold was interested in addressing these issues, as well as getting the word out about Augsburg College. Wold’s idea of a basketball league took shape when he realized how many church gyms in the metro area were not being used, and especially in thinking about how many students enjoy playing basketball but had no team to play on if they weren’t able to make their school teams. Wold and a group of youth directors and pastors developed the mission of the More than 100 Augsburg students, led by Pastor Dave Wold (right) help with various tasks during the Congregational Youth League Tournament at Augsburg in March. Winter 2003-04 Every game in the 70-church Congregational Youth Basketball League starts with devotions and ends with prayer, shared by both opposing teams. league “to provide relaxed yet structured games in a Christian setting, allowing kids an opportunity for fun and exercise while building relationships with teammates, opponents, and God.” Now, more than 70 churches and as many as 1,000 students play in church gyms on Sunday afternoons in the months of January and February. The season climaxes on the first weekend in March at a tournament on Augsburg’s campus. More than 100 Augsburg students help out at the tourney as referees, photographers, concessions workers, security people, etc. Wold, along with league director David Wrightsman and other youth professionals who run the league, seek to keep the tournament as low cost as possible. If churches can’t afford the full participation fee, which pays mostly for uniforms and referee fees, they find ways to subsidize them. As in any athletic division, there are rules. Each game begins with devotions and ends with prayer, shared by both opposing teams. During the game, there must be equal playing time for all team members. And, each team is strongly encouraged to take on service projects— in the church’s gym, in food programs, or in projects like Habitat for Humanity. The league has succeeded in bringing youth to the church. Half of the 70 teams last year were made up of senior high boys, and half or more of these players were not members of the churches for which they played. Some youth choose to play for a church team instead of their school team. Wonderful friendships form through the games. Teams from city and suburban churches get to know each other, and players build relationships with teammates, coaches, youth workers, and pastors. The story of Noah, an adopted Filipino high school student, is one example of the faith and love in this league. Noah has faced challenges all his life from a birth defect in his brain. He learned to love basketball and found tremendous support and friendship in his church team. His strength is in shooting, especially long shots. About five years ago in the tournament, the two finalist teams remained locked in a close game. In the final seconds, it was Noah who sank the ball from a long, half-court shot to win the tournament for his team. “That shows how great sport can be and how great people can be,” says Wold. For information on the Congregational Youth Basketball League, contact Pastor Dave Wold at 612-3301732 or <wold@augsburg.edu>; or David Wrightsman at the Urban Youth Ministry Project, 612-599-6911. 5 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 9 Sports Auggie women skate and tour in Italy, Austria Staff photo by Don Stoner M embers of the Augsburg College women’s hockey team took a trip of a lifetime during the Christmas holiday break, as they traveled to Italy and Austria, playing three games against local club teams and experiencing the beauty of the two countries. Ten Auggie players made the trip, along with head coach Jill Pohtilla, assistant coaches Barb Halbrehder and Bill Halbrehder, Augsburg staff, and several family members. The eight-day trip took the Auggies through the heart of northern Italy and to the historic cities of Florence and Rome. Members of the team raised money for two years to pay for the journey. “Having an opportunity to learn about another culture, first hand, is something the players will never forget,” Pohtilla said. “I had a similar opportunity playing hockey in Finland in 1980, and I will never forget some of the experiences I had.” On Dec. 29, after a day-long series of flights across the Atlantic, the Auggies arrived in Milan, met Marc Smith, their tour manager from GoPlay Sports Tours, and immediately began a day of sightseeing to help counteract the effects of jetlag. In Milan, Italy’s largest city, the team toured the Duomo, a stunning baroque cathedral with 3,400 statues and 135 spires, and walked across the city square to a huge downtown shopping area, the Galleria Vittorio Emanuele. After a night of needed rest in the nearby city of Bergamo, Augsburg was set to play its first game, against the Halloween Como team in the small town of Zanica. Women’s hockey in Italy is still in relative infancy, with only a handful of teams in the northern part of the country. So, with only nine skaters and a goalie, Augsburg was competitive against all of its opponents. In fact, Augsburg dispatched of 6 Members of the Augsburg women’s hockey team and others pose in front of the Colosseum in Rome. Front row (L to R) Jana Ford, Corrie Krzyska, assistant coach Barb Halbrehder, Kristin Johnson, Annie Annunziato, Maggie McDonald, Calla Lundquist, Britt Pennington, tour manager Marc Smith. Back row (L to R) Dale Ford, Jacob Ford, Molly Ford, Dottie Gilkerson, Christina Hughes, assistant coach Bill Halbrehder, head coach Jill Pohtilla, Kristin Opalinski ‘03; sports information coordinator Don Stoner, Stacy Anderson, Laura Prasek, athletic trainer Missy Strauch, Mari Johnson, Heidi Ford. Halloween Como by a 14-0 count. Freshman Stacy Anderson had a sixpoint day, with three goals and three assists, while senior Christina Hughes also had a hat trick (three goals). Senior Dottie Gilkerson, juniors Corrie Krzyska and Laura Prasek, and sophomores Calla Lundquist and Britt Pennington each scored two goals, while senior Annie Annunziato contributed assists. The team then moved on to the Alpine city of Bolzano, little city where the Auggies were then headquartered for three days. New Year’s Eve provided an incredible day and night of new experiences, including a two-hour bus ride deep into the Austrian Alps. As the team rode to Austria, jaws dropped at the stunning scenery of the Brenner Pass, one of Europe’s most famous trade routes. The team’s second game also provided a unique experience—a semi-outdoor rink in the small town of Kundl, Austria. The rink was enclosed, but two of the four sides were open to the elements. Many players said it was the first time they had played on an outdoor rink, which made for an interesting game. Like Italy, women’s hockey in Austria is also relatively new, but the Kundl Crocodiles provided some strong competition. The team even recruited other players from its league to play the Auggies, but in the end, the Minnesota players’ years of experience proved too much, as Augsburg won 6-0. Pennington was the star of the game, with a three-goal hat trick, with Gilkerson, Hughes, and Annunziato adding markers. Junior Jana Ford also got on the board for the Auggies with an assist. Augsburg outshot Kundl by a 2910 margin, with junior goalie Kristin Johnson getting her second straight shutout. “One of the funniest moments for me was when the Austrian team hosted a Winter 2003-04 4/1/04 11:50 AM Page 10 the famed Trevi Fountain, you will Italy, the Bolzano Eagles. The return to Rome someday, and every game was played at the member of the Augsburg group threw Bolzano civic arena, the largest some coins in the water. hockey arena in the country, Augsburg’s final full day in Italy was with seating for more than a whirlwhind day of sightseeing across 7,000 spectators. Rome. Starting early, they toured the Augsburg scored three Colosseum, the fabled arena where goals in the first eight minutes gladiators battled before the emperors, of the game and claimed a 6-2 and traveled up the hill to the Roman victory to complete the trip. Forum, an archeological wonder from Anderson had her second hat ancient times. trick of the trip, with Prasek, From there, the group went to the Annunziato, and Krzyska Pantheon, the oldest complete structure adding goals. The Auggies Dottie Gilkerson (left) and Kristin Johnson (right) pose in Rome, a church of immense size and dominated from start to finish, with a member of the Kundl Crocodiles after Augsburg’s beauty. The day ended in the holiest of not allowing Bolzano’s goals 6-0 win in Kundl, Austria, on Dec. 31. sites, St. Peter’s Basilica in the Vatican, until the final two minutes of followed by a pizza dinner and a trip to the game. brief get-together after our game. The a gelato shop for some authentic Italian With the hockey complete, the language barrier was evident, and it ice cream. Auggies became tourists, as the journey took a line from Finding Nemo to break It was a trip filled with exciting went south into the fabled province of through. The players from both teams hockey, memorable sights, once-in-aTuscany. A night in the small city of knew the lines, ‘Keep swimming, keep lifetime moments, and an incredible Montecatini was followed by a day of swimming’ along with ‘Mine...mine... opportunity to come together as a team sightseeing in Florence, the city that mine.’ We all laughed hard about it,” in the process. spawned the Renaissance. Pohtilla said. From the Duomo church with its On the trip back to Bolzano, the Don Stoner is sports information unique “dome within a dome” design to team stopped for a couple of hours in coordinator and accompanied the team on the beautiful plazas, the Ponte Vecchio the Bavarian winter sports mecca of their trip. bridge and the stunning churches and Innsbruck, host city for two Winter public spaces, the day Olympic games. As the team arrived, a in Florence, while running race was taking place as part of short, was still the city’s New Year’s Eve celebration, memorable. And providing a unique detour. several of the players Arriving back in Bolzano, the showed off their Auggies joined thousands of Italians at “power-shopping” the city’s soccer stadium for a grand skills as well. New Year’s Eve party, complete with Back on the bus bands, fireworks, and plenty of and the four-hour celebrating. journey to Rome New Year’s Day provided some of the where, yet again, the most incredible scenery of the trip, as scenery was the team traveled deep into the craggy outstanding at every high peaks of the Dolomite mountains, turn. The evening unique among the splinter ranges of the was spent in two of Alps. The cable car rides to the top of the most famous the mountain at a local ski area gave the places in Rome, the Auggies plenty of stunning views for Spanish Steps and the photo opportunities and time for Trevi Fountain. Jana Ford (2) and a Bolzano player pursue the puck during playing in the snow. Augsburg’s 6-2 victory over the HC Bolzano Eagles. Augsburg won According to legend, The next day, Augsburg had its last if you throw a coin in all three of its games against opponents from Italy and Austria, outscoring the foes by a 26-2 margin. game of the trip against the best team in Winter 2003-04 7 Staff photo Staff photo Augsburg Now Winter 04.3 Augsburg Now Winter 04.3 4/1/04 11:50 AM Page 11 AN ENORMOUS HONOR FOR DISCOVERY OF TINY PROTEINS PETER AGRE ’70, THE NOBEL PRIZE IN CHEMISTRY by Betsey Norgard Augsburg’s focus on vocation centers on listening for and responding to a call in one’s life. Peter Agre’s illustrious career has exemplified this process of understanding one’s passions and talents, and discerning the work that would best use them in service to others. Last fall, Agre’s life was unexpectedly and dramatically changed by another call—a single telephone call that came at 5:30 in the morning on October 8. The voice on the other end spoke politely with a Swedish accent and informed him that he had won the Nobel Prize in Chemistry for 2003. Since then, Agre’s life has been a whirlwind of travel, interviews, ceremonies, speeches, and thousands of e-mails. Highlights have been the Nobel week in Stockholm, honors at the White House, and, most recently, a hometown tribute befitting a high school and college hero. Agre is a Minnesota native, born in Northfield where his father taught chemistry at St. Olaf College. In 1959, Courtland Agre came to Augsburg as chemistry department chair, and within three years, with the help of new professors John Holum and Earl Alton, rebuilt and refurbished the department. Augsburg’s chemistry program then received the prestigious approval from the American Chemical Society. In his senior year at Roosevelt High School in Minneapolis, Peter Agre was voted one of two most likely to succeed. He was not a focused student, however, and took more interest in the underground student newspaper than in his academic subjects. He refers to himself as a “handful” for his teachers. Already in his last year of high school, Agre began taking classes at Augsburg and then enrolled full time. Here he truly connected with several 8 Nobel winner Peter Agre returned to campus and visited the chemistry labs where he spent considerable time as a student in the late 1960s. Here, he chats with student Mike Starner about the day’s project. professors, most especially with John Holum in chemistry, and was able to complete a major in chemistry in twoand-a-half years, culminating in the decision to became a medical doctor. During medical school at Johns Hopkins University, Agre began gravitating toward research. “I wanted the kind of career where I could help people and do useful work that helped people—both as individual patients and by working on disease mechanisms,” Agre explains. “That’s what really got me into the science.” In his senior year in medical school, he began working in laboratories, rather than pursuing the advanced training of a specialty. After a three-year medical residency at Case Western Reserve University and a clinical fellowship at University of North Carolina, he returned to Johns Hopkins for a research fellowship in cell biology. In 1984 he joined the faculty and is now professor of biochemistry. It was his roommate in medical school who first connected him with a “hot” research lab on campus staffed by an international group of researchers, with whom he remains close. “It was actually the people doing science as much as the science that caught my interest,” Agre explains. “I never felt so excited about being with a group of individuals as with the people in this laboratory.” Some of these researchers traveled to Sweden to be with him at the Nobel ceremony. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 12 Prize-winning research Agre was honored for his work in discovering the existence of proteins that he named “aquaporins,” that are responsible for the passage of water across cell membranes, a process essential to all living things. Agre’s discovery was a result of research serendipity—or “luck favoring the well-prepared,” as it was described in a Johns Hopkins press release. In 1991, while engaged in other research, his lab noticed a small, ubiquitous protein, which they isolated and cloned—and which later proved to be the longsought-after regulator of water movement across cells. (See sidebar on page 11). Agre shares the $1.3 million prize with Roderick MacKinnon, of Rockefeller University in New York, whose research studied similar questions of cell transport involving ions. Across the ocean and seven hours earlier, Augsburg students, staff, and faculty watched via live webcast the formal proceedings of the Nobel Prize Ceremony in Stockholm on Dec. 10. Nobel Peace Prize, awarded in Oslo, Norway), on Dec. 10, the anniversary of the death of Alfred Nobel, who bequeathed the endowment that funds the annual awards. For a week around this date, the 2003 laureates presented lectures, spoke at press conferences, made visits to academic and medical institutions in Scandinavia, and enjoyed the Nobel collegiality. Agre describes the week as “Cinderella-like, except at midnight everyone kept partying.” Agre received his gold medal at the The Nobel Prizes are awarded in highly formal prize ceremony, presented Stockholm, Sweden (except for the to him by King Carl XVI Gustaf of Sweden, surrounded by the royal family and prestigious academics. At the gala banquet, Agre presented a short “thank-you” speech on behalf of MacKinnon and himself (see p. 11). The Augsburg community was able to share in the festivities via a live webcast from Stockholm. In Christensen Center, a crowd gathered around a large computer Don Shelby (right), host of the afternoon show on WCCO radio, enjoyed a radio interview with Peter Agre and President Frame. monitor, under a A week in December Winter 2003-04 banner congratulating Agre, and cheered and clapped even while watching a very fuzzy screen image. Back home in Minnesota In February Agre returned to the Twin Cities for several days to visit his family, as well as to engage in yet another week of whirlwind activities and talks. His first stop in Minneapolis was at his high school alma mater, something he says he wanted to do for himself. His message to students there is one he repeated several more times during the week: “Whatever it is that captures your interest—you should go for it. There’s no limit in life. You can do whatever you want.” At Augsburg, to a filled Hoversten Chapel, Agre presented the same lecture about his research that he gave in Stockholm during Nobel Week. He likened the chance discovery of aquaporin water channels to that of driving along a gravel road in the middle of nowhere in northern Minnesota and suddenly coming upon a city of 200,000 people. “You think to yourself, ‘now this is really interesting,’ ” he quipped. While on campus, Agre had a chance 9 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 13 Agre and President William Frame testified before the Minnesota Senate Higher Education Budget Committee about the need for adequate funding for education. sequence of his findings that led to the aquaporin discovery and describing extensive research others have carried forward in expanding the knowledge and seeking medical applications. Courtland Agre was a chemist at 3M before and after his teaching career, working with a team of scientists to develop synthetic adhesives, and Peter Agre acknowledged that connection. Later, at the State Capitol, Agre appeared with President Frame before the Senate Higher Education Budget Committee to plead the need for science education and adequate funding for research and education. “Research is what lifts us,” Agre told the senators, and “no one is willing to pay for excellent research.” Without it, for example, he said, no new antibiotics can be developed to combat the growing immunity to current drugs. This critical research, especially in Third World countries, is not the kind of profitable research drug companies seek. With the image projected on a large screen beside him, Peter Agre presented his research on “aquaporins” to over 600 employees as part of Tech Forum series at 3M. to greet several of his former Augsburg professors—chemistry professors John Holum and Arlin Gyberg, math professor Henry Follingstad, and biology professor Ralph Sulerud, among others—and reiterated their contribution to shaping his science interests and career direction. During the week the Agre family also gathered on campus, a homecoming for 10 a number of Agre Auggies. Of Courtland and Ellen Agre’s six children, four are Augsburg graduates: Annetta Agre Anderson ’69; Peter ’70; James ’72, who serves on the Science Advisory Board; and Mark ’81. Courtland Agre died in 1995. At 3M’s Tech Forum, Agre spoke to a crowd of 600 or more, presenting the Cheerleading for science Agre enthusiastically talks about using his public forum this year to advocate for science education and the necessity for every person to be educated in science. With science an integral part of 21stcentury life, he stresses the importance Winter 2003-04 Augsburg Now Winter 04.3 4/5/04 8:21 AM Page 13 PETER AGRE’S ‘THANK-YOU’ REMARKS ✷ DECEMBER 10, 2003 Your Majesties, Your Royal Highnesses, Distinguished Guests: AQUAPORINS Written in 1895, Alfred Nobel’s will endowed prizes for scientific research in physics, chemistry, and medicine. At that time, these fields were narrowly defined, and researchers were often classically trained in only one discipline. In the late 19th century, knowledge of science was not a requisite for success in other walks of life. Indeed, the 19th century painter James McNeil Whistler achieved artistic immortality despite failing chemistry at the U.S. Military Academy at West Point, an experience which he remembered with amusement saying, “Had silicon been a gas, I would have been a major general.” But the depth of science has increased dramatically, and Alfred Nobel would be astonished by the changes. Now in the 21st century, the boundaries separating physics, chemistry, and medicine have become blurred, and as happened during the Renaissance, scientists are following their curiosities even when they run beyond the formal limits Peter Agre, Nobel Prize laureate in chemistry, used the opportunity when speaking on behalf of the two chemistry of their training. At the same winners, to laud and praise science teachers for their role in time, the need for general creating interest for their students. scientific understanding by the public has never been larger, and the penalty for scientific illiteracy never harsher. In his masterpiece, One Hundred Years of Solitude, Gabriel Garcia Marquez, winner of the 1982 [Nobel] literature prize, describes the isolated village of Macondo where the inhabitants suffer from their own naiveté, trading their hard-earned gold to gypsies for what they believe to be amazing inventions—a magnet, a magnifying glass, and even an enormous, transparent crystal that fascinated them being so cold it was painful to touch. What they regarded as the greatest invention of their time was only a block of ice. In a way, the inhabitants of Macondo resemble contemporary individuals without any background in science. Lack of scientific fundamentals causes people to make foolish decisions about issues such as the toxicity of chemicals, the efficacy of medicines, the changes in the global climate. Our single greatest defense against scientific ignorance is education, and early in the life of every scientist, the child’s first interest was sparked by a teacher. Ladies and gentlemen: please join Dr. Roderick MacKinnon and me in applauding not the Nobel laureates but the heroes behind past, present, and future Nobel prizes— the men and women who teach science to children in our schools. Tack så mycket. © The Nobel Foundation, 2003 Winter 2003-04 a chance discovery © 2003, The Nobel Foundation. Photo by Hans Mehlin. NOBEL BANQUET Water comprises about 70 percent of the human body and is constantly passing across cell walls. Peter Agre was the first to identify the particular protein that serves as the channel through which the water passes. It was a discovery of chance for Agre’s lab team. While researching blood cells, they noticed a commonly reoccurring mystery protein. It was a colleague of Agre’s who suggested that this might be the long-soughtafter water channel. By isolating, cloning, and introducing this protein into frog eggs, Agre’s team was able to confirm that it, indeed, allowed passage of water—and Agre named it Aquaporin-1. Since then, research around the world has explored the presence of additional aquaporins—or “water pores”—and extensively documented their existence in bacteria, plants, and mammals. Not all are equally understood, however. Agre quips that a particular one, Aquaporin-6, was “sent by God for our hubris in saying that we understand these proteins.” While Agre’s research does not yield immediate cures or treatments for disease, it has exploded the understanding of what he dubs this “molecular plumbing system” and provided explanations for physiological processes at sub-disease states. As Agre says, “We have the answer—now what is the question?” From here, research will focus on application of this information in studying a wide variety of diseases— kidney diseases, cystic fibrosis, diabetes, Sjogren’s Syndrome, among them. Beyond that, Agre says that the research can also benefit biotechnology, and even agriculture. 11 Augsburg Now Winter 04.3 4/5/04 8:21 AM Page 14 receiving something in translation. In his banquet speech at the Nobel Ceremony, Agre stated that “Our single greatest defense against scientific ignorance is education.” He then applauded the role of teachers, whom he called the “heroes behind past, present, and future Nobel prizes.” (See the full text of this speech on p. 11.) When talking with young people, he also encourages them to identify their heroes. One of Agre’s heroes he enjoys talking about is Nobel chemistry and Peace Prize laureate Linus Pauling, the eminent scientist whose unwavering opposition to nuclear testing led the fight to pass the limited test ban treaty. Pauling stayed with the Agre family while speaking in Minneapolis when Agre was a teenager, and the strong social conscience of the renowned scientist profoundly impacted Agre. Agre is taking advantage of his Nobel stature to speak out on issues affecting science research, especially against restrictions placed on research as a result of the war on terrorism. Together with other Nobel laureates, he has advocated on behalf of a former professor, Thomas Butler, who faced 69 felony charges and massive fines for the mishandling that he voluntarily reported of plague samples used in bioterror research. of being able to evaluate the validity of daily news, statements from government officials, and so on. People without science background are “totally at the mercy of the government or big companies that tell them a particular pollutant is not dangerous,” Agre says. Equally worrisome to Agre is the situation where decisions about foreign policy, such as signing the Kyoto Accord, are made by lawyers with no scientific background. Even though there are scientific advisors, he sees it as similar to 12 Learning for life In summing up, Agre believes that although science is important, liberal arts are critical to educate people in many different areas for a lifetime. He told the Senate higher education committee, “All the good in my life happened because of my education.” He believes that “part of being educated is learning that we learn our whole lives, and we need to … have some background in different cultures, study abroad.” Agre told the press that “the difference between laureates and the general public is that when we get up in the morning we really long to be at work.” That’s a statement of calling. ■ Courtland Agre taught chemistry at Augsburg for 17 years, from 1959 to his retirement in 1976. He also enjoyed an illustrious career in industry at both DuPont and 3M in the early research around synthetic adhesives. Agre revitalized Augsburg’s chemistry department and was recognized for his programs that brought high school students to campus. Under his leadership, Augsburg’s department received initial approval from the American Chemical Society. Agre’s last visit to campus was at Homecoming in 1995 when Peter Agre was honored as a Distinguished Alumnus. Courtland Agre died a few weeks later, in October 1995, from cancer. His wife, Ellen, when interviewed about Peter’s Nobel Prize, told Minnesota Public Radio her daughter said that before his death, Courtland had stated that one day Peter was going to win the Nobel Prize. “Courtland would be rejoicing,” Ellen Agre told the interviewer. Winter 2003-04 Augsburg Now Winter 04.3 4/5/04 8:22 AM Page 15 1 5 2 6 3 7 1 E. Milton Kleven ’46 and his daughter, Barbara Kleven Birky, are among the attendees at the dinner in honor of Peter Agre. 2 Bill and Kathy Urseth posed for a photo with Agre. 3 Augsburg regent James Haglund and his wife, Kathy, exchanged greetings with the Nobel Prize laureate. 4 Proud mother Ellen Agre enjoys the light moments of Peter’s presentation in the campus convocation about his research. 5 After his convocation in Hoversten Chapel, a throng of people waited to greet the Nobel laureate, including Philip Quanbeck Sr., to Agre’s left. 6 Agre reminisced with Professor Henry Follingstad, his former mathematics teacher, as members of the Department of Chemistry looked on. Clockwise, from lower left: Professor Joan Kunz, chair of the Division of Natural Sciences and Mathematics; Professor Arlin Gyberg, who taught Agre as a student; Professor Sandra Olmsted ’69, chemistry department chair; chemistry student Monica Koukal; and Follingstad. 4 Winter 2003-04 7 Dean Malotky ’71 (center) and Peter Agre were a year apart in the chemistry department. Cheryl (Rogalla) Malotky ’72 (left) looks on as they talked. 13 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 17 DISHING UP RECIPES FOR LEARNING AND SERVING by Betsey Norgard photos by Stephen Geffre Winter 2002-03 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 18 AS ANYONE WHO COOKS KNOWS, finding creative ways to combine ingredients is a challenge. In the Campus Kitchen at Augsburg, students receive surplus food from the College’s food service and other local food banks and transform these various ingredients into healthy and tasty meals for neighborhood residents in shelters and community programs. Augsburg is one of six campuses in the country to join The Campus Kitchens ProjectSM, a leadership development program of DC Central Kitchen. The project focuses on making use of recycled food, students in servicelearning, and teaching food preparation skills to the unemployed. It is also a great opportunity for volunteers from the campus and the community to combine talents. The Campus Kitchen at Augsburg opened in October with President and Mrs. Frame cooking the first meals under the direction of Augsburg’s Sodexho food staff. About 60 volunteers have been involved weekly since then, serving 100 to 300 meals—a total of more than 2,400 meals in the five months. Two or three nights a week, a team of LEFT PAGE, TOP—Freshman Nicholas Stuber (center) is one of the Augsburg Seminar (AugSem) students who worked in the Campus Kitchen as part of his religion and history classes. LEFT PAGE, CENTER—First-year students learn about the new Campus Kitchen at Augsburg. Front row (L to R): Chelsea Hosch, Megan Christensen, and Emily Squadroni. Back row (L to R): Micah Lenthe, Ted Toborg, Tayton Eggenberger, and Marisa Navarro LEFT PAGE, BOTTOM LEFT—Campus Kitchen supervisor Abby Flottemesch (right) and volunteer Bill Ogren ‘73 spoon out browned meat for the recipe being cooked up that evening LEFT PAGE, BOTTOM RIGHT—Senior Josh Reichow scoops out cans of chili as part of the meal he is making in the Campus Kitchen at Augsburg, with senior Rhia Gronberg working in the background. Up to 300 meals per week are delivered to neighborhood community programs. Winter 2003-04 Doug Klunk (center), Sodexho food service director at Augsburg, explains the kitchen facilities to the first-year Augsburg Seminar students who will be working in the Campus Kitchen program. volunteers assesses the food ingredients available that day, and cooks up meals of entrees, desserts, soups, etc. The next day another volunteer team delivers the food to one of three neighborhood agencies— Safe Place at Trinity Lutheran Church, the Brian Coyle Center Kids College, Catholic Charities’ Secure Waiting Place, and Peace House. “One thing I will never forget is just the look on their faces when they see that we have brought them some food,” said freshman Jennifer Ramos. “Along with being happy about the food, they are excited to see us.” Volunteers spend time at the centers after delivering the meals to get to know the people being served. One of Augsburg’s first-year seminars, or AugSem, included a service-learning component in the Campus Kitchen into paired religion and history classes. History professor Phil Adamo teaches Beginning of Western Culture, where students study how resources are collected, distributed, and controlled. Preparing and delivering the meals gave his students some first-hand understanding of how the process works. Project director Abby Flottemesch also helps the students organize additional activities—clothing drives, special events, and projects. In February, the student volunteers prepared a Valentine’s Day meal for teen parents and their children at the Division of Indian Work in Minneapolis. The Campus Kitchen at Augsburg developed from the collaboration of the Center for Service, Work, and Learning and Sodexho, the College’s food service provider. “It’s a natural extension of our community service-learning interests,” President William Frame recently told the Minneapolis Star Tribune, adding that it fit Augsburg’s mission to be an “active citizen in the neighborhoods.” In addition to fulfilling their AugSem requirements, first-year students learn the broader lessons embodied in the Campus Kitchens motto—“Teach, Reach, Feed, Lead.” “At the end of the day I feel better knowing that I have made an impact on someone’s life,” says Ramos. ■ 15 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 19 CCO ONONCNANE CMTNPI NUGSE C T I N G —a home for Hispanic/Latino students by Betsey Norgard • photos by Stephen Geffre IN 2003, Augsburg’s Hispanic/Latino Student Services program celebrated its 10th anniversary. Established in 1993, it is the newest of the four programs that provide services for ethnic populations at the College. During its first decade, the program grew from the initial 13 students served to over 40 students who now receive assistance and academic support in areas of admissions, financial aid/scholarships, registration procedures, academic advising, personal counseling, and advocacy. The students also receive help to obtain internships, employment, and community referrals. While most activity in the program involves the day students, weekend and graduate students also take advantage of services on campus and community networking. Augsburg’s program is growing at the same time the Hispanic/Latino population in the state of Minnesota is experiencing a triple-digit percentage increase, according to the 2000 census data. The College’s location in the heart of the Twin Cities makes it accessible to Hispanic/Latino youth of both Minneapolis and St. Paul, and Augsburg’s commitment to a diverse student body enables it to offer the financial and academic resources to reach these students. Of the more than 40 students served this year, 12 are international students, while more than double that number come from the Twin Cities metro area. Eloisa Echávez, who received her 16 Dulce Monterrubio, from Mexico City, is both a senior international relations major and an enrollment counselor in the Enrollment Center. bachelor’s degree in 1994 and master’s degree in educational leadership in 1998, was the program’s founder and director for its first six years. She is now executive director of La Oportunidad, Inc., a St. Paul community agency. “During this time, I witnessed first hand how the support that Hispanic/ Latino students received made a great impact,” Echávez states. “I saw [them] grow in every area of their lives, carrying proudly Augsburg’s mission and becoming leaders in their respective communities.” For three years, Hispanic/Latino students have participated in Scholastic Connections, a College scholarship program that pairs students of color with alumni of color in mentoring Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 20 relationships. Adela Arguello, a junior from Nicaragua, double-majoring in finance and economics, is one of three students currently “connected” to an alumni mentor. ”This scholarship has been one of the instruments that has made possible the great experience of having a college education in the U.S.,” she says. “My mentor, Diane Love-Scott, and her husband, Rick, have both been great mentors and great friends in the past two years.” Love-Scott, who graduated in 1998 and now is a social worker for Hennepin County, was one of the first students involved in the program and speaks about its impact. “Getting connected to the Latino program and being part of its development was an honor. … Since there only were a handful of Latino students, it felt like we were a family. The Latino program allowed for a group of students to be heard and recognized that otherwise would simply just have ‘blended’,” she says. Plus, becoming active in the Latino group helps students connect with other activities on campus. “My involvement with campus life was greatly attributed to my participation in the Hispanic/Latino SCHOLASTIC CONNECTIONS Students Renzo and Robert Amaya Torres (second and third from left) and Adela Arguello (second from right) and mentors (left to right) Franklin Taweh, Eloisa Echávez, Maria R. Johnson, and Diane Love-Scott are part of the Scholastic Connections program, pairing students of color with alumni mentors. Hispanic/Latino program director Emiliano Chagil stands at the right. Student Association,” says Juliana Martinez, who graduated last year with an MIS major and business minor. “As a transfer student, it can be difficult to approach other organizations and find common grounds with its members. By founding this student organization, the Hispanic/Latino Student Services [program] opened the doors to host and support events together.” In 2001, Augsburg was recognized as a “2001 Educator of Distinction” by Saludos Hispanos, a Los Angeles-based career and education magazine and Web site for its efforts in outreach and Speaking on behalf of the mentors at the annual Scholastic Connections dinner, Diane Love-Scott ’98 commented that “a lot of the people sitting at these tables are a big part of what I am today.” Winter 2003-04 recruitment. Included in that are the College’s efforts to provide financial aid and scholarships above and beyond what is available through normal state and federal sources. Senior Victor Acosta received federal funding and academic support that are helping him excel as a physics major. He is the recipient of a prestigious Goldwater Scholarship for math and science students and has spent two summers engaged in research funded by the National Science Foundation. Part of the College’s and program mission is to help students prepare for Juniors Renzo and Robert Amaya Torres, twin brothers from Colombia, spoke on behalf of scholarship recipients at the Thanksgiving reception for scholarship donors last November. 17 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 21 jobs in the workplace. Martinez found a position as a technology coordinator at a St. Paul community development center. Charles Barton, a 2003 graduate in education, who has been featured in a continuing series in the St. Paul Pioneer Press, has decided to bide his time until the right teaching job opens up. In the meantime, he mentors at-risk kids and manages a before- and after-school program at a metro-area school. Students from the various Hispanic/Latino countries bring their cultural traditions to Augsburg’s campus life. During Hispanic Heritage Month, mid-September to mid-October, a series of community speakers and presentations focused on cultural traditions and social issues in Mexico, and Central and South America. Each year in Chapel during Advent, the Hispanic/Latino students present Las Posadas, a reenactment of Mary and Joseph’s journey to Bethlehem and search for lodging. The campus community joins in singing the procession along, and then celebrates with the festive breaking of a piñata. Program director Emiliano Chagil believes that Augsburg will grow as a resource to the burgeoning Hispanic population. Augsburg’s weekend program is especially suited to help working adults in the Hispanic community complete an undergraduate education— the dream of many immigrants seeking better lives for their families. He credits ABOVE—Hispanic/Latino students and others in Augsburg’s chapel joined to sing the traditional songs of the celebration of Las Posadas that reenacted Mary and Joseph’s journey to find lodging for the Christmas night. LEFT—Emiliano Chagil, Hispanic/Latino Student Services director, congratulates Charles Barton as he graduated with a major in education last May 18 the support of the administration, especially that of Ann Garvey, associate dean for student affairs, in helping shape the direction of the ethnic programs. Chagil, a native of Guatemala who came to the Twin Cities in 1980, has a master’s degree in theology from the University of St. Thomas School of Divinity and considers himself a testament to what is possible. “The world is a wonderful world, but one must have faith, and believe in one’s self and trust others that our mission on Earth to better creation can only be accomplished with a community,” Chagil says. “Education is the right guidance for the journey. Our nation is waiting for leadership and one must consider the challenge. As commonly said in Spanish, ‘Dios primero,’-— ‘Let God be first.’ ” ■ CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING ON CAMPUS CONNECTING Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 22 AUGSBURG A K E T O F A M I LY A F F A I R Winter 2003-04 many of his games, and is already looking forward to next year’s season. Outside of basketball, although Alex and Kevin attend classes on the same campus they hardly see each other. Alex’s MAL classes meet every other weekend, and Kevin studies during the week. Even so, they still find time to meet or talk every now and then—as when they needed to clear a mix-up on their e-mails. One of Kevin’s professors, unaware that Charles Walbridge When considering their options for higher education, this father and son duo from Forest Lake, Minn., had no intention of attending the same college. However, the educational paths of Alex and Kevin Keto led them both down different roads to Augsburg College. Alex, who is currently a marketing manager for Wendy’s International, Inc., came to Augsburg in September 2002 to enroll in the College’s Master of Arts in Leadership (MAL) program. He had been planning to pursue graduate education after his son completed high school, and wanted something different than an M.B.A. Augsburg’s MAL focus on leadership intrigued him as different from other comparable college programs. Believing that “you can never stop learning,” he felt he had found a “perfect fit” at Augsburg. He feels the leadership aspect of the program will benefit him in his job and give him a competitive edge. “I hope to take what I know,” he says, “and add some leadership to incorporate mentoring to develop some kind of leadership program.” Alex’s son, Kevin, choose a different road to Augsburg, which was in no way influenced by his father. Kevin entered Augsburg as a freshman last fall. A graduate of Forest Lake High School, he was involved in community service through the National Honor Society (NHS) and was the point guard on the varsity basketball team. As a team member and co-captain, he helped run basketball camps for younger players. Kevin’s college selection pointed Augsburg’s way because he wanted to attend a school that had diversity, that was in the city, and where he could continue to play basketball. To his great joy, he made the varsity team in his first year and found that college basketball was a new experience he really enjoyed. He also enjoyed having Alex in the stands at Stephen Geffre by Rebecca Welle ’04 Father and son Alex and Kevin Keto enjoy a rare moment together on campus. Both are Augsburg students, but their class schedules rarely overlap. Freshman guard Kevin Keto was drawn to Augsburg as a school in the city where he could continue playing basketball—and have his father in the stands for many games. Kevin was not the only Keto on campus, e-mailed him with praise for a paper he wrote, asking if it could be shared with the class. Much to the professor’s surprise, the e-mail went to Alex, who wrote back explaining the confusion. The professor than e-mailed Alex back thanking him for setting everything straight and complimenting the work of his son. Although Alex plans to complete his degree in the next year, Kevin will not be far behind. Because of advanced placement courses in high school, he is on an accelerated pace in his college studies. He has continued his service work from high school and is currently volunteering as a tutor for Somali children as part of his Christian vocation class. Kevin has already accepted a position for next year as a resident assistant in Urness Hall, where he will help new freshman find their way around new classes, a new campus, and new experiences. ■ Becky Welle is a senior communications major and intern in the Office of Public Relations and Communication. 19 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 23 AAlumni LUMNINews NEWS From the Alumni Board president’s desk… T hese are exciting times for Augsburg College and Augsburg alumni. Several months ago, the College launched the “Transforming Education” marketing campaign. Billboards, radio and magazine advertisements, and the Augsburg Web site reflect that which all Augsburg alumni know: “Be yourself at Augsburg, and leave completely changed.” One alumnus who exemplifies the transforming nature of an Augsburg education is Peter Agre ’70. Shortly after the campaign was launched, the Royal Swedish Academy of Sciences announced that Peter was one of two winners of the Nobel Prize in Chemistry (see the feature story on p. 8 for details). Peter’s award is a fantastic honor and all Augsburg alumni can be proud of his achievement. Peter’s honor has personal meaning for me. While a senior at Augsburg, I traveled to Baltimore in the spring of 1984 to visit the Johns Hopkins University where I would matriculate in the School of Medicine that fall. Peter, early in his career at the time, warmly welcomed me to the city and into his home. He gave me an exhaustive tour of the city and the medical school and introduced me to many of his colleagues. Later, Peter was my teacher and mentor on the clinical wards. Despite his busy schedule, Peter always had time to talk and reminisce (especially about Minnesota and Augsburg). He was a terrific mentor and later a good friend and colleague. Congratulations, Peter! In Alumni Board news, Dan Anderson ’65, who joined the Alumni Board last year, recently accepted appointment to the Augsburg Board of Regents. One of Dan’s primary roles on the Board of Regents will be to represent the Alumni Board and alumni. Dan is a dedicated supporter of the College, and this appointment will surely benefit the entire Augsburg community. These truly are exciting times for Augsburg and its alumni. Within a Christian context, the College remains committed to an education that is academically excellent and “transforming.” One measure of the “transforming” nature of an Augsburg education is alumni participation in the affairs of the College. Indeed, alumni have not only increased their participation in alumni events, but have also increased their giving of time, talents, and financial gifts to Augsburg. On behalf of the Alumni Board, I thank you for your generosity! Paul S. Mueller ’84, M.D. President, Alumni Board A ugsburg alumni are invited to explore Lutheran heritage in Germany and Eastern Europe in a tour sponsored by the Alumni Association, October 15-27. This custom created travel program features the places of Martin Luther’s life and ministry in the German cities of Wittenberg and Eisleben, as well as a special worship service at the American Church of Berlin, where Augsburg alumnus Rev. Ben Coltvet ’66 is currently pastor. The itinerary also includes visits to Dresden and Leipzig, as well as to two of Europe’s most beautiful capital cities, Prague and Budapest. In addition, tour participants will have an opportunity to interact with the local Lutheran community in 20 Bratislava, Slovakia, where the Lutheran church dates back to the 16th century. Augsburg professor Dr. Mark Tranvik and his wife, Ann, will host this tour from the Twin Cities. Tranvik has taught reformation history at Augsburg for 10 years and has recently visited the places of Martin Luther’s life in Germany. Pre-registration is required by June 15. A tour information and education meeting will be held May 16 at 2 p.m. in the Christensen Center (Century Room). A tour brochure is available for download in the Alumni News section of the Now Online at <www.augsburg.edu/now>. For further Czech Tourist Authority Alumni tour features Lutheran heritage in Germany and Eastern Europe information, contact Alumni/Parent Relations at 612-330-1178 or <alumni@augsburg.edu>. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 24 Second annual Connections event a success T SUMMER AUGGIE HOURS Auggie Hours are held the second Tuesday of each month at 5:30 p.m. Please join us! Staff photo he second annual Connections—A Women’s Leadership Event, cosponsored by Augsburg College and Thrivent Financial for Lutherans, was held January 31. It was an inspirational morning for over 130 participants including more than 25 current Augsburg students. “What makes this women’s event unique compared to others is that we invite students to participate in this leadership development opportunity so The second annual Connections—A Women’s Leadership Event in January was a successful and they may network and be encouraged inspiring morning for over 130 participants. The by the experiences and stories of the presenters, pictured above, were: Front row (L to amazing women who attend,” said Sue R): Annette Minor, Tammera Ericson ’93, Julie Sabo ’90 (Back row): Anne Frame, Jennifer Martin, Klaseus, vice president of Augsburg’s I. Shelby Andress ’56, Jennifer Grimm ’99. Institutional Advancement and Community Relations. challenges of working in traditionally Presenters included Jennifer Grimm ’99, male-dominated industries, finding balance international recording artist; Jennifer between work and parenting, living a life Martin, senior vice president for corporate of service, igniting your passion to follow administration at Thrivent and an your dreams, achieving financial security, Augsburg Board of Regents member; Anne dealing with grief after caring for a Frame, a financial consultant and Augsburg terminally ill loved one, and more. leader; Annette Minor, attorney and In addition, participants were given the consultant with HD Minor, LLC; Tammera opportunity to break into smaller groups Ericson ’93, attorney and member of the for networking at roundtable conversations Columbia Heights City Council; Julie Sabo led by a host committee made up of ’90, former MN senator; and I. Shelby women leaders throughout the community, Andress ’56, consultant and owner of I. many of whom were Augsburg alumnae. Shelby Andress, Inc. Watch for details of the third annual Presentations were wide-ranging and event in upcoming issues of the Augsburg included motivational discussions of the Now! A-Club and AWAC merge A ugsburg’s two alumni athletics organizations—A-Club and the Augsburg Women’s Athletic Club (AWAC)—merged in November. This new joint venture unites all resources, talent, and passion into a single cause directed at supporting the success of Augsburg athletics. On the immediate horizon, the new A-Club will be a major fundraising force for the proposed South Wing expansion of Si Melby Hall. The project is an important and necessary step in upgrading facilities for all students, staff, Winter 2003-04 physical education majors, and intercollegiate athletes. Look for an expanded story about the merger in the spring/summer issue of the Augsburg Now. The new A-Club’s first joint golf tournament is June 28 at the 27-hole Pebble Creek course in Becker, Minn. Proceeds from this annual event underwrite various A-Club activities, including the Hall of Fame banquet. Contact the Athletics office at 612-330-1249 for more information. May Toby’s on the Lake, Oakdale June Solera, Downtown Minneapolis July Dock Café, Stillwater August Bar Abilene, Uptown Minneapolis 2004 Alumni Directory T he 2004 Augsburg Alumni Directory is underway. Have you returned your questionnaire or contacted the publisher (Harris) toll-free to verify your information? If you did not receive your questionnaire or have questions, contact Alumni/Parent Relations at 612-330-1178 or 1-800-260-6590 or e-mail <alumni@augsburg.edu>. Lutheran Free Church celebration A celebration of the tradition and heritage of the Lutheran Free Church is planned for Sat., June 12. All alumni are welcome to attend this special day of worship, “singspiration,” testimonials, lectures, and conversation. Preregistration is required by June 1; contact Alumni/Parent Relations for more information at 612-330-1178 or <alumni@augsburg.edu>. 21 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 25 HOMECOMING 2003 photos by Stephen Geffre Robert Stacke ’71, Augsburg associate professor of music, led the pep band at the Homecoming football game. Stan Waldhauser Members of the Class of 1993 gathered before the football game for a tailgating party to celebrate their 10-year reunion. The Augsburg Spirit Squad cheered the Auggies on to their victory over Carleton College. Fans expressed their Auggie pride at the Homecoming football game. 22 Knut Hoversten ’30 (right) and his family were honored with the 2003 Distinguished Service Award. Since Knut’s graduation from Augsburg in 1930, more than 40 members of the extended Hoversten family have also attended, including the family’s most recent Augsburg graduate, Kari Lucin ’03 (left). Students, alumni, faculty, and staff gathered for the second annual Homecoming reception celebrating Augsburg’s four ethnic programs: the American Indian, Pan-Asian, Pan-Afrikan, and Hispanic/Latino student service areas. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 26 Charles Walbridge Brenda Henrickson Capek ’63 gathered with fellow alumni and faculty at the psychology department’s 40th anniversary celebration and reunion. Staff photo Jeremiah Knabe and Katie Scheevel were crowned 2003 Homecoming King and Queen. Senior Jamie Smith, Auggie wide receiver, helped lead Augsburg to a 19-0 victory over Carleton College. Joel Nelson ’85 joined fellow alumni and faculty of biology, chemistry, math, physics, and psychology at the science alumni gathering. Staff photo Jane Jeong Trenka ’95 and Aaron Gabriel ’00 read their work at the English department’s wine and cheese reading and reunion. Trenka’s book, The Language of Blood: A Memoir (Borealis Books), is nominated for two Minnesota Book Awards and was chosen by the Barnes & Noble Discover New Writers Program as a fall 2003 selection. Ertwin Jones-Hermerding ’69 (pictured above) and the Rev. Hans G. Dumpys ’56 were honored at Homecoming Dinner as recipients of the 2003 Distinguished Alumni Award. Other honorees included Tammera Ericson ’93 with the First Decade Award and both John Benson ’55 and Sigvald V. Hjelmeland ’41 with Spirit of Augsburg awards. Winter 2003-04 The Rev. Hans G. Dumpys ’56 (right), 2003 Distinguished Alumnus, enjoyed conversation following the Homecoming chapel service, which celebrated the golden anniversary Class of 1953 and featured guest speaker Rev. Arthur Rimmereid ’53. 23 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 27 2003 HOMECOMING 1953 GOLDEN ANNIVERSARY CLASS OF 1953 (L to R) Row 1 (seated): Beverly Nystuen Carlsen, Gloria Parizek Thorpe, Darlyne Deem Lamb, Ruth Ringstad Larson, Marilyn Elness Froiland, Gloria Ostrem Sawai, Ruth Aaskov, Erland E. Carlson. Row 2: Don Dillon, Dorothy Strommen Christopherson, Dorothy Skonnord Petersen, Betty Manger Anderson, Helen Lodahl Amabile, Eleanor Baker Dahle, Phyllis Vik Swanson. Row 3: Leroy (Roy) Petterson, Donovan Lundeen, Jerome Engseth, Donald Oren, Dave Rykken, Joseph Vahtinson, Lorne Hill, James Hamre. Row 4: Duane Christensen, Quentin Goodrich, Bill Oudal, Art Rimmereid, Roy Dorn, Herman Egeberg, Mark Raabe, Arthur Shultz, Howard “Howie” Pearson. 1963 CLASS OF 1963 (L to R) Row 1 (seated): Diane Lindberg Lee, Joyce Gustafson Hauge, Barbra Beglinger Larson, Brenda Henrickson Capek, Paul Rasmussen, Jerelyn Hovland Cobb, Stephen “Gabe” Gabrielsen, Nancy Joubert Raymond. Row 2: Marilyn Peterson Haus, Sara Halvorson Strom, Karen Tangen Mattison, Mary Jo Cherne Holmstrand, Mary Lower Farmer, Judy Hess Larsen, Faith Bakken Friest, Linda Johnson Merriam. Row 3: William Kallestad, Janet Evenson Potratz, Ron Starkey, Roger Bevis, Ellen Vlede Meliza, Brad Holt, Carol Anderson McCuen. Row 4: John Wanner, Glenn Peterson, Morris Bjuulin, Donald Gjesfjeld, David Steenson, Wayne Christiansen. 24 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 28 1978 CLASS OF 1978 (L to R) Row 1 (seated): Kevin Hoversten, Dennis Meyer, Jennifer Abeln Kahlow, Ellen Wessel Schuler, Debbie Zillmer Hoppe, Donadee Melly Peterson, Noreen Walen Thompson, Louise Dahl Wood. Row 2: Jonathan Moren, Bonnie Lamon Moren, Amy Jo Thorpe Swenson, Cindy Peterson, Lora Thompson Sturm, Susan Shaninghouse, Bev Ranum Meyer, Paula Winchester Palermo, Holly Crane Smith, Cynthy Mandl. Row 3: Tom Wingard, John Karason, Roberta Aitchison Olson, Dawn Heil Taylor, Kim Strickland, Julie Rasmussen, Kris Iverson Slemmons, Joel Hoeger, Steve Thompson. Row 4: Rick Swenson, David Backman, Eric Spore, David Wilhelm, Richard Swanson, Connie Lamon Priesz, Jerry Wood. Recipients of Augsburg’s DISTINGUISHED SERVICE AWARD HOVERSTEN FAMILY (bottom left, L to R) Row 1 (seated): Chris Busch, Weston Busch, Tim Larson, Holly Mell, Janet Reily, Katelyn Mell, Megan Mell, Craig Mell. Row 2: Sister Mary Colleen Hoversten OSF, Garfield Hoversten, JoAnn Downing Osborne, Julianne Melll, Knut Hoversten, Chrestena Fixen, Marguerite Haster Hoversten, Phyllis Hoversten. Row 3: Lenice Gadmundson Hoversten, Joan Novy Hoversten, Kermit Hoversten, Ruth Hammer Hoversten, Jill Nafstad, Wendy Larson, Clara Amundson, Bernice Digre, Elizabeth Bade, Karina Peterson, Linda Singer, Chester Hoversten, Loretta Pletan Hoversten. Row 4: Allen Hoversten, Peter Hoversten, Francis Hoversten, Norman Mell, Kevin Hoversten, Chet T. Hoversten, Clenora Hoversten, Marjorie Hoversten, Paul Larson, Vincent Hoversten, Clifford Digre, Annette Hoversten Hanson, Clarence Hoversten, Lorna Hoversten, Roger Larson, Elise Larson, Tom Hoversten. Row 5: Kari Lucin, Gregg Nafstad, Andrew Busch, Laurie Busch, Kyle Hoversten, Shannon Swanson Hoversten, Tim Hoversten, Karla Singer, Pattie Sausser, Philip Hoversten, Jon Hoversten. Winter 2003-04 25 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 29 CLASS NOTES Class Notes Raymond Klym, Bloomington, Minn., was inducted into the Minnesota Softball Hall of Fame and will be inducted into the Minneapolis South High School Wall of Honor in April. He can be reached at <rklym@netzero.net>. 1948 Clarence “Bobb” L. Miller, Coral Gables, Fla., was elected to the Volleyball Hall of Fame in 1995 and the YMCA Volleyball Hall of Fame in 1997, both in Holyoke, Mass. 1953 Leland Fairbanks and his wife, Eunice, were honored by the mayor of Tempe, Ariz., when he declared August 16, 2003, as “Dr. Leland and Eunice Fairbanks 50th Anniversary Day” in tribute of their golden anniversary and their service to Tempe. Gloria (Ostrem) Sawai received the Distinguished Alumni Award at Canada’s Augustana University College 2003 Homecoming celebration in October. 1954 John “Jack” E. Seaver, Edgerton, Wis., is enjoying retirement with his wife, Lois. He can be contacted via e-mail at <loisseaver@msn.com>. 1957 Stanley B. Baker, Raleigh, N.C., published the fourth edition of School Counseling for the Twenty-First Century (co-authored by Edwin R. Gerler Jr.) by Pearson Prentice Hall publishers. The new edition features online 26 lessons and an Internet site. Baker is a professor of counselor education at North Carolina State University. 1959 Don C. Olson traveled to San Lucas Toliman, Guatemala, in August; it was his seventh year traveling as a mission worker. 1961 Kenneth J. Manske, Asheville, N.C., is a retired professor of chemistry from Mars Hill College. He and his wife, Janet, can be reached at <kjm39@charter.net>. Nellie Jones von Arx, Farmingville, N.Y., retired in June from Sunrise Medical Labs where she was a microbiology supervisor for 16 years. Prior work included 15 years as microbiology supervisor at North Shore University Hospital in Glen Cove, N.Y.; 10 years in medical technology at Mt. Sinai Hospital, Minneapolis; and over two years in U.S. Peace Corps, Sabah, Malaysia. 1968 Frank Lawatsch, Benson, Minn., is hospital administrator at Swift County-Benson Hospital, which was recently honored as one of the top 100 rural hospitals in America. Rev. Mark S. Hanson, presiding bishop of the Evangelical Lutheran Church in America and president of the Lutheran World Federation, wrote a commentary published in the Oct. 18, 2003, St. Paul Pioneer Press (“Pope has been a fighter for Christian unity”) celebrating the 25th anniversary of Pope John Paul II. Hanson met with the pope last spring. Diane Tiedeman, Richfield, Minn., is enjoying her retirement from teaching for Bloomington Public Schools. She likes spending time with family and friends, planting flowers, and taking care of her lawn. 1970 Ray Hanson, Sterling, Va., received a “Lightning Award” from ITT Industries AES Division. He also celebrated the marriage of his daughter in June. 1971 Barbara (Lien) Nordaune, Glenwood, Minn., was elected to serve as associate grand conductress of the Order of Eastern Star at its 2003 Grand Chapter meeting in St. Cloud. In addition to her many duties, she will be traveling throughout the state and to other jurisdictions to represent the Grand Chapter of Minnesota. Barbara is a member of the Minnewaska Chapter #129 in Glenwood, and works as a computerized embroidery operator at Cowing Robards in Alexandria. Her husband, Lyndon, owns and operates MTM Marine. Mark Saari, Rush City, Minn., is principal of Rush City High School. 1965 Neil Sideen, Howard Lake, Minn., is public television coordinator for the City of Howard Lake and is involved in affiliated marketing on the Internet. He can be reached at <cable@howard-lake.mn.us>. ALUMNI ON THE ROAD Courtesy photo 1947 1966 Rodger T. Ericson, an Air Force lieutenant colonel, was deployed oversees to a forward operating location to support the mission of Operation Iraqi Freedom. 1967 Stuart Utgaard, Star Prairie, Wis., owns Sportsman’s Warehouse, a national chain of hunting, fishing, and camping stores that was featured in the December 2002 issue of Fishing Tackle Retailer Magazine. Clinton Peterson, Tracy, Minn., participated in the National Festival of the States Concert Series in Washington D.C. in July as director of the Tracy Community Band. Forty band members presented concerts at the Navy Memorial, the Fairfax Retirement Village for military officers, and the Lincoln Memorial. The Tracy Community Band was Minnesota’s representative in this festival. Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 30 Rev. Arvid Dixen ’52 brings a Memorial Day message of peace by Jen Hass Reprinted by permission of Quad Community Press in White Bear Lake, Minn. Arvid “Bud” Dixen is convinced that most people think of Memorial Day as simply a sign of summer’s arrival. And he’d like to change that. Courtesy photo ALUMNI PROFILE The Korean War veteran and Circle Pines, Minn., resident said people could best spend their time this holiday weekend by visiting gravesites or war memorials. Even better, the 73-year-old Dixen suggests, is to get involved with the peace movement. His own history as a political activist is a long one, kindled by his war experiences and his religious training. After graduating from Augsburg College in 1952, Dixen was drafted into the military and was a combat engineer in the Korean War. He said the experience fighting at the tender age of 21 for more than a year—and his religious views about how Christians should react to war—changed his mind about the necessity of such conflict. “If people could live in dignity and basic peace, they’re not going to war,” he said. Dixen returned home a changed man, not unlike other soldiers who came back from the so-called “forgotten war.” He became a preacher after attending Luther Seminary and worked during the next three decades at churches across the Midwest. But it isn’t just peace that drove him into the streets and powered his sermons. Dixen was jailed for three days with Martin Luther King, Jr., in 1962 for demonstrating against Rev. Arvid “Bud” Dixen ’52 has worked to segregation in Albany, Ga. He helped promote the country’s first female Lutheran parish promote peace ever since his service as a pastor through the ranks at combat engineer in the Korean War. Edina Community Lutheran Church in the ’70s. Around that same time, he rallied church members to raise money for Dennis Banks and Russell Means, members of the American Indian Movement, who were arrested for taking control of Wounded Knee in South Dakota. “All of these things are tied together, to recognize the dignity and worth of every person,” he explained. Today, Dixen has kept busy as a member of Veterans for Peace, People of Faith Peacemaking, and the St. Paul Affinity Group, which is made up of volunteers with the international Nonviolent Peaceforce organization. He has continued being a minister on a part-time basis for a small ELCA Lutheran ministry called Kairos. And he still speaks out about basic human rights and how they apply to the modern day—though he’s just as likely to be enjoying classical music and reading with his cats, Mozart and Socrates, at his feet. “We’re audacious enough to think we can stop people from starting war,” he said. “But it isn’t just an effort being made by white people—this is a worldwide effort.” It’s a mission that has sent Dixen across the country to speak at political rallies and faith forums, to write cabinet members in President George W. Bush’s administration, and to contact reporters about how to best cover wars, speaking with local establishments like the Star Tribune and KARE-11. It has also sent him to protest locally, primarily at the intersection of Lexington Avenue and Lake Drive in Circle Pines, where protesters gathered for the latest Iraqi conflict. Dixen isn’t a pacifist but believes in questioning all American military action. He emphasizes caring for other nations, keeping the peace, and obeying the Christian dictate to “Love your enemies.” “I consider myself a patriot,” he said, “but that doesn’t mean I’m uncritical.” Winter 2003-04 27 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 31 Class Notes ALUMNI PROFILE David Cheung ’73: Tissue transplant pioneer Staff photo by Lynn Mena Peter Agre ’70 isn’t the only Auggie making news in the science community. Agre’s discovery of aquaporins and his resulting Nobel Prize in Chemistry (see p. 8) is but one very public example of the research and accolades enjoyed by many of Augsburg’s esteemed science alumni. In fact, alumnus David Cheung ’73 is currently engaged in groundbreaking research that could very well lead to a Nobel Prize of his own. Cheung, a tissue transplant researcher, has successfully developed new tissue treatment methods that allow nonliving animal tissue to be rebuilt in humans as living tissue. This is remarkable because not only has Cheung demonstrated that non-living animal tissue can become living tissue in humans—but he has also demonstrated that non-living animal tissue has the potential to actually grow once it has been transplanted into another species. “Ultimately, my goal is to reduce the need for allograft (human to human) transplant tissues or human living cells (such as fetal cells) used in other popular tissue engineering techniques,” said Cheung. David Cheung ’73 (center) a tissue transplant researcher, has successfully developed new tissue treatment methods that allow non-living animal tissue to regenerate and grow in humans as living tissue. He stopped by the Augsburg campus in December for a visit with chemistry professor Arlin Gyberg (left) and Sandra (Larson) Olmsted ’69, associate professor of chemistry (right). “I would never have dreamt that such a thing was possible when I was a chemistry major at Augsburg,” added Cheung, reflecting upon his journey from Augsburg to his current professional research and success. “Augsburg provided me with an environment of integrity and a value system that is consistent with the basic faith of the Lutheran church,” continued Cheung. “Along with academic training, guidance, and encouragement, this value system made me what I am today. It prepared me to face a world full of people who often compete with no rules, principles, or integrity. For that, I am so thankful to Augsburg.” After graduating from Augsburg in 1973 with a B.A. in chemistry, Cheung received a master’s degree in biochemistry from the University of Minnesota. He received his doctorate in biochemistry from the University of Southern California, where he first started working on tissue transplant research under Dr. Marcel Nimni (Nimni helped develop the Hancock Valve—an artificial heart valve made from pig heart valves mounted on plastic frames wrapped in Dacron cloth). Cheung stayed on at USC and joined the faculty at the USC School of Medicine (now called the USC Keck School of Medicine). In 1995, Cheung left USC to join the International Heart Institute of Montana Foundation (part of the University of Montana and St. Patrick Hospital and Medical Sciences Center in Missoula) as director of the Cardiovascular Tissue Engineering Laboratory and as an adjunct associate professor of pharmaceutical sciences and biological sciences. In 2000, Cheung founded a medical device company called Philogenesis, Inc., located in Monrovia, Calif., a few miles from his home in Arcadia, where he has been working on the commercialization phase of his current research (he has been traveling back and forth between Montana and California every month for the past seven years). In addition, Cheung is a consultant to numerous medical device industries, as well as a volunteer associate professor in surgery and cardiology back at USC. Cheung and his wife, Chuane-Chuane, have two children: Rebecca, a pharmacist and fellow at the VA Medical Center in Loma Linda, Calif.; and Philip, a junior majoring in bioengineering. Cheung’s sister, Pearl (a 1971 Augsburg alumna) is a researcher with Cheung at Philogenesis (coincidentally, Pearl and Peter Agre were chemistry lab partners as Augsburg students). “Science is about being able to think logically and creatively, an ability given by God,” said Cheung. “It is by God’s grace that I had an opportunity to receive my undergraduate education at Augsburg and continue on to a career in biomedical research after further graduate training. “I hope that Augsburg’s current students can be encouraged to hold on to their faith long after their years at Augsburg,” continued Cheung. “I hope they are inspired to challenge the world and become future leaders.” 28 Winter 2003-04 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 32 1972 1974 Tim Nelson and Karen (Brien) ’72 moved to Colorado in January 2003 to be closer to their grandchildren. Both of their granddaughters are redheads, in honor of greatgrandfather LuVerne “Red” Nelson ’43. Tim works in Broomfield as a real estate broker/consultant for Redhorse Real Estate, Inc. Larry Walker, Minneapolis, who writes under the name Lars Walker, is author of Blood and Judgment, a fantasy novel published in December (Baen Books). This is Walker’s fourth book for Baen Books. Larry was a guest lecturer last summer on the Royal Princess cruise ship during a cruise from England to Norway. He lectured on the Vikings, sharing information he has gathered in his book research. 1973 Cheryl Paschke was named Educator of the Year by Young Audiences of Minnesota. Cheryl has been an advocate of Young Audiences for many years, and most recently worked as their partner in the award-wining “Classical Initiative Project.” She is a K-12 fine arts specialist for Minneapolis Public Schools, working as an orchestra conductor, music teacher, and arts coordinator. Gary Anderson, Minneapolis, is a systems development manager at Traveler’s Express in St. Louis Park. He can be reached at <ganderson@temgweb.com>. Rev. Michael F. Nelson, Cokato, Minn., is pastor of North Crow River, Grace, and Redeemer Lutheran churches in the rural Cokato-Dassel area. He previously served as pastor of Trinity Lutheran in Cass Lake and Our Savior Lutheran in Federal Dam, both in Minnesota. His wife, Sue, teaches music at St. Peter’s Elementary School in Delano. Joyce (Catlin) Casey and her husband, Paul, recently relocated to Waconia, Minn., to be closer to Waterbrooke Fellowship in Victoria, where Paul is worship pastor. Joyce is a second grade teacher at Albertville Primary School, where she has taught for 25 years. Winter 2003-04 1975 Steven Walen, Lino Lakes, Minn., is a teacher for the Anoka-Hennepin ISD #11. 1976 Shari (Simonson) Hanson, Delavan, Minn., works at Winnebago Elementary. She recently helped move her daughter into the ninth floor of Urness for her freshman year. Shari can be reached at <shhanson@blueearth.k12.mn.us>. Marjorie Miller, Minneapolis, is executive director of Southeast Seniors, a living-at-home block nurse program. 1977 Andrew Stevens & Associates in Phoenix, as well as president of Women in Healthcare, an organization serving executive women involved in healthcare or healthcare related services. She received a graduate degree in organizational development and has been working as a career consultant for over seven years; she was previously a flight nurse for 15 years. Phil Olson, Bloomington, Minn., works at General Mills, Inc. He and his wife, Carol, have two daughters attending Augsburg. He can be reached at <meant2b1@mn.rr.com>. Rev. Jon Schneider, Minneapolis, is senior hospice staff chaplain at North Memorial Medical Center. He and his wife, Carol, have four children. 1978 David Wilhelm, River Falls, Wis., is a physician at Western Wisconsin Medical Associates. 1980 Paul B. Kilgore, Duluth, Minn., was featured in the November issue of Minnesota Monthly magazine. His short story, Roeschler’s Home, was a winner of the magazine’s 18th annual Tamarack award. 1981 Roselyn Nordaune, Plymouth, Minn., was featured in the “Super Lawyers 2003” section of the August issue of Minneapolis/St. Paul magazine. She has practiced family law since 1980 and is a founder of Nordaune & Friesen in St. Louis Park. Dennis Gilbertson, Rochester, Minn., is general manager of the Saturn dealership in Rochester. He has been a sales manager at three other Rochester dealerships over the past 16 years. He and his wife, Colette (Kehlenbeck) ’79, can be reached at <dennisgi@lupient.com>. Jean M. Herges, Phoenix, Ariz., was recently named Career Consultant of the Year by the International Association of Career Consulting Firms (IACCF). Herges is vice president of consulting at 1982 Judy (Bodurtha) Dougherty and her husband, Chuck, own the Cover Park Manor, a bed and breakfast in Stillwater, Minn. HOMECOMING 2004 Spark Your Spirit October 5–9 Football Game vs. Gustavus Adolphus Saturday, October 9, 1 p.m. Homecoming Dinner Saturday, October 9, 5:30 p.m. Reunion Celebrations Classes of 1954, 1964, 1979, and First Decade, 1999-2004 Watch your mail and upcoming issues of the Augsburg Now for complete details. You can also stay up-to-date by visiting the alumni Web site at <www.augsburg.edu/ alumni>. 1983 Laurie (Bennett) Halvorson ’99 WEC, St. Paul, is in her fourth year teaching fifth grade at Como Park Elementary School. 1984 Lisa (Rykken) Kastler and her husband, Brent, live in Champlin, Minn. Brent, who designed the magazine format for the Augsburg Now, has a new line of greeting cards called Fun Cards, which are available at local Kowalski stores. 1985 Irwin James Narum Silrum, Bismarck, N.Dak., became the new deputy secretary of state for North Dakota. He worked for 18 years for the ELCA, most recently as executive director for Camp of the Cross Ministries near Garrison, N.Dak. His wife, Marci, is a producer and anchor for a new 5 p.m. statewide newscast for the CBS affiliate in Bismarck. 29 Augsburg Now Winter 04.3 4/1/04 11:51 AM Page 33 Class Notes ALUMNI PROFILE Courtesy photo It all started at Augsburg by Naomi (Christensen) Staruch ’81 Following is a story submitted by Naomi (Christensen) Staruch ’81, in which she recounts how a gathering she planned in 1998 to reconnect with Augsburg friends has led to frequent, ongoing get-togethers. We came from various parts of Minnesota and Wisconsin, mostly. I hadn’t seen many of these people in ages. We were still good friends but we had, over time, lost touch as we became embroiled in our individual lives. As the days and years passed, our paths crossed only occasionally. This wasn’t right! We had been together on the journey that transformed us into adults—there were so many precious memories that shouldn’t be lost on heavily scheduled calendars, professional obligations, or family responsibilities. I needed to see these people. So I decided to throw a party. I picked the day, time, and place—it would be in my backyard in south Minneapolis. I sent invitations to about 25 folks, and asked them to RSVP so I could plan food and beverages. I had heard from a few that they couldn’t make it, but I pretty much assumed that everybody else would. Hah, we have a good laugh at that today! Thanks to a get-together she planned in 1998, Naomi (Christensen) Staruch ’81 (front row, far right) succeeded in reconnecting with several Augsburg friends; the group now meets on a regular basis. Pictured here from a gathering in November are: Front row (L to R): Sally (Hough) Daniels ’79, David Soli ’81, Richard ’81 and Jean Ann Buller, Naomi (Christensen) Staruch ’81 (Back row): David ’79 and Susan Cherwein, Katherine Skibbe ’79, John and Lori (Labelle) ’82 Bartz, Paul Daniels ’79. At the prime time of the party, only two people had arrived, Paul ’79 and Sally (Hough) ’79 Daniels, and they called a few blocks from the house to see if it was still okay to show up as they hadn’t returned their RSVP. It turned out that they were the lucky ones; they were the first to meet my husband-to-be, Steven. That was the “real” reason for that first party. I wanted to introduce the man I was about to marry (a native of Butler, Pa., of Slovakian heritage, a graduate of Oberlin College and the Eastman School of Music, a Minnesota transplant), to my good friends from college days. Paul, Sally, Steven, and I had a great evening together. That could have been the end but instead it was just another beginning. I was confident that this idea of reconnecting Augsburg friends was a good idea. Steven and I tried again a few months later and this time the backyard was full of college chums. We talked and laughed and told stories and talked and laughed some more. Even the non-Augsburg spouses were quickly inducted into the Auggie family. Amazingly, it seemed as though we had never been apart. Then someone mentioned the ages of their children, or someone else revealed that they had held the same job since college, and even a few were approaching their 20th wedding
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Title: Master of Arts in Education (MAE) Catalog, 2005
Collection: Course Catalogs
Search Result: "If we are not for our children, who shall we be for?" -Paul Wellstone TABLE OF CONTENTS Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1 Education Department ..... . .. . .. ........ . .. . ... . ............ .2 Introduction ..... . .... . .. .... . ............ .....
Show more "If we are not for our children, who shall we be for?" -Paul Wellstone TABLE OF CONTENTS Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1 Education Department ..... . .. . .. ........ . .. . ... . ............ .2 Introduction ..... . .... . .. .... . ............ ... ..... .. . ...... .3 Elementary Education ..... .. ................ . . . ...... ........ 5 Secondary Education .... .. ............... .. .. . . .............. 6 Special Education . . ... . .. . . .......... . . . ...... ... . .... . ...... 7 Reading Endorsement .. . .. ............................... . .. .9 Student Teaching .... . .... ... . ... . ... . ........ . .....•... . .... 9 Graduate Degree Completion ........ .. .. ...................... 10 Course Descriptions ... ... .. .................. . . . ..... . ...... 12 Admissions Requirements .. .............. . .. . . . .... . .. . ...... 18 International Applicants .... . . .. . ............................. 19 Academic Policies ......... .. .... ............ .... . . . . .. . ... . .20 Fee and Payment Information . . .. ... . .. . ...................... 23 Financial Aid ........ . . . . ............................ . ..... 25 About Augsburg .. .... .... ............... . . .. . ........ . . . ... 27 MAE Faculty . .... . . .. . ... ............... .. .. . ... . . . . . ...... 28 Campus Maps ........ . ... ........................... back cover WELCOME TO THE AUGSBURG COLLEGE EDUCATION DEPARTMENT We are pleased that you are interested in the Master of Arts in Education (MAE) program, which offers teaching licensure within a master's degree. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and here's why. OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional from classroom decision-maker to educational leadersuggests the expectations we have that our students will leave our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively. " Our urban setting provides yet another dimension to our programs through course content, field experiences, and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion. OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do . We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY. We realize that though teaching is your dream, your reality likely includes work, family, and personal responsibilities. Because we understand the demands adult students face , we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher-the teacher you can become. Vicki Olson, Ph.D. Program Director The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively. PROGRAM THEME Teacher as developing professional, from competent classroom decision-maker to educational leader. PROGRAM DIMENSIONS What we do-concepts and strategies of teaching (being competent in pedagogy; building relationships) I How to assess and evaluate student ability and performance (MSEP 8: Assessment). I How to plan instruction to meet student needs (MSEP 7: Planning Instruction) I How to implement instruction to promote student learning (MSEP 4: Instructional Strategies) I How to manage children and classroom life effectively (MSEP 5: Learning Environment) I How to help students develop emotionally and socially (MSEP 2: Student Leaming; MSEP Standard 5: Learning Environment) I How to integrate technology and service learning into a learning environment. Who we teach-knowledge of children and youth (embracing diversity) I How students develop and learn (MSEP 2: Student Learning) I Similarities/differences across communities, cultures, learning styles, abilities, special needs , and lifestyles (MSEP 3: Diverse Learners) I Current issues affecting children and youth (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration, Ethics, and Relationships) Where we work-contexts of schools (collaborating effectively; being knowledgeable in content) I Foundational knowledge of schools and education in the U.S. (MSEP 9: Reflection and Professional Development) I Collaboration and teaming skills (MSEP 10: Collaboration, Ethics, and Relationships) Who we are as individuals and teachers-personal stance and knowledge base (reflecting critically; being knowledgeable in content; being ethical in practice; developing future educational leaders) I Leadership skills (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration, Ethics, and Relationships) I I know and how I learn (MSEP 1: Subject Matter) I How I think: critically, creatively, ethically, reflectively (MSEP Subject Matter; MSEP 9: Reflection and Professional Development) I What I believe to be true about education and people; personal philosophy of education (MSEP 9: Reflection and Professional Development) I What I can do to develop as a professional (MSEP 9: Reflection and Professional Development) I How I communicate and understand the communication of others (MSEP 6: Communication: MS 10: Collaboration, Ethics, and Relationships) - I At Augsburg College you can pursue your dreams of becoming a teacher while continuing to work. We offer you an opportunity to earn your education licensure as a component of a Master of Arts in Education (MAE) degree through classes that primarily meet every other weekend and limited weekday evenings. Augsburg's MAE degree is flexible, for people who: I have a baccalaureate degree already and are seeking teaching licensure with an option to complete a master's degree; I are licensed teachers seeking a master's degree; I are seeking a master's degree in education without teaching licensure. Through weekend and weekday evening classes, students can earn licensure in: I Elementary education with a middle school specialty. Specialty areas in communication arts, math, and social studies are available through this program. The science specialty is available through a combination of weekday, weekday evening, and weekend courses. All education courses are available through weekend and weekday evening courses. I Secondary and K-12 education. Undergraduate majors in licensable content areas serve as the foundation for secondary and K-12 education licensure. These majors are evaluated by Augsburg's content area departments to determine remaining content area courses necessary for licensure. In general, a minimum of two courses within the licensure major must be completed at Augsburg. Social studies, art, and communication arts/literature are available entirely through weekend and weekday evening classes. Other licensure majors are offered primarily through weekday courses, including biology, chemistry, health education, mathematics, music education, physical education, physics, and theatre arts. All education courses are available through weekend and weekday evening courses. I Special education. Licensure areas in special education include emotional/behavioral disabilities and learning disabilities. These programs, designed primarily for people who have already earned a baccalaureate degree and now want a teaching license, are comprised of two distinct parts. First is the licensure component. If you are seeking licensure and qualify for admission into the MAE program, you can take a portion of the licensure courses at the graduate level. While these courses do not fulfill all MAE degree requirements, they form the core of the master's degree. Second is the graduate degree completion component. Between four to six licensure courses completed at the graduate level with a 3.0 or better cumulative GPA can be applied towards the MAE degree. Once licensure is achieved, you can continue to take graduate classes in education and leadership to complete the MAE degree. - Already licensed teachers can work towards the MAE degree through the following options: I Special education E/BD and LD I Reading licensure People seeking an education-related master's degree who do not want licensure can pursue an MAE degree, as well. These programs are made up of a core of graduate level education courses plus additional courses in leadership. Whether seeking licensure and/or a master's degree, this program allows you to change or enhance your career while fulfilling your family and professional commitments in the company of adults with similar goals. PROGRAM CONCEPTUAL FRAMEWORK Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. ,. The leadership focus plays out in two ways. First, the additional work required in focuses on providing graduate students the chance to exercise leadership as well a: requirements. Second, in the degree completion component, students are required courses from our Master of Arts in Leadership (MAL) program. This provides the : aspects of leadership as part of their degree program. WEEKEND & EVENING WEEKEND, EVENING, & DAY Communication Arts Social Studies Mathematics Science ELEMENTARY SECONDARY & K-12 Art Communication Arts/Literature Social Studies Biology Chemistry Health Education Mathematics Music Physical Education Physics Theatre Arts/Dance SPECIAL EDUCATION - he graduate versions of the "slash" courses extend their knowledge beyond the basic o include at least two graduate-level udents the chance to focus on some Emotional/Behavioral Disorders Learning Disabilities LICENSURE COMPONENT The K-6 elementary with a middle school specialty license allows you to teach in grades K-6 and in your specialty area of math, science, social studies, or language arts in middle school. Augsburg Weekend College offers this license to people who already hold a bachelor's degree and meet admissions requirements, as well as to people seeking a bachelor's degree. Licensure requirements are offered at undergraduate/ graduate level. That means classes will consist of both undergraduate and graduate students, with graduate students having additional course responsibilities. The graduate course numbers are taken at the 500 level. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and between four and six may also be applied toward the master's degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EDC 480/580 EED 320/520 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (l.O) * Special Needs Learner (I.O) * School and Society (1.0) K-6 Methods: Reading (l.O) * To complete the license, you will also need to complete certain requirements at the undergraduate level: HPE ll5 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 310 K-6 Methods: Health/PE (.5) EED 330 K-6 Methods: Children's Lit./Lit. Arts (1.0) K-6 Methods: Art (.25) EED 34 I EED 342 K-6 Methods: Mustic (.25) EED 350 K-6 Methods: Math (1.0)* EED 360 K-6 Methods: Science (l.O) EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5) * Middle School methods in specialty* (.5-1.5) Student Teaching (2.0) EED 48I,483 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings are required prior to student teaching. Students spend approximately 20 hours per term in field experiences. UNDERGRADUATE LIBERAL ARTS REQUIREMENTS The number of supporting liberal arts courses required for licensure depends upon the courses taken previously as part of the bachelor's degree. Requirements are determined by: I Minnesota licensure standards for specific college level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. I Minnesota licensure standards in a specialty area for middle school. Subject area specialties are offered in language arts, social studies, math, and science. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department determines the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. In limited cases, life experience can be considered as a substitute for specific program requirements. In such cases students must provide significant evidence of competency in the affected standards. The College's Applicat~on of Prior Learning (APL) process is used as a framework. The Education Department determines what is accepted. - K-12 and 5-12 licensures in several content areas are offered in Weekend College through a combination of graduate and undergraduate coursework. Education requirements are offered primarily on a weekend schedule (along with a limited number of weekday evening courses) . Graduate-level licensure coursework is available to people who already hold a bachelor's degree and meet admissions criteria. The following majors are offered almost entirely through Weekend College: communication arts/literature, history or economics or psychology or sociology (all for social studies), studio art. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and four to six may also be applied toward the master's degree in education. People seeking 5-12 licensure in social studies and biology, chemistry, or physics must complete a broad-based core of courses in their selected field in addition to the major. Previous coursework is accepted when appropriate. This is part of the evaluation of major coursework. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EDC 480/580 ESE 300/500 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (l.O) * Special Needs Learner (l.O) * School and Society (1.0) Reading and Writing in Content Area (l.O) To complete the license, students also will need to complete certain requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (l.O)* ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)* ESE 481 , 483, 485 Student Teaching (2.0-3.0) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings are required prior to student teaching. Students spend approximately 20 hours per term in field experiences. UNDERGRADUATE LIBERAL ARTS REQUIREMENTS The equivalent of a major in a content area is required for K-12 and 5-12 licensure. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional coursework tied to licensure standards is generally required. - The following majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health and physical education, theatre/dance, mathematics. LICENSURE COMPONENT Learning Disabilities Core There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities, and learning disabilities. Both of these programs qualify you to teach in special education programs and positions. Many students get licensure in both emotional/behavioral and learning disabilities. Students wishing to earn a Learning Disabilities licensure in addition to a Emotional/Behavioral licensure will take the above courses in the Emotional/Behavioral core, and two additional specialty courses. Emotional/Behavioral Disabilities Core SPE 434/534 The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six may also be applied toward the master's degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 320/520 SPE 400/500 SPE 410/510 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (1.0) * Special Needs Learner (1.0) * K-6 Methods: Reading (l.O)* Teaching Students with Emot./Behavioral Disabilities (1.0)** Implementing Assessment Strategies SPE 420/520 SPE 430/530 Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices SPE 440/540 Parent and Professional Planning (1.0)** SPE 424/524 Etiology and Origins of Learning Disabilities (l.O)** Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a Learning Disabilities licensure would take all of the Emotional/Behaviorial Disabilities core class as well, with the exception of SPE 4 30/530 Instructional and Behavioral Practices. (1.0)** (1.0)** - To complete the license, students will also need to complete certain requirements at the undergraduate level: HPE 115 EDC 220 EED 330 EED 350 EED 360 Chemical Dependency (.5) Educational Technology (.5) K-6 Methods: Children's Lit.IL.Arts (1.0) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* Student Teaching (1.0-2.0) *10-20 hours of field experience are required as part of this course. Students currently working in schools can often use their school employment for their field experience. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K-12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department determines the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Eligibility To be eligible to apply to the Special Education program, students must: I have college credits, an associate degree, or degree and/or licensure in another field; and I be currently employed in a K-12 setting as a paraprofessional or licensed teacher; and/or I have experience working with students who are labeled with emotional, behavioral, or learning disabilities, as well as considerable time available for volunteer field placements. - Innovative Model This program is based on an internship model that allows coursework and experience to occur simultaneously In addition to student teaching, students must complete two 40-hour field placements where they will gain experience working with students from age groups different from their internship site. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special education students into the regular education classroom. Augsburg College also offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (LO)* ESE 500 Reading/Writing in the Content Areas (LO)* EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (LO) EDC 510 Clinical and Reading Program Leadership (LO) EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students. EED 320/520 is part of the elementary and special education initial licensure programs, and ESE 300/500 is part of the secondary initial licensure program. The rigor of the course is increased for those taking it at the graduate level. The following policies apply for licensed teachers seeking the reading endorsement: I Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg College or completers of Augsburg licensure programs within the past seven years will not be required to retake the entire version of EED 520 or ESE 500. However, they will be expected to complete the requirement for the graduate portion of the course that they may have taken at the undergraduate level (EED 320 or ESE 300) within the context of a half-credit graduate level independent study. If the graduate level of the course was taken as part of the initial license (EED 520 or ESE 500) within the past seven years, students do not need to repeat it or do the independent study. I Reading license candidates who have already received their initial teaching license and who are graduate/completers of Augsburg College, but not within the past seven years, will be required to take EED 520 and/or ESE 500 at the graduate level. I Reading license candidates who have already received their initial teaching license and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500 at the graduate level as part of the endorsement program. STUDENT TEACHING All education students are required to complete student teaching in their content area. In the MAE program, student teaching is completed after the core education classes are completed, but before the master's completion electives and final project. Student teaching generally lasts for 12 weeks; however, it may vary slightly for some specific content areas. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two credits of student teaching, and meet at Augsburg College for a student teaching seminar three times during the term. Most placements are in the Minneapolis/St. Paul metropolitan area. However, students do have the opportunity to teach abroad, where students do half of the student teaching experience in the metro area, and the remaining portion in another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. - Students progress in graduate coursework during the licensure program. The licensure coursework forms the Master of Arts in Education core, with up to six Augsburg graduate-level licensure courses fulfilling the master's requirements. Declaration of Intent to Complete Students who have been admitted into the MAE program must formally declare their intent to complete the master's degree beyond licensure. This can be done any time during coursework, and up to one year after completing student teaching. Students have seven years to complete the degree after filing the intent to complete form The declaration of intent is made to the MAE program coordinator. Graduate-level courses in which a 3.0 or better is achieved will be accepted into the degree program. If a graduate course is graded 2.5 it can be accepted into the MAE degree completion program as long as the cumulative GPA remains at 3.0 or higher. A maximum of two courses at 2.5 can be used to complete the MAE degree. Students need nine graduate-level courses to complete the MAE. Between four and six courses can be drawn from the appropriate core; the remaining courses will be education or leadership requirements and electives. Once graduate-level students have declared their intent to complete the master's degree, they are eligible to take Master of Arts in Leadership and other education graduate courses. If education graduate courses are used as electives in the degree completion component, they must be drawn from a pool of education non-licensure courses offered at the graduate level. In most cases students will complete the licensure component prior to the graduate degree. The MAE program is also open to students seeking a master's degree without licensure. Students taking this path file Intent to Complete forms with the MAE program director prior to taking their first graduate-level course. The same GPA standards apply (3.0 or better on coursework) and the core of the graduate program is made up of four to six graduate-level licensure courses, plus the degree completion options outlined for those seeking licensure. The difference is that these students are not required to complete the undergraduate courses in education and liberal arts that are required for licensure. Graduate Degree Completion To earn a master's degree beyond the core of education classes, students will need to successfully complete a minimum of three additional graduate-level courses. They are: I A research methods course, typically ML 514 I An elective course, chosen from leadership-focused courses in the Master of Arts in Leadership (MAL) program (see page 11) I A research- or leadership-based final project Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional leadership or education graduate courses to reach the total of nine required courses. - The research methods course will help prepare students to evaluate and document research for use in their final project or paper. In this course, both qualitative and quantitative research methods will be examined. The leadership elective courses allow students to examine issues of leadership at a personal or institutional level. The goal for the graduate degree completion component is to foster the development of teachers as leaders within the institution and community as is in line with our program theme and department mission statement. FINAL PROJECT OPTIONS Students have two options for fulfilling their Master of Arts in Education final project, which serves as the capstone of the master's program: a Leadership Application Project or action research. LEADERSHIP ELECTIVE OPTIONS The Leadership Application Project is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the Leadership Application Project is the demonstration of leadership ability through a concrete research-based project appropriate to the candidate's workplace or place of service. Students taking this option will register for EDC 585 Independent Study and work closely with a project adviser from Augsburg College. ML510 Visions of Leadership ML 511 Creativity and Problem-Solving ML 520 Self Identity, Values, and Personal The second option is action research in education. Action research is a collaborative, self-reflective research method designed to be used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This option is composed of two half-credit courses taken in sequential terms. The first course, EDC 586, introduces students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. The second course, EDC 587, is focused on collecting and analyzing data. It culminates in a symposium where students present their research in a public forum. Growth ML525 Personality and Systems Theories ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 545 Decision Making and Leadership ML 550 Communication, Decision Making, and Technology ML 560 Developing a Multicultural Perspective ML 565 Women and Leadership - Many education courses in the Master of Arts in Education program are offered at both the undergraduate and graduate level. Both undergraduate and graduate students take courses together, with graduate students having additional responsibilities and expectations. Graduate courses are offered at the 500 level. All courses are 1.0 credit unless noted otherwise. EDC 410/544 The Special Needs Learner The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EDUCATION COURSES EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENG 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EDC 505 Literature in the Classroom (.5 course) This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. The study of student reading development, the knowledge and use of gathering and analyzing data of students' reading, and designing and applying appropriate reading curriculum based on this information. EDC 220 Educational Technology (.5 course) EDC 510 Clinical and Reading Program Leadership Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. The study of effective leadership and professional development strategies for individual schools and school districts, reading standards, state and federal reading legislation, and fiscal and budgetary operations. The focused implementation of knowledge and skills gained in reading licensure coursework. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) - EDC 480/580 School and Society The study and use of literature in the K-12 classroom. EDC 508 K-12 Reading Assessment and Evaluation ELEMENTARY EDUCATION COURSES EEO 310 K-6 Methods: Health/Physical Education (.5 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admissions to department) EEO 330 K-6 Methods: Language Arts/Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 331 Middle School Methods: Communication Arts/Literature-Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) EEO 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure program and program portfolio. - SECONDARY EDUCATION COURSES ESE 340 5-12 Methods: Science ESE 300/500 Reading/Writing in the Content Areas Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department) . •. ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 320 5-12 Methods: Theatre/Dance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) - ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication arts/literature and for communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication arts/literature license do not need to take ESE 300.) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music SPE 420/520 Planning, Design, and Delivery Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Occurs upon satisfactory completion of licensure program and program portfolio. SPECIAL EDUCATION COURSES SPE 315 Critical Issues: Special Education Seminar (.5) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD . It emphasizes the use of reflective, pro-active, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning, and functional assessment. (Prereq: PPST and admission to the department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. SPE 440/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). - GRADUATE-LEVEL RESEARCH REQUIREMENTDEGREE COMPLETION ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. GRADUATE-LEVEL ELECTIVES At least one elective must be taken from the following Master of Arts in Leadership courses. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative world-view. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values of learning and leadership strategies. ML 525 Personality and Systems Theories - Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered as are the systems' theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 545 Decision Making and Leadership Review of the decision-making process-the setting, goals, and contingencies-as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present-their intentions, consequences, arguments, explanations, and justification. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. concrete project appropriate to the candidate's workplace or place of service. EDC 586 Action Research in Education (.5 course) This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. ML 560 Developing a Multicultural Perspective EDC 587 Action Research (.5 course) This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate's research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. MAE FINAL PROJECT OPTIONS EDC 585 Leadership Application Project The Leadership Application Project is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the Leadership Application Project is the demonstration of leadership ability through a - Admission into the Master of Arts in Education program is a two-step process: admission into Augsburg College Graduate Studies, and admission into the Education Department. AUGSBURG GRADUATE ADMISSION Immediate graduate admission requires applicants to hold a baccalaureate degree from an accredited four-year college or university with a minimum undergraduate cumulative grade point average of 3.0 (on a scale of A= 4.0). Any graduate courses taken will also be factored into the cumulative grade point average. However, if an applicant holds a graduate degree with at least a 3.0 grade point average, he or she is waived from holding a minimum undergraduate cumulative grade point average . ·.· . Applicants with cumulative grade point averages between 2.5 - 3.0 will be admitted to the undergraduate-level licensure program until they achieve a 3.0 or better in 2.0 courses at Augsburg College. Decisions about admission to the program will be made on an individual basis by the Education Department Admissions Committee. Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring terms. To apply to the College, the following materials must be submitted to the Office of Graduate Admissions: I Completed application form I $35 non-refundable application fee I A one-to-three page statement about the applicant's teaching aspirations I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred I Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any. EDUCATION DEPARTMENT ADMISSION Once accepted into the College, students may take lower division courses in education and required content areas. Prior to taking the upper division courses, students must be admitted to the Education Department. In order to be accepted into the Education Department, students must take the PreProfessional Skills Test (PPST), have the required cumulative grade point average, and submit two letters of recommendation. - To obtain an Education Department admissions packet, go the Education Department office in Sverdrup Hall 11. Augsburg College encourages qualified applicants from other countries. See Admission Requirements for a description of the admission process and selection criteria. Application materials required for international applicants are: I Completed application form I $35 application fee (non-refundable) payable in U.S. dollars I A one-to-three page statement relating the applicant's career and life goals to leadership aspirations I Completed Declaration of Finances (see below for further information) I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test, or 250 for the computer version Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty and/or staff members. Students and their financial sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. In accordance with federal regulations, applicants seeking an F-1 student visa or J-1 exchange visitor visa must provide documentation to the school that they have financial resources adequate to cover all expenses for the duration of the program. Once a student has been accepted into the program, the appropriate school official will issue the student an 1-20 (if seeking an F-1) or DS-2019 (if seeking aj-1). - EVALUATION STANDARDS Evaluation of academic performance in the MAE program will be based on number grades using a 4.0 point scale and as defined below. Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 2.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 1.5 1.0 Achieves the minimum passing standard Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum course standards (no credit and nonpunitive-not computed in grade point average) W Grade given when a student withdraws from a course after the deadline without notation on the record An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade for the course becomes a 0.0. ATTENDANCE POLICY Attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. - ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAE program director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAE program director. Students may also be dismissed by the MAE program director for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. CREDIT FOR PRIOR EDUCATION Students may petition the MAE program director for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the MAE program. No more than two courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 28 hours and are responsible for a significant amount of individual study and preparation. LAST DAY TO WITHDRAW FROM CLASS The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Weekend College class schedule and on the Weekend College Web site <www.augsburg.edu/weccurrent> and on the registrar's Web page at <www.augsburg.edu/enroll/registrar>. - FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. A signed a promissory note is required per term after which funds are credited to the student account. Awards are made based on available funds. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 aggregate maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. SELF (Student Educational Loan Fund) The SELF is administered through the Minnesota Higher Education Services Offices. Applications are available from the Enrollment Center and should be completed by the borrower and co-signer and returned to the Enrollment Center for further processing. Loan proceeds are released through eiectronic funds transfer. Borrowing Limits: Graduate students may borrow up to $9,000 per year minus any other student loan indebtedness. Maximum graduate borrowing cannot exceed $40,000 including undergraduate. The minimum annual loan is $500. Interest and Repayment: The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter while the student is enrolled. Principal payments begin in the 13th month after you leave school. Deferments: There are no deferments. Contact the Minnesota Higher Education Services Office regarding special circumstances and repayment. TO APPLY FOR FINANCIAL AID Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Federal income tax return(s) . 3) Verification worksheet. Obtain a copy at <www.augsburg.edu/enrolb and return it to the Enrollment Center. FOR FURTHER INFORMATION, CONTACT Enrollment Center 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or <www.augsburg.edu/enrolb. ABOUT AUGSBURG HISTORY Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 in Marshall, Wisconsin, and moved to Minneapolis in 1872. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. ACCESS I Bl LITY Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels, and elevators provide accessible connections among major buildings-student housing towers, the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, physical, and psychiatric disabilities. CHURCH AFFILIATION Augsburg is a college of the Evangelical Lutheran Church in America. It has a diverse community with many strong religious traditions represented among the students, faculty, and staff, including Lutheran, Protestant, Roman Catholic, Jewish, American Indian spirituality and thought, Buddhist, and Islamic faiths. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 22Il Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023. \ - MASTER OF ARTS IN EDUCATION FACULTY JOY E. BARTLETT, Assistant Professor MARY BETH KELLY, Instructor, part-time B.A., West Virginia State College; M.A., University of Minnesota. B.S., University of Wisconsin; M.Ed., Bethel College. WILLIAM P. BIERDEN, Instructor, part-time B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. CAROL KNICKER, Assistant Professor B.S., M.S., Mankato State University. CHRIS BROWN, Instructor LYNN E. LIN DOW, Assistant Professor B.S., Bemidji State University; M.Ed., University of Sydney, Sydney, Australia. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. JOSEPH A. ERICKSON, Professor PATSY H. MOGUSH, Instructor, part-time B.A., University of St. Thomas; M.A., Luther Seminary; Ph.D., University of Minnesota. B.A., .B.S., University of Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota. JEANINE A. GREGOIRE, Assistant Professor SUSAN E. O'CONNOR, Associate Professor B.S., M.A., Ph.D., University of Minnesota. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. RICHARD A. GRESCZYK, Instructor, part-time VICKI L. OLSON, Associate Professor, Dept. Chair B.S., M.Ed., University of Minnesota. B.S., M.A., Ph.D., University of Minnesota. LISA L. HYLAND, Instructor, part-time B.S., M.S., University of Wisconsin. B.A., M.A., University of St. Thomas. RICHARD W. PEARL, Instructor, part-time GRETCHEN K. IRVINE, Assistant Professor RONALD W. PETRICH, Assistant Professor B.A., College of St. Teresa; M.S., University of WisconsinRiver Falls; Ph.D., University of Minnesota. B.A., Augsburg College; M.A., United Theological Seminary. MARY J. JACOBSON, Assistant Professor B.S., University of North Dakota; M.A.Ed., Ed.D., Hamline University. DEBORAH D. KATZ, Instructor, part-time A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. LINDA L. STEVENS, Assistant Professor B.A., University of Northern Colorado; M.A., Mankato State University; Ph.D., University of Minnesota. BARBARA A. WEST, Instructor/Director of Student Teaching Placement and Licensing B.S., St. Cloud State University; M.S., Syracuse University. ANNE M. KAUFMAN, Associate Professor B.S., M.A., Ph.D., University of Minnesota . - .A-UGSBURG C 0 L L E G E Transforming Education AUGSBURG LOCATION MAP AUGSBURG CAMPUS MAP 6th Street S. Master of Arts in Education Admissions office Visitor Parking Augsburg campus buildings Student /Staff Parking I\) g ::r ~ ::J c <D fll Butler Place ~Interstate 94 West Interstate 94 East ~ '·
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Title: Master of Arts in Nursing (MAN) Catalog, 2005
Collection: Course Catalogs
Search Result: .' TABLE OF CONTENTS Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1 Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2 Transformational Leadership and Management ..... . .... .......... .3 Thesis or Graduate Project ...............
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TABLE OF CONTENTS Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1 Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2 Transformational Leadership and Management ..... . .... .......... .3 Thesis or Graduate Project ................ . . ......•.. . . ... . .. . .4 Practica .................... . .......... .............. . ...... 5 Study Abroad Opportunities ............... .. ... ... . .... . ...... 5 Course Descriptions ............. . ...... .. .. .... .... .. ........ 6 Admissions Requirements and Procedures .... .. .. .. . ............ 10 International Applicants .................... . . . ..... ... . ..... . 11 Academic Policies ....................... .. .................. 12 Fee and Payment Information ... .... ...... ... . ... . ... ... .... .. 15 Financial Aid .......................... . . . . ....... ......... 17 About Augsburg . ... .................... .. . .......... . .. .. . . 19 MA Nursing Faculty .... . ..... . ........... . .. ..•.......... ... 20 Campus Maps ......................... ....... . ... . .. back cover WELCOME TO THE AUGSBURG COLLEGE NURSING DEPARTMENT We are proud of the opportunities, the diversity of experiences and the breadth of transcultural nursing knowledge you will encounter in the Master of Arts in Nursing program at Augsburg College. You will find faculty and staff available and eager to assist you in expanding your nursing practice and advancing your career while we explore together our understanding of what it means to live and practice nursing in a global society. Students entering the Master of Arts in Nursing come from diverse cultural, educational, and experiential backgrounds. While some master's degree candidates enter directly from college, others are making mid-life career changes, and some are returning to college after raising a family. The career options in nursing are more variable and more rewarding than ever before. As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and competence. The master's program prepares nurses for leadership across care settings, population groups, cultures, and care systems, with particular emphasis on addressing global and local health inequities. Graduates of our master's program are practicing in acute care, community and public health, nursing education, nursing administration, and in emerging care settings that are responsive to the needs of culturally diverse and underserved populations. Many of our graduates have created innovative practice and educational models that demonstrate interdisciplinary leadership and economically feasible solutions to health inequities within communities. Our curriculum invites persons into one of two tracks of study: Transcultural Nursing in Community or Transformational Nursing Leadership and Management. Both tracks encourage students to apply for advanced nursing certification through the American Nurses Credentialing Center (ANCC) or the Transcultural Nursing Society (TCNS). Students certified in Advanced Community Health Nursing are eligible to apply for Clinical Nurse Specialist (CNS) status through the Minnesota Board of Nursing. Courses are offered at the Augsburg campuses in Minneapolis and Rochester, Minnesota, and the program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). With its emphasis on nursing science and the liberal arts, the Master of Arts in Nursing fosters the development of values and skills essential for transcultural nursing leadership in contemporary society. Faculty and staff at Augsburg are receptive and committed to our students and to an educational process that equips you to transform your unique gifts and interests into personal and professional service in the world. Sincerely, Cheryl Leuning, Ph.D. Professor and Chair Department of Nursing The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, themy-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally This program prepares nurses to apply for certification in Transcultural Nursing through the International Transcultural Nursing Society Also, graduates of this track of the masters program will be eligible to apply to take the American Nurses Credentialing Center (ANCC) certification exam in Advanced Community Health Nursing. Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core, which all Master of Arts in Nursing students must take, and five additional courses make up the Transcultural Nursing in Community Track. ADVANCED NURSING CORE (THREE COURSES) NUR 505 Theoretical Foundations for Advanced Nursing Practice NUR 520 Research Methods in Nursing NUR 523 Theory, Research, and Practice Seminar TRANSCULTURAL NURSING IN COMMUNITY TRACK (FIVE COURSES) NUR 500 Transcultural Health Care NUR 503 Transcultural Health, Families, and the Life Cycle NUR 515 Managing Nursing Effectiveness within Care Systems OR NUR 541 The Politics of Health Care Two of the NUR 510 NUR 511 NUR 530 NUR 532 following courses: * Advanced Community Health Nursing I Advanced Community Health Nursing II The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices ELECTIVES - Students choose two of the following graduate electives: (TWO COURSES) ECO 520 Economics of Health Care in a Global Community ML 510 Visions of Leadership Creativity and the Problem-Solving Process ML511 ML530 Ethics in Communication ML 531 The Dynamics of Change ML560 Developing a Multicultural Perspective Investigation of Multicultural Issues NUR 506 Nursing Leadership & Management Roles I ** NUR 507 Nursing Leadership &: Management Roles II ** NUR 530 The Power of Ritual and Ceremony for Transformation NUR 532 Transcultural Healing Practices THESIS OR GRADUATE PROJECT - Students are required to complete either a thesis or a graduate project: (ONE COURSE) NUR 525 Graduate Field Project NUR 535 Integrative Master's Thesis *Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NVR 510 and NVR 511; students seeking certification from the International Transcultural Nursing Society may select NVR 530 and NVR 532. Clinical practicum hours are integrated into several courses in the curriculum. - I **Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree. The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core, which all Master of Arts in Nursing students must take, and five additional courses make up the Transformational Leadership and Management Track. ADVANCED NURSING CORE (THREE COURSES) NUR 505 NUR 520 NUR 523 Theoretical Foundations for Advanced Nursing Practice Research Methods in Nursing Theory, Research, and Practice Seminar TRANSFORMATIONAL NURSING LEADERSHIP TRACK (FIVE COURSES) * NUR 500 NUR 521 BUS 520 Transcultural Health Care Transformational Nursing Leadership Management of the Healthcare Organization Two of the following courses: ML ML ML ML 511 527 535 565 Creativity and the Problem-Solving Process Spirituality and Leadership in the Workplace Organizational Theory and Leadership Women and Leadership ELECTIVES - Students choose two of the following graduate electives: (TWO COURSES) ECO 520 ML510 ML511 ML530 ML 531 ML 560 NUR 506 NUR 507 NUR 530 NUR 532 Economics of Health Care in a Global Community Visions of Leadership Creativity and the Problem-Solving Process Ethics in Communication The Dynamics of Change Developing a Multicultural Perspective Investigation of Multicultural Issues Nursing Leadership & Management Roles I ** Nursing Leadership & Management Roles II ** The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices THESIS OR GRADUATE PROJECT - Students are required to complete either a thesis or a graduate project: (ONE COURSE) NUR 525 NUR 535 Graduate Field Project Integrative Master's Thesis *The Transformational Leadership and Management track provides the academic background to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). **Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree. - Students have two options for fulfilling their Master of Arts in Nursing final project, which serves as the capstone of the master's program: a graduate field project, or an integrative master's thesis. The Graduate Field Project, NUR 525, is based on a selfselected issue relevant to transcultural community health nursing, or nursing leadership. The student will focus primarily on the application and integration of knowledge. Working with an adviser, the student will design and/or implement and evaluate a model of advanced practice nursing applied to solving a transcultural problem related to health inequities in a selected community, or a nursing leadership issue. The integrative thesis option, NUR 535, expands upon and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing, and/or nursing leadership literature. The thesis project demonstrates the student's ability to do independent research involving the exposition of primary and secondary literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced practice nursing. Students register for their final project, with their adviser's permission, near the end of the program. Students must complete all coursework and defend the project within one year after registration. After one year, students must pay a continuation fee of $350 per term in order to retain student status in the graduate program, including library privileges, AugNet access, and parking privileges. Please refer to the "Graduate Field Project or Integrative Thesis Procedures and Policies" booklet available in the Nursing Department for additional information. - Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Practice experience with diverse populations will also provide students with the options to apply to take the certification exam in Transcultural Nursing. In this track students practice in nontraditional settings with persons underserved or excluded from mainstream health care. This practice emphasizes cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track will have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. STUDY ABROAD OPPORTUNITIES The Nursing Department works closely with Augsburg's Center for Global Education in developing study abroad opportunities. Currently, four study abroad opportunities exist for student practicum experience. Annually, students may travel to Namibia in southwest Africa to spend three weeks exploring health and health care challenges within a rapidly developing country: Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth. There are also week-long practica experiences on the Pine Ridge Indian reservation in South Dakota. In this experience, students live on the reservation and participate with public health nurses providing health services. Students also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Week-long experiences are available in Mexico and Guatemala on alternating years. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply these study abroad experiences to the practicum requirements for a variety of courses, including the thesis and graduate field project. - NUR 500 Transcultural Health Care NUR 510 Advanced Community Health Nursing I This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining "blueprint" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) This course focuses on persons, families and groups living in relationship. Emphasis is on applying the core functions of community/public health - assessment, policy development and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused health care delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (72 hours of practice experience) NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories, introduced earlier, is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, and healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) - NUR 511 Advanced Community Health Nursing II Emphasis is on the application of publidcommunity health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and health care provisioning. Prerequisite: NUR 510. (72 hours of practice experience) NUR 515 Managing Nursing Effectiveness within Care Systems In planning and implementing nursing activities, healthcare organizations are considered subcultures of society, which entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege and professional control will be explored. Working with marginalized populations, students will identify and support the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of clients with the subculture of healthcare systems. Major emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (pre-requisite: a college-level statistics course) and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (72 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged . Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. NUR 521 Transformative Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (72 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar Through a combination of literature review and class discussion, conceptual models of nursing will be critiqued for their effectiveness, their relevance, and their substantiation. The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on the contribution to developing practice in transcultural community health care. Through reflection - NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach to healing. Students will have an opportunity to interact with persons who integrate ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies. Selected complementary therapies are: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 535 Integrative Master's Thesis The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected graduate committee (comprised of the student's faculty adviser and two readers) and invited - guests. Plans for disseminating the report for public and professional use are encouraged. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g., issues of access and cost. leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 535 Organizational Theory and Leadership In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by ML 560 Developing a Multicultural Perspective: Investigation of Multicultural Issues This course will enhance one's ability to lead and work more effectively with people of different cultural backgrounds through the study of diverse values, beliefs, and traditions within the global community. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. - Applicants into the Master of Arts in Nursing program must hold a bachelor's degree in nursing from an accredited fouryear college or university, or must have an associate degree in nursing in addition to a bachelor's degree. Applicants must hold a cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework, have experience as a registered nurse, and have professional liability insurance, and a current Minnesota nursing license. A college-level statistics course is required for progression in the program. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: I Previous college record and GPA I Letters of recommendation I Professional experience I Written statement To apply, the following materials must be submitted to the Graduate Studies Admissions Office: I A completed application form I $35 nonrefundable application fee I A two- to three page-typed statement describing the applicant's professional and educational goals I Three letters of recommendation addressing the applicant's character and ability for graduate study (Two of these recommendations must be from professional colleagues.) I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred I Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. - Augsburg College encourages qualified applicants from other countries. See Admissions Requirements for a description of the admission process, selection criteria, and work experience requirements. Application materials required for international applicants include the following: I A completed application form I $35 application fee (nonrefundable) payable in U.S. dollars I A two- to three-page typed statement describing the applicant's professional and educational goals I Completed Declaration of Finances (see below for further information) I Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test, and a minimum score of 250 for the computer version. Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty and/or staff members. DECLARATION OF FINANCES Students and their financial sponsors must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. In accordance with federal regulations, applicants seeking an F-1 student visa or J-1 exchange visitor visa must provide documentation to the school that they have financial resources adequate to cover all expenses for the duration of the program. Once a student has been accepted into the program, the appropriate school official will issue the student an 1-20 (if seeking an F-1) or DS-2019 (if seeking aj-1) . - EVALUATION STANDARDS Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0 point scale and as defined below. 4.0 Achieves highest standards of excellence 3.5 Achieves above basic course standards 3.0 Achieves basic course standards 2.5 Achieves the minimum passing standard 2.0 Unacceptable performance (no credit for the course) W Grade given when a student withdraws from a course after the deadline without notation on the record An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade for the course becomes a 0.0. ATTENDANCE POLICY Class attendance is expected and should be considered a responsibility; not only to one's self, but to one's classmates and course instructor. - ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. CREDIT FOR PRIOR EDUCATION Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. LAST DAY TO WITHDRAW FROM CLASS The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Master of Arts in Nursing supplement. - STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg College Catalog and the Student Guide. Students have a right to experience education without discrimination. The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice on the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in the Augsburg College Catalog artd in the Student Guide distributed to students. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/ recommendation or nominate students for awards unless explicit written permission is given by the student to release non- "directory information." It is not sufficient to ask for letters of recommendation. ACCREDITATION AND AFFILIATIONS Students who successfully complete this program will receive a Master of Arts degree. Augsburg is accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of the Twin Cities (ACTC) , Lutheran Education Council in North America, and the Minnesota Private College Council. The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). - Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution or employer. *The Higher Learning Commission, North Central Association 312-263-0456 or <www. ncahigherlearn ingcommission. org> Tuition is determined annually. A continuation fee is charged to students who do not complete their final project within a year. Clinical practicum fees are charged in addition to course tuition for study abroad practica. PAYMENT OPTIONS Various payment plans are available: 1) Payment in Full: Due after registration and before the beginning of the trimester. No finance charge or administrative fee. Late payment fee $25. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. 2) Payment Plan: Students may pay in installments, with payments due according to the payment schedule published for each term. By the first Extended Payment Plan due date, the students must pay one-half of the balance obtained by subtracting expected financial aid from the applicable term fee, in addition to any previous or past due balance. By the second Extended Payment Plan due date, the term fee (less any pending financial aid) must be paid in full. See Company Reimbursement below. There is a $50 non-refundable administrative fee for the Extended Payment Plan. 3) Employer Reimbursement: Full courses, or equivalent, that are employer reimbursed require a deposit of $100 per course reimbursed, with full payment due within 60 days after the end of the term. An application for Employer Reimbursement Payment Plan must be filed once each academic year. The student is responsible for payment if the employer does not pay for any reason. A finance charge of 8% APR will accrue on the deferred balance once the term has begun. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until a student's account is paid in full. This also applies to student loans administered by the College (e.g., Perkins Student Loan). They must be current according to established repayment schedules. - REFUND SCHEDULE Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges except for the minimum charge of $100 to cover administrative costs. Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For information about refunds and the refund schedule, see the Payment Information brochure or visit <www.augsburg.edu/enrolb. - A per-course tuition refund will be made on the following basis: I Through the first scheduled class meeting-100% of tuition (less a $100 administration fee if withdrawing from current term entirely). I Prior to the second scheduled class meeting80% of tuition. I Prior to the third scheduled class meeting60% of tuition. I Prior to the fourth scheduled class meeting40% of tuition. I No refund after the fourth scheduled class meeting. Financial assistance is available to degree-seeking students enrolled in the Master of Arts in Nursing program. Two full-credit courses per trimester are considered full time. One course is considered half-time enrollment. The Enrollment Center, 612-330-1046, or 1800-458-1721, or <www.augsburg.edu/enrolb, assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: EMPLOYER TUITION ASSISTANCE PROGRAMS Many companies, agencies, and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College offers a payment plan by which employees may handle tuition reimbursement. Students should contact the Enrollment Center to make payment arrangements using the employer reimbursement payment plan. BUREAU OF INDIAN AFFAIRS, TRIBAL, AND STATE INDIAN SCHOLARSHIPS American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, please contact Augsburg's American Indian Student Services Program director at 612-330-1144 or your tribal agency. FEDERAL AND STATE AID PROGRAMS The Enrollment Center will determine each financial aid applicant's eligibility for federal and state financial aid programs. Interest Rates: The annually variable interest rate is capped at 8.25% and changes each July 1. For example, the interest rate from July 1, 2003 to June 30, 2004 is 3.42% for repayment. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: In most cases, deferments are granted for continued education, disability, and unemployment. Contact your lender if you think you are eligible for a deferment. FEDERAL STAFFORD LOAN PROGRAM TRAINEESHIPS Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $18,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Traineeship monies are available through a grant from the Bureau of Health Professions of the Department of Health and Human Services Health Resources and Services Administration. For information on traineeship availability, please contact the Nursing Department at 612-330-1209. - FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. A signed a promissory note is required per term after which funds are credited to the student account. Awards are made based on available funds. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 aggregate maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. Borrowing Limits: Graduate students may borrow up to $9,000 per year minus any other student loan indebtedness. Maximum graduate borrowing cannot exceed $40,000 including undergraduate. The minimum annual loan is $500. Interest and Repayment: The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter while the student is enrolled. Principal payments begin in the 13th month after you leave school. Deferments: There are no deferments. Contact the Minnesota Higher Education Services Office regarding special circumstances and repayment. - Alternative Loans: Many education loan options are available through private lenders. The Enrollment Center staff can assist students in understanding all of their financing options. TO APPLY FOR FINANCIAL AID Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Federal income tax return(s). 3) Verification worksheet. Obtain a copy at <www.augsburg.edu/enrolb and return it to the Enrollment Center. FOR FURTHER INFORMATION, CONTACT Enrollment Center 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or <www.augsburg.edu/enrolb. ABOUT AUGSBURG HISTORY Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 in Marshall, Wisconsin, and moved to Minneapolis in 1872. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. ACCESSIBILITY Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels, and elevators provide accessible connections among major buildings-student housing towers, the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, physical, and psychiatric disabilities. I I CHURCH AFFILIATION Augsburg is a college of the Evangelical Lutheran Church in America. It has a diverse community with many strong religious traditions represented among the students, faculty, and staff, including Lutheran, Protestant, Roman Catholic, Jewish, American Indian spirituality and thought, Buddhist, and Islamic faiths. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. e<'-- \ Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023. - MASTER OF ARTS IN NURSING FACULTY FACULTY who teach in the Master or Arts in Nursing program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. All of the program's faculty members have extensive experience in practice and in teaching adult learners. RUTH ENESTVEDT, Assistant Professor B.A. , St. Olaf College; M.S. , University of Minnesota; Ph.D., University of Minnesota. SUSAN M. HAGENESS, Adjunct Instructor B.S.N., St. Olaf College; M.A., St. Mary's University. LINDA HOLT, Adjunct Instructor B.S.N., University of Minnesota; M.S.N., University of Washington-Seattle; Certification in Transcultural Nursing, Augsburg College. KIA JAMES, Adjunct Instructor B.S.N., St. Olaf College; M.A. , University of Minnesota; Ed.D., University of Minnesota. CHERYL J. LEUNING, Professor, Department Chair B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. SUSAN K. NASH, Associate Professor B.S.N ., University of Minnesota; M.S.N., University of Minnesota; Ed.D., University of Minnesota. LUANN P. WATSON, Adjunct Instructor B.S.N., Augsburg College; M.A.L. , Augsburg College. PAMELA J. WEISS, Associate Professor B.S.N., University of Nebraska; M.P.H., University of Minnesota; Ph.D., University of Minnesota. - hUGSBURG C 0 L L E G E Transforming Education AUGSBURG LOCATION MAP MINNEAPOLIS AND ROCHESTER Forest Lake Rochester Rochester MINNEAPOLIS CAMPUS MAP 6th Street S. Master of Arts in Nursing admissions office Visitor parking Augsburg campus buildings Student /staff parking • Butler Place ~Interstate 94 West Interstate 94 East ~
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Title: Master of Arts in Leadership (MAL) Catalog, 2005
Collection: Course Catalogs
Search Result: MASTER OF ARTS IN LEADERSHIP TABLE OF CONTENTS lntroduction-2 Leadership Development Model-3 Curriculum Design-4 Course Design-7 Admission Requirements-11 International Appl icants-12 Academic Policies-13 Fee and Payment lnformation-16 Financial Aid-1 7 About Augsburg-19 Leadership Studie...
Show more MASTER OF ARTS IN LEADERSHIP TABLE OF CONTENTS lntroduction-2 Leadership Development Model-3 Curriculum Design-4 Course Design-7 Admission Requirements-11 International Appl icants-12 Academic Policies-13 Fee and Payment lnformation-16 Financial Aid-1 7 About Augsburg-19 Leadership Studies Faculty-20 WELCOME TO THE AUGSBURG COLLEGE MASTER OF ARTS IN LEADERSHIP PROGRAM Dear Friend: Welcome to the Master of Arts in Leadership (MAL) program's catalog. Launched in 1987, the program has been a vital part of the Augsburg College curriculum ever since. The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life. The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and the non-profit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your own realm of expertise. Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am frequently told by students that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened doors that would otherwise have remained closed. To learn even more about the program, please visit our Web site at <www.augsburg.edu/mal>. I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit you. You may contact me via e-mail at <noonan@augsburg.edu> or by telephone at 612-330-1198. I look forward to seeing you on campus soon! Cordially, Norma C. Noonan, Ph.D. Director, M.A. in Leadership Program - The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS). The MAL program, which was launched in 1987, responds Lo the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field . The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. ACCOMMODATING THE FULL-TIME WORK SCHEDULE Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most courses incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar year; with that schedule it is possible to complete the degree within two years. COMMUNITY OF LEARNERS Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the course work of the master's program. A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM PERIOD I Saturday 8:00 a.m. to 12:00 noon PERIOD II Saturday 1:00 p.m. to 5:00 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A Jew courses are taught on an immersion model which features fewer but longer sessions. Augsburg College has two summer sessions. The MAL program usually offers at least two classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE The MAL program promotes leadership as a process that 1) inspires cooperation among people who must compete for limited resources , 2) promotes productivity within and beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this , individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • • • • Long-term perspective Flexibility Adaptability Innovativeness Facility for Persuasion Communicative • • • • • • Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Effective listener Effective speaker Effective writer Diplomatic ability Effective team member Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences Decisive • • • • • Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage conflict - Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. FINAL PROJECT OPTIONS There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar. PLAN A: THESIS/LAP OPTION Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie together" what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on practical application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593 . For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students who do not complete their thesis or leadership application project within two years are required to pay a continuation fee each trimester. PLAN B: NON-THESIS OPTION One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project&: Non-Thesis Project Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are required to pay a continuation fee each trimester. PLAN C: COMPREHENSIVE EXAM SEMINAR The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a Comprehensive Exam Seminar (ML 589). This course must be taken as the last course in the program or in conjunction with another course during the last term. This course is taken on a pass/fail basis, and when the course and the oral, written, and take-home examinations are successfully completed, the program requirements will be satisfied. CORE COURSES FOR THESIS/LAP OPTION (PLAN A): (3.5 course credits) The following core courses are required for all Thesis/LAP students in the MAL program: ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II (0.5 course) CORE COURSES FOR NON-THESIS OPTION (PLAN B): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Contemporary Theories of Leadership ML 597 Non-Thesis Independent Project CORE COURSES FOR THE COMPREHENSIVE EXAM SEMINAR OPTION (PLAN C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar - ELECTIVE COURSES FOR ALL OPTIONS: (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list: - ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 521 Methods of Critical Thought ML 525 Personality and Systems Theory: Perspectives on Leadership ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organizational Theory and Leadership ML 539 Communicating a Self in the Modern Organization ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 548 Coaching and Consulting ML 550 Communication, Decision Making, and Technology ML 557 Language of Leadership ML 560 Developing a Multicultural Perspective ML 565 Women and Leadership ML 568 The Global Business Environment ML 580 Colloquium on Contemporary Theories of Leadership ML 598 Independent Study (special permission required) ML 599 Topics: special courses offered only once or twice ML 500 Leadership Practicum The MAL program sponsors professional development workshops and seminars. These workshops are offered to students and alumni who desire more applied case studies or wish to address topics not included in the courses. (Offered occasionally) ML 510 Visions of Leadership: A Historical and Literary Journey (1.0 course) Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process (1.0 course) Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method , and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative world view. ML 514 Research Methods (1.0 course) Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values, and Personal Growth (1.0 course) Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. ML 521 Methods of Critical Thought (1.0 course) Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot) assist leaders in addressing problems and seeking solutions. (not offered currently) ML 525 Personality and Systems Theory: Perspectives on Leadership (1.0 course) Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. - - ML 527 Spirituality and Leadership in the Workplace (1.0 course) The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication (1.0 course) Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change (1.0 course) This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 535 Organizational Theory and Leadership (1.0 course) In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 539 Communicating a Self in the Modern Organization (1.0 course) Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. ML 540 Political Leadership: Theory and Practice (1.0 course) Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and non-profit organizations as well as to politics. ML 545 Decision Making and Leadership (1.0 course) Review of the decision-making process-the setting, goals, and contingencies-as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present-their intentions, consequences, arguments, explanations, and justification. ML 548 Coaching and Consulting (1.0 course) The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. ML 550 Communication, Decision Making, and Technology (1.0 course) Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 557 Language of Leadership (1.0 course) Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 560 Developing a Multicultural Perspective (1.0 course) This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 565 Women and Leadership (1.0 course) A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. - ML 568 The Global Business Environment (1.0 course) Knowledge of the global business environment in the context of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of leadership. ML 580 Colloquium on Contemporary Theories of Leadership (1.0 course) Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on critical thinking, discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510. ML 589 Comprehensive Exam Seminar (1.0 course) This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program. ML 592 Thesis/LAP Consultation I (1.0 course) Independent research project supervised by an academic adviser. ML 593 Thesis/LAP Consultation II (0.5 course) Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project* (1.0 course) Major written project in an area of the student's choice, to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. ML 598 Independent Study* (1.0 course) Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. ML 599 Special Topics (1.0 course) Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. *A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598, except with permission of the MAL program director. - Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university Applicants holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant's: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested To apply, the following materials must be submitted to the Graduate Admissions Office: • Completed application form • $35.00 non-refundable application fee • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. FOR FURTHER INFORMATION, CONTACT Graduate Admissions Office, 612-330-1101, 1-800-458-1721, <gradinfo@augsburg.edu>, or <www.augsburg.edu>. - The Augsburg College MAL Program Office encourages qualified applicants from other countries. The term "international student" as used here refers exclusively to those students seeking to study at Augsburg in F-1 nonimmigrant status. Questions pertaining to program eligibility for other immigration categories will be directed to the appropriate college personnel for a response. International applicants should keep in mind that classes meet on alternate Saturdays and that students may take only two classes per trimester plus one in the summer for a yearly total of seven classes. With this schedule, students can complete the required course work in less than two years. See Admission Requirements for a description of the admission process and selection criteria. Application materials required for international students are: • Completed application form • $35.00 application fee (non-refundable) payable in U.S. dollars • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Completed Certification of Finances and supporting documentation which reliably demonstrate that the student has financial resources adequate to meet expenses while studying at Augsburg • Letter of recommendation in English from an immediate supervisor assessing leadership potential • Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style and potential as a leader • Official mark-sheets with certified translations from all undergraduate and graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any • Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 (paper) or 250 (computer). TOEFL iBT (Internet-based test) minimum scores were not yet available at the time of this catalog's publication. Please contact the MAL admissions counselor for updated information. Participants may be asked to participate in a phone or in-person interview with graduate faculty or staff. Note: All F-1 international students and their dependents are required to have adequate health insurance coverage for the duration of their program. Students will be enrolled in the College-recommended plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. EVALUATION STANDARDS Evaluation of academic performance in the MAL program will be based on number grades using a 4.0 point scale and as defined below. Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 2.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Achieves the minimum passing standard 1.5 1.0 0.5 0.0 Unacceptable performance (no credit for the course) P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum course standards (no credit and not computed in grade point average) W Grade given when a student withdraws from a course after the deadline without notation on the record Performance below basic course standards Incomplete grade given when student is unable to complete course requirements for reasons beyond the student's control. (To receive an incomplete, a student must file a petition with the Office of the Registrar stating reasons for the request and the plan and date for removing the incomplete grade. The signature of the instructor and any other necessary documentation must be included.) ATTENDANCE POLICY Because leadership issues are presented, discussed, and analyzed in the classroom, regular attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. CREDIT FOR PRIOR EDUCATION Due to the interdisciplinary nature of the courses in the MAL program, it is unlikely that courses taken elsewhere may be substituted for a particular course in the curriculum. Students may petition the MAL program director for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. Approved transfer courses will appear on the student's Augsburg transcript but will not be counted in the cumulative grade point average. Semester and quarter credits will be appropriately converted to Augsburg course credits. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the MAL program. No more than two courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Augsburg operates on a course credit system rather than semester or quarter hours. Each full-credit graduate course in the MAL program is the equivalent of four semester credits or six quarter credits. Students meet a total of 28 hours per course and are responsible for a significant amount of individual study and preparation. MAL PROGRAM ENROLLMENT POLICY Students may take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the MAL Advisory Committee. Students who leave the program for more than one trimester must request a leave of absence in writing from the MAL program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and turn it into the Office of the Registrar. Time spent on an official MAL-approved leave of absence will not count toward the five-year deadline for degree completion. LAST DAY TO WITHDRAW FROM CLASS MAL follows the Weekend College schedule for the last date each term on which students may withdraw from a class and receive a "W" on their records. Please refer to <www.augsburg.edu/enroll/calendars/weekend!> for up-to-date information. STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action , grievances, and grade appeal, as outlined in the Augsburg College Catalog and the Student Guide. Students have a right to experience education without discrimination. The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records . Augsburg's policy is published in the Augsburg College Catalog and in the Student Guide. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of recommendation. ACCREDITATION AND AFFILIATIONS Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transfened to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission, North Central Association, <www.ncahigherlearningcommi.ssion.org>. - A schedule of fees is published separately in the MAL Catalog Supplement. Tuition is determined annually. ML 593 is a half-credit course for which half of the current full credit tuition is charged. PAYMENT OPTIONS Various payment plans are available: 1) Payment in Full: Payment is due after registration and before the beginning of the trimester. No finance or administrative fee is charged for payments made during this period. The late payment fee is $25. A finance charge of 8% APR will apply toward any unpaid balance after the start of the term. 2) Payment Plan: A three-payment plan is available each trimester upon application and after College approval. Payment plans will be approved only if previous plans have been satisfactorily completed. Payments for each trimester are due in three equal installments. There is an administrative fee of $50 per trimester. There is no finance charge if payment is made in full by end of the payment plan. The late payment fee is $25. A finance charge of 8% APR will apply if not paid in full by the end of the payment plan period. 3) Company Reimbursement: Full courses, or equivalent, that are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 50 days after the end of the term. An application for the Employer Reimbursement Payment Plan must be filed once each academic year. The student is responsible for payment if the employer does not pay for any reason. A finance charge of 8% APR will accrue on the deferred balance once the term has begun. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas 1r academic transcripts until a student's account is ,>aid in full. This also applies to student loans administered by the College (e.g., Perkins Student ; Jan). They must be current according to established repayment schedules. REFUND SCHEDULE Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For information about refunds and the refund schedule, visit <www.augsburg.edu/enrolb. Financial assistance is available to degree-seeking students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of financial aid through Augsburg College. Two full-credit courses per trimester are considered full time. One course is considered half-time enrollment. The Enrollment Center (612-330-1046, or 1-800-458-1721, or <www.augsburg.edu/enrolb) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: SPONSORED SCHOLARSHIPS Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement COMPANY TUITION ASSISTANCE PROGRAMS Many companies, agencies, and corporations offer full or partial tuition assistance to employees who participate in work-related or degree-related college programs. Augsburg College offers a payment plan by which employees may handle tuition reimbursement. Students should contact the Enrollment Center to make payment arrangements using the company reimbursement payment plan. TRIBAL AND STATE INDIAN SCHOLARSHIPS American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg's American Indian Student Services Program director at 612-330-1144 or your tribal agency. STAFFORD LOAN PROGRAM Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $18,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Interest Rates: The annually variable interest rate is determined by the 91-day T-Bills +2.3%, capped at 8.25% and changes each July l. For example, the interest rate from July 1, 2002 to June 30, 2003 is 4.06% for repayment. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: In most cases, deferments are granted for continued education, disability, and unemployment. Contact your lender if you think you are eligible for a deferment. FEDERAL AND STATE AID PROGRAMS The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. - TO APPLY FOR FINANCIAL AID FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. No checks are issued, but the student is required to sign a promissory note at least once per term. Funds are put on the student account after the note is signed. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability, and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. SUPPLEMENTAL LOANS: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. - Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Verification Form. 3) Federal income tax return(s). FOR FURTHER INFORMATION, CONTACT Enrollment Center, 612-330-1046, 1-800-458-1721, <enroll@augsburg.edu>, or <www.augsburg.edu/enrolb. ABOUT AUGSBURG Augsburg College is a diverse, faith-based learning community in the heart of the city that transforms individual interests, gifts, and talents into opportunities to work, lead, and serve in the world. Through a rigorous blending of classroom learning, one-on-one mentoring, and real-world experience, Augsburg's liberal arts and sciences curricula challenge students from diverse religious, cultural, ethnic, and experiential backgrounds through research, study, and service opportunities. Affiliated with the Evangelical Lutheran Church in America (ELCA) , Augsburg serves the wide-ranging needs of more than 3,000 students in day, weekend, and graduate programs. HISTORY Augsburg College was founded in 1869 in Marshall, Wis. , by Norwegian immigrants as a training school for Lutheran ministers and was named for the Augsburg Confession from 1530. Augsburg relocated to Minneapolis in 1872. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the oldest park in the "City of Lakes." The University of Minnesota-West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with vast cultural, recreational, and corporate resources within a short distance from campus. ACCESSIBILITY Augsburg College has made a major effort to become one of the most accessible campuses in the region. Skyways, tunnels, and elevators provide accessible connections among major buildings-student housing towers , the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, psychiatric, and physical disabilities. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. - LEADERSHIP STUDIES FACULTY The professors who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining a faculty member with professionals from relevant fields . The program's faculty members have extensive experience teaching adult learners. ANDREW AOKI, Associate Professor of Political Science B.A., University of Oregon; M.A., Ph.D., University of Wisconsin. ROSEMARY LINK, Professor of Social Work B.A., University of Southampton, Post graduate diploma & C.Q.S.W, University of London; Ph.D., University of Minnesota. ALEXANDRE ARDICHVILI, lnstuctor M.B.A. and Ph.D., University of Minnesota; Ph.D., Moscow State University: Associate Professor of Organization Leaming and Development at the University of St. Thomas. THOMAS MORGAN, Professor of Business Administration and Vice President for Planning and Market Development B.S. , Juniata College; M.B.A., JOHN BENSON, Professor Emeritus of Religion B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Augsburg College; B.D. , Luther Theological Seminary; M.A., Ph.D., Columbia University: LARRY CROCKETT, Professor of Computer Science NORMA NOONAN, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program B.A., University of Pennsylvania; B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota; Priest, Episcopal Diocese of Minnesota. M.A., Ph.D., Indiana University: CASS DALGLISH, Associate Professor of English B.A., Economics, Warsaw; Ph.D., Academy of Economics, Krakow, Poland. College of St. Catherine; M.EA. , Vermont College; Ph.D., The Union Institute. MAGDALENA PALECZNY-ZAPP, Associate Professor of Business Administration B.A. , M.S., Academy of CATHERINE PAULSEN, Instructor B.A., St. Olaf JOSEPH A. ERICKSON, Professor of Education B.A., M.A., College of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph.D., University of Minnesota. ROBERT C. GROVEN, Associate Professor of Communication Studies, Director of Forensics, and Director of the Honors Program B.A., Concordia College-Moorhead; M.A., ].D., University of Minnesota. College; M.A., Lone Mountain College. CURTIS PAULSEN, Associate Professor of Social Work B.A. , St. Olaf College; M.S.W , University of Minnesota; Ph.D., Fielding Institute. DIANE PIKE, Professor of Sociology and Director of the Center for Teaching and Learning A.B., Connecticut College; Ph.D., Yale University: DANIEL S. HANSON, Assistant Professor of Communication Studies B.A. , Augsburg College; M.A. , University of Minnesota. GARRY HESSER, Professor of Sociology and Director of Metro-Urban Studies B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. JOHN S. SCHMIT, Associate Professor of English and Associate Dean for Adult Programs B.S. , St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas-Austin. KATHRYN SWANSON, Professor and Chair, Department of English B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. DAVID LAPAKKO, Associate Professor of Communication Studies B. A., Macalester College, M.A. , and Ph.D., University of Minnesota. VELMA J. LASHBROOK, Instructor B.S., Iowa State University; M.S. , Illinois State University; Ed.D., West Virginia University: President, Strategy Implementation Associates. JOSEPH VOLKER, Instructor B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. AUGSBURG LOCATION MAP + Forest Lake AUGSBURG CAMPUS MAP 6th Street S. Master of Arts in Leadership offices Visitor parking Augsburg campus buildings Student /Staff parking Butler Place ~Interstate 94 West Interstate 94 East ~
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Title: Augsburg College Summer Catalog, 2005
Collection: Course Catalogs
Search Result: summer session info augsburg in the summer A~~gsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer session I May 31 to July 1 -_- summer ~...
Show more summer session info augsburg in the summer A~~gsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. summer session I May 31 to July 1 -_- summer ~ = s i 11n July 11 to August 11 summer online (WE Course loads in Summer Session: I Students may take up to two courses in each session. However, the total credit load for W E C students between spring W E C and Suinmer Session I cannot exceed 2.0 credits. W E C students desiring to overlap more than 2.0 credits between the two terms must petition the Student Standing Committee prior to registration. Total credit load between Summer Session I1 and Summer Online cannot exceed 2.0 credits. Unless otherwise indicated, all courses carry a value of 1 course credit. One Augsburg course credit is the equivalent of four semester credits and six quarter credits. Augsburg general education: about augsburg Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Commission.* The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant lnetropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. Courses f~~lfilling Augsburg's Liberal Arts Perspectives, Core Curricul~un, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Internships: In addition to those listed, * The Higher L c a n l i r ~Cotnmissiotl ~ of the Nortll Cct~lralAssociatior~of Colle~esand Schools, Cormnissiorl on Irlstitlrtiotls of Higher Ed~rcntior~, 3 12-263-0456. Web site <twtuw.t~cnciheu r g s internship opportunities may be arranged individually during the summer. Academic internships are carefi~llyplanned work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning, 612330-1148, for more information. Employer reimbursement: Students who qualify for reimbursement from their employers may use their reimbursement to pay for S ~ ~ r n ~ n e r Session courses. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information Additional information may be obtained at: www.a~~gsburg.edu/summer Augsburg College Campus Box 143 2211 Riverside Avenue Minneapolis, MN 55454 For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612-330-1025 (Academic Advising) eligibility Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term, are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dismissed by that institution. Students accepted for Summer Session are not automatically granted admission as regular s t ~ ~ d e nof t s A ~ ~ g s b u College. rg Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office, 612-330-1743. All stitdents may hegin to rrl,..--. - Apnl~4k Web registration will remain open until May 5 (Session I) and June 10 (Session 11). Web registration Ihuurs 8:3C 1.-11:59 p.m. daily. :studcnrs will he hilleci through Summer Session courses Augsburg stude re cncouragecl to use Web registr ,)n-Augshurg students must reglsrer in person at the E~lrollrnentCenter liefiveen 8:30 a.m.-4:30 p.m Thursdays). T h e :30 a.m,-7 Center is CIII located in Sverdrup Hall. W e r e c o m ~ n e ~ lthat d you schedule I 50 percent c ition If a discrepancy is found bet\ on founci through AugNet, AugNet s h o ~ ~ he ld considered the most current xnci, thus, correct. Students registering for Summer Session I must complete their registration by May 31. Signature of the instructor is needed to add a class after the first day of class. online April 4 April 4 April 5 May 5 June 10 June 10 Summer Session 1 a n d June 17 tor Balance of tuition due May 6 June 17 June 3 hition must be paid in full ( endar), or you will your course(s); a be dropped f cancellation of $100 per course will apply. Augsourg students who have unpaid balances from previous terms must pay these balances before they may register for Summer Session. Classes begin May 31 July 11 June 27 May 31 July 11 June 27 July 14 July 1 Change in Registration: Many courses *Drop class without notation reg stud' summer sess Last day to: Register (without late fee) Register (added late fee of $75) June 3 (signature of instructor needed; no registrations will be accepted afier this date) June 3 July 14 July 1 fill early and courses with low Change grading option June 17 July 28 August 5 enn)llments will he cancelleel o n e week Withdraw from class June 17 July 28 August 5 I before the first day of the session. Students who decide to cancel their Classes end registration prior to the first day of the Grades due in Registrar's Office July 11 July 1 August 11 September 2 August 19 September 9 session must complete a drop/adci form at the Enrollnlent Center (this nlust be done in person). There is a charge of $100 for each course cancelled. For refund information please sce A late fee of next page. $75 will he assessed for students who register after the first day of the term. N o Session I registrations will he accepted after June 3. N o Students registering for Summer Online must complete their registration by June 27. II Registration begins Of Schedule of Refunds o n the Students registering for Summer Session I1 must complete their registration by July 11. Signature of the instructor is needed to add a class after the first day of class. summer 2005 Web registration closes at the tillle ~OLII- courses as early as possible. catalog and coursc infor ents 1 Session 11 registrations will he accepted after July 14. N o Sulnnler Online registrations will he accepted after July 1. schedule of refunds 100% of the refundable portion of tuition (less $100 administrative fee): If cancellation at the Enrollment Center is n o later than June 3 (Session I), July 14 (Session II), and July 1 (Summer Online) 75% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 7 (Session I), July 19 (Session II), and July 11 (Summer Online) 50% of the refundable portion of tuition: If cancellation at the Enrollment Center is no later than June 10 (Session I), July 22 (Session II), and July 22 (Summer Online I map of augsburg - The tuition charge f '005 aummer Session courses is: $1,470 for full-c2dit coun ' 15 for halfcredit courses A ..Rlits are charged at the tuition rates ,,. ,,..,~d, and Rochester students olled in Summer Session I1 or Summe nay be eligible for financial aid if tl least 1.0 credit. listed above. To apply financial aid Eligibility for S u ~ m e Session r attendees The only forms I Financial aid available ;Ion attendees are the for Sum --nt, the Minnesota State era1 :or students who meet eligibility nents) and student loans. Visit ,.he Enrollment Center Web site to download an application form at <www.augsburg.edu/enroll>. T h e financial aid priority deadline for Summer Session is May 15, 2005. O .,.,. financial aid. Day program 11, or both sessions combined may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. WEC, United, and Rochester programs Augsburg Employee Tuition Benefit Faculty, staff, and dependents of the College who are eligible for the maximum tuition benefit will receive a 60 percent discount on Summer Session tuition. For WEC students enrolled in spring trimester, no aid is given for Summer Session I as it runs concurrently with the WEC spring trimester. +lnlerslate84 West II 11 COLLEGE MAP INFORMATION 1. Center for Counseling and Heal01 Promotion 2. Weekend Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Struclure 5 Christensen Center 6. East Hall 7. Faculty Guest House 8. Foss. Lobeck. Miles. Center for Wonhip, Drama and Communication 9. Sverdrup Hall 10. Husby-Strommen Tennis Courts I I Ice Arena 12. Public Relations and Communicalion Inlaaal~$ W bet 13. Lindell Libraly 14. Maintenance and Grounds Shop 15 Mortensen Hall 16 Mulphy Place 17. Murphy P a ~ k 18. Music Hall 19. New Residence Hall 20. Old Main 21. Oscar Anderson Hall 22 Quad 23. Science Hall 24. Security Dispatch Center 25. Shipping and Receiving 26. Si Melby Hall 27 Sverdrup-Oftedal Memorial Hall 28. Urness Hall campus location + PARKING INFORMATION A. Visitor Parking B. Resident Parking C Commuter Parking D. FacultylStafflCommuterResident Parking E. Resident Parking F. Resident Parking G FacultylStaff Parking H Faculty/StaffParking I. VisitorIAdmissions Visitor Parking I. FacultyIStaff Parking K. Commuter Parking L. Visitor Parking M Faculty/Staff/Comniuter Parking N. FacultylSlafflCommuter Parking 0 . Fairview-Vnivenity Parking Ramp 3 5 W from t h e NorthTake Washington Avenue exit and turn left o n Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at Zlst Avenue South. 1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 2lst Avenue South. Augsburg College, a s affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientntim~,marital s t a t u , status with regard lo public assistance, o r disability in its education policies, admissions policies, scholarship a n d loan program, athletic andlor school administered programs, except in those instances where religion is a bona fide occtipational qualification. Augsburg College is committed to prowidii~greasonable accommodations to its employees a n d its students. 1-94 West f r o m St. PaulTake Riverside exit, turn right at Riverside Avenue, turn left at 2lst Avenue South. 35W f r o m t h e South- 1 Follow the 1-94 St. Paul signs (move to right lane after each of two niergen) Take 25th Avenue exit and turn left at Riverside Aveni~e,turn left at 21st Avenue South. session I may 31 to july I Rooms listed for each course below are subject to change since the printing of this catalog. Please refer to AugNet Records and Registration for the latest information on room assignment for a particular f FIN 2 4 0 3 the approacl~usell by Pcrsonal Finance exams, quizzes, 1 Introiiuction to perso~ialfinancial planning and budgeting, credit nianagement, income taxes, i ~ i s i ~ r a ~ ireal c e , estate, invrstments, retirement, and estate planning. ler and analyze data and propose and test hypotheses. Evaluation will be baser1 o n A R T 102.S Tom A study of design as the unifying foundation for IPS,and othc assig~umenrs.I n c ~ ~ ~ u e s re as \\,ell 3s laboratory activities. This course s twice weekly from May the visual arts. T w e and three~dimens~onaI projects demonstratinl the basic design elements 31 to August 11 (frc and principles I the start of Session 1 to the Rrspective/Skill/L ,esthetics Perspective; encl of Session 11) (Prereq.: MPG i Speaking Skill; ine Arts Perspecti\,e/Skil : Critical Thinkir II; LAF in Natural Science 2nd Old Mnirr 4 (hereq.: MPC 2) scientists t Kapoor M, \V 6-9:30 11.1n. 7 leliiat urn Main 18 Kapoor This course i ~ ~ c l u d financial es statement analysis, risk and retllrn, security valuation, capital budgeting, capital structure, and working capital llianngement. (Prerecl.: ECO 112 or 113, ACC 221, and MPG 3) Tlie camera will be useil as a tool for visual creativity and expressio~iusing black and white 6-9:30 p , n ~ . photographic processes. Students need access to a 35 m m , single-lens reflex camera. I Principles of A ecl cost of film, etc.: $200-225 Pcrsl-rect~\,c/Skill/LAF: Aesthetics Perspective; LAF in Fine Arts 6-9:30 11 111 T; TI1 Old Main 4 Kader Introduction to business activities, basic concepts and fi~ndarnentalsof accounting, the accounti~ig cycle, ancl prep.1ration of financial statements. 3 I - ~ o o M, W Oltl MLlin 10 BUS 2 4 2 4 A R T 247-S Life Drawing McCaffrey Principles of Management Palecmy-Zapp metlioils and techniqnes of drawing the human for111 through the use of live ~nodels.Emphasis will he Development of the tl~eoryof Inaliagemcnt, organization, staffing, planning, and control Tlie ~iatureof authority, acco~~ntahility, ~esponsibility, and analysis of tlie pmfessional manager placed o n ~le\elopmentof pelceptual cimwing skills 1 - 4 3 0 p,in, This course will introduce t l ~ estudent to the to accumtely rc~iderthe hi~manfnrni in a spatial environ~nent.Topics covcrcd will include: gesture, prnpurtion, foresl~ortening,skeletal .ind ~u~~sculature anatomy, sha~lingand renclering, and composition NOTE: There will be a $50 fee payable un thc first clay of class for the cost of models. PerspectivJSkill/LAF: Aesthetics Perspective 6-9:30 p.111 M, W Old Mr1i11 17 B I O 102-S T h e Biological World Hoogendoorn This is an introcluction tu bioluu for ~non.bioIogy 7; TI1 Old Main 16 MKT 3 5 4 3 I M, W Old Main 16 B U S 465-S International Management Paleczny-Zapp This thought-pr~>\okingcourse cxaniines those issues ancl activities unique to marketing in an lnterlintional setting Col~rsefocuses on how l u ~ m a n~esourccsare a<lministereil in other countries and how cultural factors influence heliavior in the n.orkplace and negotiations. It will also ;rnnlyze interpersonal skills n w ~ l e dt < manage ~ across national bonlcrs and negotiate internatiunal deals. We will analyze several real-life case s t ~ ~ d i etos lear~ithe strategies, structures, and practices of modem co~porationsin the world tvday. majors. Basic concepts of bioloby pel raining to (Prereq.: BUS 242) Perspective/Skill/LAF: Writi~ig both plants .lnd ani~nalsare co\.ered, as well as the 6-9:30 p ln MI W Old Milin 16 8:30 a.m.-noon 7; Th Scie~~ce 123 COM Ill-S Financial Management Photog+,, A C C 221-S Perspective; LAF in Natural Science and Matheniatics (non-lab) Old Main 13 F I N 331-S Natural World 1 or 2; Perspecti\ze/Skill/LAF: Natural World 2 Introduction to Public Speaking Groven The course focuses on speech preparation, organization, audience analysis, style, listening ability, and the o\~ercorningof speech frigl~t. Perspective/Skill/LAF: Speaking Skill; LAF in Humanities; Engaging Minneapolis 7; TI1 1 4 : 3 0 11.1n. Old Mnin 13 COM 3 5 1 3 J.Cerrito Sales Management Fornullation, implementation, evaluation, and control of sales force programs designed to carry out marketing objectives. Management of sales force recrnitmelu, dcpartmenral structure, training, no ti vat ion, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructc,~.) T; TI1 6-9:30 [~.,n. Suerd11a11202 Argumentation Dewlops critical theory and practice of argument, evidence, fallacies, and refi~tation.Includes how to build and analyze public arguments that confront btude~irsin their ej~eryilnylives. (Prereq.: SPC I l l or 112, o r J r , or Sr. standing) Perspective/Skill/LAF: Critical Thinking Skill 6-9:30 p.ln MKT 4 6 6 3 International Marketing Meziou Groven think in^ skills by stucly of the 7; TI1 Old Main 13 C O M 354-S Interpersonal Communication Lapakko This course examines those issues and activities unique~tomarketing in an international setting. Emphasis IS placed on adaptation of a marketing ~ u i xaccording to the international marketing environment. on factors that build relationships ancl help to o\,ercome communication barriel-s. (Prereq.: MKT 252) 6-9:30 p,ln. 6-9:30 ~ t n . M, W A studv of the dvnarnics of human interaction thnlugli verbal and non.verbal nlessages; emphasis M, W Suer[lr~ip206 Suerdlul~I I-hl-YI I E C O 112.S C H M 100-S Principles of Macroeconomics Chemistry for Changing . - Times This course introduces basic clIemistry the context Gvbere . concepts in nuluerous sciel,ce.l,asecl issues i n our Gilsdorf An introduction to macroecononiics: national i~lco~ile analysis, ~nonetaryand fiscal policy, i ~ i t c r m i o ~ i trade al Al,plication of elementary everyday livcs with the goal of students having a econ0111ictheory to current economic problems. baaic niler erst an ding of thc science hehind iszues present and in the fi~ture. May be taken independently of E C O 113 or 110. ECO 112 a111 113 nay be take11 in either order. 4 sess~onI \. may 31 to july I (Prereq.: M P G 2) PerspcrL:-- 'Skill/LAF: Rrspec LAF in Soc laviornl Sciences Old pm ENG 225-S ECO 1133 Principles of M~rroecc..omics A n introduc ~ ~ l o niicroecono~nics:the theory of the Ihousehold, firm, market structures, a n d income distribution. Application of ele~uentaryeconomic This coulse buiIdS o plact~cesand methods of Effective d ~ ~Writing f (El 11) Its w o ksliop ~ format stresses style a n d organizarion, the process of relationsl~ipbetween readine a1 ' I EDC 2 2 0 3 Educational Technology (.5 crcdit) Erickson Psychological a111 pl~ilosopliicaldiniensions of comniunication through the use of instructional t e c l ~ n o l o S~ e. l e c t i o ~preparation, ~, pr<,duction, and e\raluation of eftecti\.e audio-visual niaterials for tcacliindlearning situations. C o m p u t e r training will be included in this course. (This class runs from J u n e &July I) M, W Suer'ltllp 205 Center for Service, Work, and Learning. PerspectivJSkill/LAF: Satisfactory completion fillfills tlie AugsburE Experience (AE). Western Heritage Perspective M, W 6-9:30 p . m O l d Main 18 Y Schield Critical thinking about statistics as evidence in , I ( P r e ~ e q .o: n e course in history, o r permission of insrructor) Q u a n t i t a t i v e Reasoning/ Statistical Literacy ....,., ..., [ work setting. Students set learning goals and evaluate t l ~ e i rlearning with the director of the GST2003 ring. 4-7 01 over the last nvo centi~rieswill be ~ i v e nspecial attention. uevision, self and peer evaluation, a n d the Per"ectiw Petspect~ve;LAF in Social and Behavioral Scic..--., 1 4 3 0 11 tn )Id M(lirl l o 7; Th 9-1 1:30 n.111. Wr* ia;nson (Prereq.: theory t o ~iiarketpolicy. May he taken independently of E C O 110 o r 112. E C O 112 a n d 113 nay be taken in either (Prereq.: MPG2) Perspective/Skill/LAF: ,,,.,. ~ 7. I n t e r m e d i a t e 61 not d o n e for academic credit. T h e Koal is fur students ro apply theory to practice in an approved Topics: Sports a n d Literature Irvine INS 105.S arguments in\.olving predictions ancl explanations. Introduction to American I n d i a n Studies Topics will include reading and eaalunting tables, This course is i~ltelideclto introduce students to graphs, and statistical models as \yell as generalizations, traclitional confidence inter\,als, American Indian studies Concepts a n d topics to be covered include, among ochers, history, Weston This course is designed to i~nrestigacea n d a n a l y x ancl Ihypotliesis tests. Emplusis on interpretation, language, culture, literature, policy, images, themes, issues, topics, and contro\,ersies related evaluation, and communication. (Prereq.: M P G 3) contemporary issues, and the arts. Minnesota Indians will be emphasized where appropriate. p e r s p e c t i v e / ~ k i l l / u ~ :~ ~A~~~~~~~~1~ perspective directly and i~idirectlyto and through sports a n d s p o ~ t sl i t e ~ a t ~ ~Itr examines e the intersection of sport a n d society and considers what sport means Perspective/Skill/LAF: Q ~ ~ a n t i t a t i \Reasoning ,e Skill 6-9:30 p.111 M, W Old Mail1 10 and how it functions as symbol, myth, a n d 6-9:30 fi m. metapluor. T o achieve these ends, s t ~ ~ d e nwill ts .... .. 7; Th S u e r d n r ~1 analyze texts a n d timely issues pertinent to sport and soclety in a variety of ways, including through HPE 1 1 5 - S Paideia S e m i n a r s lite~aly analysis, j o u r ~ ~ a l i n gand , spr~rts-related, C h e m i c a l D e p e n d e n c y (.5 credit) Students will participate in a series of seminar Minneapolis-based experiences. Perspecti\.c/Skill/LAF: Huma~iities Writing Skill; LAF in 8:30 a.tn -tnnu~ M, W INS 2 5 5 4 Uzarek A n analysis of chemical abuse a n d what can be d o n e for the abuser. Includes informaticln about school health educatio~iand services. Old Main 13 6-9:30 p m. ~ M only Scicnce 123 Kaufman discussions following the P21ideia seminar format as clevelopeil by Mortinier Adler. Seminar topics emphasize selections that help students to think critically, ~ ~ n c l e r s t a ntimeless ~l ideas, listen carefi~lly, and question thoughtfully. This course is ideal for E E D 495-S ENG 3 6 1 3 Topics: Elementary E d u c a t i o n Physical S c i e n c e Studies i n M o d e r n Fiction Clayton T h e course fc~cuseso n contenporary 20th centul y prose I V ~ ks. I It includes N a t ~ v eAmerican a n d European writers, with an emplhasis o n nonWestern (Asian a n d African) fiction Gregoire S t t ~ ~ l ewill ~ i sparticipate in hands-on experiments to explore plopel ties of and changes in maKer; position, motion and force; light, lieat, clectricitl: a n ~ l magnetism; ant1 kinds of ant1 ways to transfer e n e r ~ y Taking the [~liysicalconcepa learne~l,stuiiena will develop dernonsttatk,ns and lessons ior K-5 classr<x,~ns. Assessment is based o n wwitten assignments, a technology pmject, les~>ns/dem~~nstr~~tions, clasroo~n pnrticipatk)n, and nn enalii. (Prereq.: Snldents ~iiustbe Elementary Education M a j o ~ ~ t l icourse is does NOT Ineet the Sciencc Lah p d u a t i o n require~nent) 6-9:30 p III 7; Th scierlce (Prereq.: E N G 245 o r consent of instructor) Perspecti\.e/Skill: Intercultural A\vareness 1 Perspecti\.e; Writing 6-9:30 P.111. 7; T h 0111 Moil1 10 GST 0 0 9 3 Cooperative E d u c a t i o n Olson Cooperative E~lucationis a work experience related to a student's major/minnr o r carccr inrel-ests, but education, sc~cialscience, and language arts majors. I This course will be held M-F, 8:30 a.m.-4 p.m. . +, HIS 3 4 5 3 Perspecti\re/Skill/LAF: M o d e r n Britain a n d I r e l a n d deVries . f u ~ 20-24 ~e Critical Thinking Skill Old Main 25 B breoko~atroonls Hoping t o tra\,el to Britain a n d Ireland some day? lnteresced in the l i t e r a t ~ ~ rtheatre, e, polit~cs,and INS 3 2 5 - S culture of this region? 1f yo11 can't fit a trip t o Britain a n d Ireland into your schedule, take this Building W o r k i n g Relationships Hanson This course explores working relationships in a course i n s t e a j , u s i n g a n interdisciplinary approacl, clialhgin~world. Self-assessment tools a n d applied (sources will include literature, filni, nus sic, theatre, a n d art), wve will explore Britain's de\,elopment pVers participalhts gailh a better ~ ~ n d e r s t n n d i nofg the role the individual plays since the 18th century into o n e of tlie world's within t h c context of workplace relationships. leading cultural, economic, and colonial powvers Britain's tempestuous rrliitionship with lrelancl Emphasis is placed o n interpersonal, group, a n d organizational relationships. (P~e~ecl.:]r. o r Sr. standing, a n d at least o n e of tlie I may 31 to july I session 1 following courses: S O C 121, SWK 260, BUS 252, PSY lo? Perspecti\~e/Skill/l Spanish. Introduction to the culturc of the F nCv In'\ In Identity Perspective; Spanish-speaking w o ~ Id. Perspective/Skill/LAF: Intercultu~alAwareness 2 MAT 103-S Perspecti\re; Modern Language 1 6-8:30 p,t11. 7; \ T I introcluction t o . Theories of Lead Link experienced leaders for b t < .,. contemporary rl~eoriesand applications leadership. Guest speakers participate in sharing their experience in both private ancl public workplaces and the class ~~tilizes a case study P O L 160-S ~ ~ n d h ~ c r etoward ~lit World Politics rac uation Skill colnponent except P (pass) in this course advances you rp h students. This course is a capstone offerlng a selection that to Math ~ r c e m e n Group t 2. Grading will be based o n quizzes and exams. rereq.: MPG 6-9:30 b.1 approach to Icarning. Course connects with the MAL Leadership De\,elopment Model through its direct empl~asison leadership, change, ethics, communication, and creativity. Emphasis is placed on critical thinking, discussion, presentzrtion, and Abnormal Psychology Old Mrrirl 25 ASL 101-S Beginning Sign Language I Mikkelson An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration 8:30 u . i ~ ~ . - ~ ~ o o n Tliis course is an introductio~~ to the dynamics, history, and ~uajortheorles of international relations. It explores issues uf peace, sustainable economic cle\~clopment,global citizenship, and efforts to combat inlustice and inequalily around thc globe. This class uses internat~onal ~ over water as environmental issues ~ I I Lco~lflicts case studies. Qucst~onsexplored in tlie class i ~ ~ c l u dWhat e: are the obstacles to achieving a luore just and equitable world! When is the use of force justified? What are the implications uf globalization, through which we are beco~liillgmore and more connected! Perspective/Skill/LAF: Social World 1 or 2 Perspective; LAF in Social ancl Behavioral Scicnces Plan B. Reqi~iredparticipation at all face-to-face fiici.il expressions and body language ~ ~ e e dto e~l 6-9:30 p.111, meetings and regular posrings online com~lii~~iicate clearly with deaf and hard-f-hearing (Prereq.: Minimum of 6 MAL courses) people. Perspecti\,e/Skill/LAF: Intercultural A\\nreness 2 Class meets: Thurs., 6/2, 6-10 p.ln.; Fri., 6/17, 2-8 p.m.; Sat., 6/18, 8 a.m.-noon, 2-5p.rn.;Tliurs., 6/23, 6-10 p.m. There will also be nvo virtual classrooms plus regi~larposting online Perspective; Modern Language 1 6-8:30 p 111 7; X !! TI1 Scie~lce2 I2 S P A 1 11-S Old Main 10 Beginning Spanish I Kingsley Ai~listo develop four basic skills: understanding, MAL 5 8 9 3 speaking, reading, and writing of elementary Topics: Comprehensive Spanish. Introduct~onto the culture of the Spanish-speaking world. Examination Seminar Pike This course is a completion optio~ifor the Master of Arts in Leadership Students prepare fur the exam series-oral, written, and take-lioni-througll discussion, reailings, and critical analysis in the senunar. (Prereq.: Must be final course taken in MAL CLI~~~CII~IIIII) 6-9:30 p.111 M, W Soelice 108 PerspectivJSkill/LAF: Intercultural Awareness 2 Perspcctiw; Moder~iLanguage 1 7; VC: TI1 8:30-1 1 ( I n~ SPA I l l - T Beginning Spanish I Old Maill 18 Kingsley Aims to develop fuur basic sk~lls:understanding, speaking, reading, and writing of ele~uentary ?; Th Old Main 16 Underhill-Cady of signs, practice their own signing, and learn the analysis. Successfi~lcompletio~iof this course fillfills one of the major paper recluirements for Jack An introduction to psychological disorders and treiit~~~mt. (Prerecl.: PSY 102 or PSY 105) . pplications to everyday is not approved for a This will include a PSY 2 6 2 3 M, W Sver(lr11~ 20 REL 3 7 0 3 American Indian Spirituality a n d Philosophical Thought Jacobson Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities a n 1 differences are exl~lorecl,as lire tribal relationsl~ipswith nature, religious oversight of life cycles, sacred r ~ t u a ceremonies, l and beliefs in a n afterlife. (Prereq.: ENG l l l , ] r , sta~tding,and one of the following: REL 111, REL 221, REL 331, REL 100, or REL 300 Perspecti\.e/Skill/LAF: Christian Faith 3 or Interculti~ralAivareness 1 Perspective; Writing Skill 6-9:30 7; Th Lil~dell16 POL 2 4 1 3 Environmental and River Politics Underhill-Cady This course critically examines the political dynaniics relaring ro the co~nniunitiesand ecosyste~usof tlie Upper Mississippi Watershed. Issues explorer1 includc water pollution, the lock a ~ t ddam system, imasive species and biotli\,eraily, regiolial water supply, flood control, waterfront economics de\,elopment, urban sprawl, farm policy, and energy pn~duction.The class will look at the challenge of balancing economic development, social jusrice, and environmental stcwarilship in the region. There will be areekly excursions to sites along the river, solme exploration of the river by boat, and opportunity to lnieet with stakehoWers working on various river-related issnes. Perspective/Skill/LAF: Social Worlcl 1 or 2 Perspective; Critical Thinking Skill; LAF in Social and Rchavioral Scielice 6-9:30 p.ln T; TI1 Scie~~ce 205 SWK 6 9 9 3 Assess~nentand Diagnosis i n Mental Health Practice BoisenISyers This is a n elective course that explores psycliopathology and the role of social workers in assessluent and diagnosis of ~iicntalhealth in a \,ariety of service settings The didgnostic manual is used as a n organizing frame\\.ork for revlewilig major mental disorders. This course is a prereq~~isite for SWK 627 Family Practice Elective: Mental Health Practice Course offered in the Spring Trimester of t l ~ eMSW P r o g r ~ ~ i i . 6-9:30 p.rn. 7; TI1 Old Main I 1 1 : session I 1 - july II to august II Rooms listed for each course below are subject to change since the printing of this catalog. Please refer to AugNet Records and Registration for the latest information on room assignment for a particular class. r A R T 1C Drawing 6-9:30 :iII/LAF: L p 4 .. . Ceramics I Bollman This is a first-l ~gco~lrse.Students work with a \,aricty ial and non-traditional drawing mecl~: explore important concepts of drawing. Slrde res, demonstrations, ancl : experience. critiques co~npletethe lea Persprrri in Fi -1 A R T 2io\ ire Tom An introduction tcl': ang of pottery with a11 emphasis on handhuilding dnd glazing. Perspectrve/Skill/l AF. Aectlietics Perspective; LAF in Fine Arts 6-9:30 ~ . I I I ''Mfl"' h P,,rspective; LAF study of the graphic design of typography and visual imagery for print 1 M'zi Painting I In this first level paintin!: course, SI learn important concepts of painting Mo: ~ s tume s is spent painting. Slide lectures, ?-.---.~a~r.ttions,and critiques co~ilpletethe learning experience. Perspective/Skill/LAF: Aesthetics Perspective; LAF in Fine Arts 1) 111. 7; Th Old l7 ART 2 2 5 3 Graphic Design I Staff hi^ course is an intmduction to principles and techniques uf graph~cdesign using page layol~t sofnvare. Emphasis will be placed o n designing with text and image. Perspective/Skill/LAF: Aesthetics Rtspective; Speaking Skill; LAF in Fine Arts 6-9:30 p in M, W Fuss 2213 A R T 2 4 9 1 3 4 9 3 (with H I S 24913493) Designed Environment Anderson This course acld~esscstlie designed envin)n~uent, the intentionally designed places in which 1r.e live. We will investigate architectl~rc,landscape architect~~re, urban d c s i g ~and ~ , urban history; class scssions consist almost exclusi\rely of \valking tuurs and site visits to plomlnent exa~nplesof clesijin excellence. (Prereq.: none for 249; for 349: ENG 111 and an art, history, or urban s t d i e s course) Perspective/Skill/LAF: Aestl~eticsor City Perspective; Writing Skill (ART 349 only) 1 4 3 0 \],in Cerrito Concepts anJ principles related to the management of operatilip functions taught from a liianagerial viewpoint with examples from varir~usindustries and sectors. (Prereq.: BUS 242 or consent of instructor) M, W M ,W o l d M~~~~18 6-9:30 p.ln. M, W Foss 22B Perspective/Skill/LAF: N a t ~ ~ rWorld al 2 Perspective; I LAF in N a t ~ ~ r Science al ancl Mathe~natics(11on-lab) 8:30 ~~.i~~.-noo~i 7; TI1 Science 3 15 11 MIS 1 7 5 3 COM 3 2 9 3 Principles of Conlputing for Business Kattke An introductory course to develop understanding of basic computing concepts and specific skills in E~nphasison solving business-related problems (Prcreq.: ART 2; present and In the fi~tul-e. (prereq,: M ~ 2) G Soeldrlrp 202 using microco~nputersoftware (Windows, Woril, Excel, Access, PowerPoinr, e-mail, a ~ ~ Internet). cl A R T 118-S 6-9:30 'F basic un~lcrstandingof the science behind issues J. Strategic Management 6-9:30 [I.~II. Staff m~"lwl~lced M, W ' i BUS 4 4 0 3 using software, especially Excel, Students with a strong complltel. backgrtiund should take MIS 360 or 370 instead of MIS 175. Interculhral Communication ~l Lapakko I This course explores cultural d~fferencesand tlreir I I I rmplications for communication, including difterences in values, nor~ns,social interaction, and code 5)-atems. Perspect~\,e/Skill/LAF: Intercultl~ralA\\,areness I ~l Perspective 6-9:30 p.111. M, W Lindcll 16 I (Prereq.: MPG 3) I+:30 A C C 222.S Principles of Accounting I1 Kader A continuation of ACC 221. Introcluction to cost accol~ntingfor ~unnufacturing.Basic concepts and fi~nclamcntalsof managerial accounting, planning m"dontr01ling pr~~ccsses, decisio~i-~liakin~, and behavioral c ~ ~ n s i c l c r ~ r t i ~ ~ ~ ~ s . (Prereq.: ACC 221) 8:30 U . ~ ~ . - I W I I I I 7; TI1 B U S 242-S Principles of Management Old Moil1 10 I? Cerrito Development of the theory of management, organization, staffing, planning, ancl control. We will examine tlie nature of authority, accountability, and respons~bility;analysis of the role of the professional manager. 6-9:30 p.111. M, W Stjcllr~rp206 BUS 340-S J. Cerrito H u m a n Resource Management Personnel function in business, acquisition, and utilization of Ihuman resources; dcsirablc working relationships; effective integration of the jvorker with the goals of tlie firm and society. Prereq.: BUS 242 or consent of instructor 6-9:30 P.nlb 7; TI1 IJ.~I. 7; TI1 S ~ ~ e l i h 201 u~i~ E D C 2061566-S M K T 252-S DiversiyNinnesota American Indians Principles of Marketing Meziou Pr~nciplesc~fhasic policy and stratem issues in ~narketing,Legal, ethical, competitive, ec<>nornic, alld technological f,ictors as they affect proiluct, price, pro~iiotion,and ilistrihution decisions, 6-9:30 [ J . I ~ . 7; TI1 0111 Mclill 16 Gresczyk This course exalltines l1~11iia11 diversity and l u ~ ~ u a n relations. It fillfills the Education Department lu~rnanrelntio~~s and Minnesota A~ncricanIn~lian requirement5 and 1s an uption within the licensure program. 6-9:30 M, W St~cl-dnr/~ I MKT 3 5 7 3 E D C 4801580-S Advertising School and Society An introducti<~nto print, hroaclcast, nnd Wehbasecl ad\'e~.tisingand promotion as impcxtant Emphasis on pcrints of view about the ~ u l eof school in modern society, relationships with elements in moJern marketing anll parents and community collabnratix moilels, Erickson conumunicati~,ns.This course combines clnssroc)ni Imderal~ip,and pmfeasional dc\,elopment. Serves as and Iia~~ds-on Icarning toc~ls. final thco~,eticalpreparation for stu<Ient teaching, (Prerecl.: PPST and ad~nissionto the Education 6-9:30 [J,III, M, W Old Mail1 16 Depxrt~itent) rn CHM 1 0 0 3 Chemistry for Changing Times Perspective/Skill/LAF: Social World Perspecti\,e; Writrng Sk~ll Gyberg 1:30-5 11.111, M, W S o e r d i ~ 1~ l ~ Tllis collrse intri>iluces baric chemistry concepts in I tlic context of lnumerous sc~encc-haseilissues i l l our everyday lives with tlie ~ o a of l s t ~ ~ i l e nhaving ts a I I St'enlnrp 206 15 1 session k I july II to august 1I SPE 4341534-T -... . I Eva~uatlon Staff Tlie s t ~ ~ [if d ystumiing,ci . knowledge and s of sti~dents're history and context of i s includes an inilepth : disabilities, as well as ;,>I,>";?biological, ather~n reading curric~ I; Clinical exper course is required and Jandlng l e p g d i s a b ~ ~ ~ t t e : ovide a critique of current philosophical Ins in the field. Students will also acquire d g e related to accessing information relevant field of learning disabilities. fi Itrly 5-8 8 a.m.-3 p.tn J~rly11-15 8 a.~n.-l~oon Sue,-."p (.)K-.-nntptrs site) - Swerdnrl, 202 -# Reading Clinical/Leadership Sel pearl ~ 1 study , ~ of effective lrndersl1i I professional clevelopmel,t strategies fc,r ~ l , ~ i v l c l l l ascl,ools ~ nl,cl districts, reading standads, state and federal reading legislation, and fiscal,buduerary operations. clinical portion will ~ncludeopportunities tu apply skills and knowledge of reading ~levelop~nent and instruction in a clinical setting with K-12 students. (Coreq.: EDC 508; Prereq.: EDC 505, EED 520, ESE 500, or consent uf instructor) Jlrly 18-A~rg. 2 8 U.III.-IIUOII AIL&1-5 8I - (off-cnml~trssite) I Learning Disabilities Staff This course will focus on the history and context of This includes a n in-depth leaning disabilities (LD). look at the origin of learning disabilities, as \\ell as various theoreticnl m~~clels (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disahilities. The course will also provicle a critique of c t ~ r ~ e philosopluical nt p,sitions in tl,e stLldentswill also acqllire knowledye related to accessing infc~r~nation relevant to the field of learning disabilities. This course will teach students to identify, adapt, and imple~uentdevelopmentally appropriate instruction that support the learning nf students identified as having learning disabilities. The course will specifically focus on areas of reading, writing and listenin: co~npreluension,math, reasoning, and problelu-solviligskills. TIlele \"ill be a strong focus on the modifications i~n,olvedin tl~eseareas and the planning process invoh,ed. 6-9:30 p.m. M, W 6-9:30 0,nI. T; TI1 Strerdlup 202 EED 200-S Elementary Education Earth Science Stangl ~l~~~ course is designeclfor elelnentaryeducation majors and includes earth science "hands-on" inquiry based activities that model the teaching and learning process of scientific inquiry. Meets basic earth science subject matter statuclanls for initial licensure. Science 19 INS 2 2 5 3 ~ ~ to ~~l~~ Staff planning process invol\,ed. T; TI1 Kader ~ Perspecti\,e/Skill/LAF: Intercultural A\r,areness 1 6-9:30 p.;~t. M, W Old Maill 13 INS 3 4 2 3 River Politics Field Seminar Underhill-Cady Students in this course will learn first-halid about G S T 009-S the ecolo3, enviro~umentalissues, and political Cooperative Education Olson dynamics of the Mississippi River. Class will meet Cooperati\,e E~lucationis n work experience related uff-campus at locations a n ~ u n dthe Twin Cities, to n student's major/minor or career interests, b ~ ~ t along thc riwr and \\,atershed, exploring some of the nut clone for academic crejit. The goal is for remaining pockets of local wilderness ancl a \.ariety studelits to apply theory to practice in an apvrob-ed .fellvironl,,ental sites. students will work setting. Stuclcnts set len~~uing goals and with local activists and politicians \\,orking on riverevaluate their learning w ~ t hthe director of the related policy, and engage in an indivi~iunlfield Center fur Service, Work, and Learning. Satisfactory research project. The course i~ucludesan optiolial coml>leti~)n fillfills tlie Augshurg Experience (AE). fwr-day camping trip Uuly 22-25), tra\,eling by rowboat down tlie Mississippi River from tlie Twin am Cities to Lake Pepi~u. T; TI1 Swerdnrl~1 H I S 2491349-S (with A R T 24913493) This course will teach students to identify, adapt, and implement developmentally appropriate inst~.uctionthat support tlie learning of students identified as having learning disahilities. The course will specifically focus o n the areas of reading, writing a n d listening comprel,ensiol,, reasoning,a n d pn~ble~n-solving skills. Tlieue will be a strong focus o n the modifications involved in thcse areas nnd the 1 4 : 3 0 Dm. ~ Pe'~l-lecti\'e 6-9:30 11.l~ With Learlling ~ The course co\ers tlie ideological foundntions of Islam, its basic concepts and tenets, Islamic law (Sl~xiaah),Islamic econoulic and political systems, lSlarnic patterns of life' Suerdnip 2 0 Soerdrlr~202 SPE 4 3 4 1 5 3 4 3 Teaching Content Areas to Students M, W Staff -lpl#f SPE 4241524-T Etiology and OrisEL.. E D C 510-S 5:30-9 ~,III. 8 : ~ "o.m.-llooll --- Teaching Content Areas to Students W i t h Learning Disabilities Soerdr~rpI7 Designed Environment KimballIAnderson This coursc addresses the designed envim~uiient,tlie intentionally ilesignecl places in which we live. We will i~uvesti:ate architecture, In~udscapearchitectl~re, urban design, and urban Ilistory; class sessions consist almost exclusi\.ely of walking tours and site visits to prominent examples of clesign excellence. (Prcreil.: nune for 249; for 349: EN(; 111 and an art, history, or ~ ~ ~ v bs ta~n~ d i course) es Perspecti\,c/Skill/LAF: City or Aesthetics Perspective; Writing (HIS 349 only) 1 4 : 3 0 II.IIL. M, W Old Maill 18 I N S 495-S Topics: History of American Indian Education Weston The primary aim of this particular course is to help s t ~ ~ d e nfurther ts their knowleiige a111~~nderstanding of the Americ~nI~udianEducation Policies from colonla1 America to Zlstcentury America. A cr~tical examination of indigenous political, social, and educatio~ualdevelopments from the 19th tlirou~h21st celitl~rirswill provide infbrmation needed to ~~nclerstancl thc currcnt social, political, and especially the eciucational ;ttmosphere of the indigenous experience today. 6-9:30 p.111, 7; TI1 Sverdn~p20 d 4 -.- - 11 july F I LRTSIN LEADERSHIP! 4 L 5 6 0 (w Developing a Eural ~erspectiue ~ ~ Emphasizes increasing your ability to lead in culturally diverse contexts. Examines the rapidly changing den1 ling demographics. ess, conuitunication ~~~#rpersonal ! iviry#ation mplexity of the racial an n l c " ping are amolig the goals of the course Old Mar a II to august II m exponential ~nodels; especially of linear and exponential models. Grading will be based o n ql~izzesand exams. MAT 103 with grade of P or MPG2 and at k (Prereq.: i least one year of HC -'"-h--) 6-9:30 l'*ntn ASL ] --& Sign Language I1 a ashb brook Literature Review The purpose of this course is to c elop the abilily to construct a sound argument relatecl to leadership and to write an effective literature review. Students will learn how to classih and read research critically, how to analyze tlie arguments made in tlie literature, how to organlze and express their own ideas, how to map and analyze ideas and how to write a review. Since thc ultimate goal is to he ahle to create a compelling literature review, all activities build toward that goal. S t ~ ~ d e nwill t s devclop the ability to create an argument, synthesize literature, and create literat~~t-e reviews in their fields of interest. M, W tmining, ancl goal-setting. Lil~dell16 Law i n the United States Underhill-Cady An introduction to the \\.orkings o i the court system 7; W! Th in the Unitecl States, exa~niningthe concepts of Scirr~ce2 12 civil rigllts and civil liberties in tlie context of the war on terrol-ism, criminal nncl civil law, torts, I1 Kingsley racism and discrimination, 2nd environmental law. Aims to de\,elop four hasic skills: understanding. Pers~ective/Skill/LAF: Social World 1 or 2 Rrspecti\,e; LAF in Social and Uehavioral Science speaking, reading, and writing of elementary Spanish, introduction to tlie cultnre of the Spanish- 6-9:30 11.tn. speaking world. 7; W TI1 King,lcy pea king, re.~ding,and writing of ele~ucntary Spanish, introcluction to the culture of the Spanislt~A ~\ ~~3 ~ , perSllcctive; ~~d~~~~ L~~~~~~~~ 2 7; \q TI1 resources that tlie Christian tradition, seen through tlie lens of vocation, brings to tlte search for meaning. Not accepted for credit for students who have taken REL 300. This course fi~lfillsthe AugCore Requirement. 8:30 r~.n~.-noort. T, Th Suerdn~p206 REL 200-S l ~ t ~~ ~~ ~~ 11 Bussert O\rerall course theme is "what \\.e believe matters." Explore Itow belief shapes biblical interpretat~on, cultural views and actions, and how beliefs can he challenges facing inuuijirants and ~tative-born Prereq.: REL 100 Americans, due to thosc changilig demographics. Im~rovedintercultural nwarcliess, co~nnu~nication 6-9:30 b.111, for tlte complexity of tlte racial and ethnic groupings ~~are[among ~ ~ thc gcrnls of the course. 6-9:30 Old Maill 26 biblical and theolo:ical culturally cliverse contexts. Examines thc rapidly changing demographics in the US., and looks at skills and interpersonal sensitiviry, a d appreciation speaking wol-Id. t Christian Vocation and the Search for Meaning Hale This intn>Juctorycourse will explore aome of the Search for Meaning Aoki E~uphasizesincreasing your ability to lead in Ailus to develop four basic skills: understanding, ~,IIL. Scier~ie108 Developing a Multicultural Perspective Old Mairt 16 Ueginni~lgSp.~r~isli I1 perSpective/skill/~~~: ~ M, W POL 421MAL 5 6 0 3 Perspective; Modern Language 2 6-8:30 Old Main 25 T, Th Christian Vocation and the Perspective/Skill/LAF: Intercultural Awareness 3 ~.III. 6-9:30 p,i11. REL 100-S P O L 170-S SPA 112-S 8:30-1 1 team development, leadersllip, psychological skills (Prereq.: PSY 102 or 105) T,WTh [age needed to comm~~nicate SPA 112.1' M A T 105-S signati~res,and chords. Also included are stanclartl musicnl terms, signs, and symbols. power, justice, rights, and freedom. Topics include Okl Mail1 10 Applied Algebra ~~i~~~ In this course \\*rwill explore a nunther of applications of algebra to the social and natural sciences, business, ancl everyday life. It's okay if you don't re~ilembermuch nlgehra; we'll review as we go! Specifically, in this course, you'll learn to: l~~idcrstand tlte concepts of variable, proportionality, and linenrim: make connections benvee~iverbal. numeric, geometric, and algebraic ways of looking at dcpenclcncies; use a scientific calculator; estimate and evaluate tlie reasonahleness ofanswers; use 2nd solve equations, especially of linear, cluadratic, and concepts applied to sports ancl enhancement of athletic performance. Topics include motivation, signing, and learn the facial Perspective; Modern Language 2 Beginning Spanish Conroy Foulidations of sports psychology. Psychological meter, intervals, major and ~nlinorscales, key 6-9:30 p.m. PerspectivdSkill/LAF: Intercultural Awareness 3 6-8:30 p,in Sports Psychology The course will include pitch and ~~liythm notation, Perspecti\.e/Skill/LAF:LAF in Fine Arts Mikkelson ~ v v ~ l ~ t to i o deaf n culture and the siglis and syntax of ASL. Sturlrnts observe the demonstration of signs, practice the1 PSY 2 6 3 3 Staff An introductory study of basic ele~nentsof music. clearly with deaf a,LLo in.ciu?>f-hearing people. Creating a Compelling 6-9:30 11.in. M U S 160-S Fundamentals of Music Scie~lcc108 I expressions and bc M A L 599-2 - - ~,III. M, W Old M d n 13 cleepcned by encounters with other faith traditions. 7; TH Old Moin 10 REL 2 2 1 3 Quanbeck, 11 Biblical Studies The origin, literary chnmcter, and trans~liissionof tlte hihlical clvcu~nents;the task of blblical interpretation, and tlte Itistory of Israel and the eniergence of tlie church. Not accepted fvr credit Fvr students who have taken REL 301 or 302. Perspective/Skill/LAF: Christian Faith I or 3 Perspective 1 4 : 3 0 p.i11. M, W Old Mail1 16 summer online june 27 to september 2 na, Slovenia, while studying rsity students. Learn pns in social work and Summer Online courses are available to W C , United, and Rochester students only (Day students are not eligible). These courses are delivered over the Internet to allow students maximum flexibility to organize their work. Students will need access to a personal computer with a browser and Internet connection. While students are required to log in to the course several times a week to participate in discussions and hand in work, they will not need to do this at specific times. Some classes may require occasional classroom meetings and these will be held during weekday evenings or weekends to accommodate work schedules. els for local ag s. For additional ~ n w ~ m a t i oren registration, travel schedule, tuition and fces contact the Center for Global Edurarinn at 612-330-1159. I E C O 113-L ART 240-L A r t History Survey Soderman-Olson Principles of Microeconomics Stein A survey of art of the Western uzorl~lfrom An introduction to microeconomics: the theory of prehistoric to modern times. Includes reading, the household, firm, niarket structures, and income distribution. Application of elementary economic research, viewing images, and visits to museums. Perspecti\re/Skill/LAF: Aesthetics or theory to market policy. May be taken independently Western Heritage Perspective; LAF in Fine Arts, of E C O 110 or 112. E C O 112 and 113 may be taken in either order. Critical Thinking (Prereq.: MPG 2) Perspective/Skill/LAF: Social Worlcl 1 or 2; LAF in Social and Behavioral Sciences C H M 100-L Chun~istryfor C l i a n ~ i n g'Time, R J i e Gyherg Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using ENG I1l-L exa~uplesprimarily from inorganic chemistry Does Effective Writing not count to\vard a chemistry major or minor nor En~pl'asis is o n exposition, including learning .. McCormick anolv, as . urereouisite for other chemistrv courses. , resenrch techniq~~es and writing critical reviews. (Prereq.: MPG 2) Attention is given to increasing s t ~ ~ d e n t s ' effectiveness in choosing, organizing, and dew lop in^: Perspecti\~dSkill/LAF:Natural World 2; LAF in Natural Science and Mathematics (non-lab) topics; thinking critically; ancl revising for clarity and style. A writing lab is provided for those nee~ling additional help. The minimum passing grade is 2.0. summer L online june 27 to oeptember 2 summer session application form POLITICAL SCIENCE POL 121-L Introduction t o P This course introd philosophical q u r s Ward students to typical s have certain kn American Governme ~dPolitics Hedblom Surveys major p; erican national (how we know, if we can government-incl~,,,... :ress, the presidency, and if there are universal lnoral the courts-as well as canipatgns.and elections, A f . principles, whether G o d exists, the nature of the federalism, interest groups, and political parties. mind, etc.), to philosophical vocabulary, and to ~ers~ectiv:)~kill/IA~: Social World 1 or 2; I A F in critical thinking and wh world philosophically. Perspective/Skill/IAF: Hunian Identity; Humanities PHI 120-L Ethics By studying our moral beliefs, 0.'- )s students consider the bases they use to make moral judgnients. T h e course explores major philosophical approaches to evaluating ~iioralactions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who receive credit for PHI 120 niay not receive credit for PHI 125. Perspecti\~e/Skill/IAF: Christian Faith 3; I A F in Humanities, Critical Thinking Summer Session applications are available online at: <www.augsburg.edu/enroll/registrar~thenclick on "Download Registrar Forms."
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Title: Augsburg College Undergraduate Catalog, 2004-2006
Collection: Course Catalogs
Search Result: C O L L E G E Transforming Education OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current a t t h e time o f publi...
Show more C O L L E G E Transforming Education OFFICIAL PUBLICATION OF AUCSBURC COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current a t t h e time o f publication, it is subject t o change without notice. The written policies in the catalog are t h e College policies i n force a t the time o f printing. It is the responsibility o f each student t o know the requirements and academic policies in this publication. If you have questions about anything i n this catalog, consult Academic Advising, a faculty adviser, the dean o f the college, o r the registrar. Key offices are listed o n page 8 for correspondence o r telephone inquiries. Published May 2004 -Y n UI GGLII 13 from the President I hope you are looking a t this catalog because you've enrolled at Augsburg College. If so, welcome! All of us hope you find, in the course of your study, a rising enthusiasm for the work, a clarifying definition of the vocation to which you feel called, and a confident satisfaction that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. I- If you are reading this to find out more about Augsburg College and an Augsburg education, welcome to these pages. I believe you will find 5 that they not only tell you about the character +. and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides a great learning laboratory, but one in which you will be able to share your own talents and skills. Augsburg's challenging academic environment is enhanced by both educational and service experiences that trandorm theory into action and unite the liberal with the practical in preparing students as leaders for service in a global society. Y F . The study you are undertaking at Augsburg-r thinking of undertaking-will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. A you join Augsburg, or consider doing so, please know that those of us who await you here find the College an exciting setting, full of diversity and yet possessed of a community dedicated to higher learning and good living, in which you can set off in new directions and from which new destinations are reachable. Bon voyage! Sincerely yours, William V. Frame President The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2004 Summer...................................... F r e s a n registration Sept. 5-7lSun.-Tues. ....................New student orientation Sept. 81Wed. ................................ Classes begin Oct. 29/Fri. ..................................Mid-term break (one day only) Nov. 15-Dec. 3/Mon.-Fri. ............Registration for spring Nov. 25Dhurs. ............................ Thanksgiving recess begins Nov. 29/Mon. .............................. Classes resume Dec. 17/Fri. ..................................Classes end Dec. 20-23IMon.-Thurs. ..............Final exams Spring Term 2005 Jan. 18Dues..................................Classes begin Mar. 21/Mon. ............................... M i d - t e r m / break begins Mar. 29/rues. ................................ Classes resume Apr. 4- 15/Mon.-Fri. .....................Registration for fall Apr. 29/Fri. .................................. Classes end May 2-5IMon.-Thurs. .................Final exams May 7lSat. .................................... BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2005 Sept. 7/Wed. .................................Classes begin Oct. 28/Fri. .................................Mid-term break (one day only) Nov. 241Thurs. .............................Thanksgiving recess begins Nov. 28/Mon. ...............................Classes resume Dec. 16/Fri. .................................. Classes end Dec. 19-22tMon.-Thurs. ..............Final exams Spring Term 2006 Jan. 17/Tues. .................................Classes begin Mar. 2O/Mon. .................... . , ...... Mid-term break begins Mar. 27/Mon. ............................... Classes resume Apr. 14/Fri.................................. ..Easter break Apr. 28/Fri. .................................. Classes end May 1-4hion.-Thurs. .................Final exams May 6lSat. ....................................BaccalaureatdCommencement The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~.augsburg.edu/enroll/registrar>. Fall Term 2004 June 7 .......................................... Web opens for registration* Aug. 13 ........................................ Remote registration ends (must register in person after this date) Sept. 10 ........................................s t day to add class without faculty signature Sept. 17 ........................................ Last day to add class with faculty signature** Sept. 23 ........................................ s t day to petition Student Standing Committee to add a class . L a day to drop class without record notation Sept. 17 ...................................... Last day to change grade option or withdraw from class** Oct. 27 .................................... Class Weekends: Sept. 10-12, Sept. 24-26, Oct. 8-10, Oct. 22-24, Nov. 5-7, Nov. 19-21, Dec. 3-5, Dec. 10-12 Winter Term 2005 Nov. 1 .......................................... Web opens for registration* Dec. 17 ........................................ Remote registration ends (must register in person after this date) Last day to add class without faculty signature Jan, 7 Last day to add class with faculty signature** Jan. 14 ......................................... Last day to drop class without record notation Jan. 14 ................. Jan. 20 .......................................... Last day to petition Student Standing Committee to add a class Feb. 16 ........................................ s t day to change grade option or withdraw from classx* Class Weekends: Jan. 7-9, Jan. 21-23, Feb. 4-6, Feb. 11-13, Feb. 25-27, Mar. 11-13, Mar. 18-20, Apr. 1-3 Spring Term 2005 Web opens for registration* Feb. 7 ....................................... Mar. 25 ........................................Remote registration ends (must register in person after this date) Last day to add class without faculty signature Apr. 15 ........................................ Apr. 22 ........................................ Last day to add class with faculty signature** Apr. 28 ........................................ Last day to petition Student Standing Committee to add a class Last day to drop class without record notation Apr. 22 ....................................... Last day to change grade option or withdraw from classx* May 25 .................................... Class Weekends: Apr. 15-17, Apr. 29-May 1, May 13-15, May 20-22, June 3-5, June 10-12, June 24-26 *Questions related to course selection or degree completion should be reviewed with your faculty adviser at least two weeks prior to registration. **Time 1 and 2 classes meeting for two or four sessions have different registration deadlines. Consult the registrar's Web page for details The academic calendar is subject to change. Refer to the registrar's Web page for updated calendar and registration information at ~www.augsburg.edu/enroll/registrar>. Fall Term 2005 Class Weekends: Sept. 9-11, Sept. 23-25, Oct. 7-9, Oct. 21-23, Nov. 4-6, Nov. 18-20, Dec. 2-4, Dec. 9-11 Winter Term 2006 Class Weekends: Jan. 13-15,Jan. 27-29, Feb. 3-5, Feb. 17-19, Feb. 24-26, Mar. 10-12, Mar. 24-26, Apr. 7-9 Spring Term 2006 Class Weekends: Apr. 21-23, Apr. 28-30, May 12-14, May 19-21,June 2-4, June 16-18, June 23-25 Area Code 612 Access Center .............................................................................................................. 330-1749 Academic Advising......................................................................................................330-1025 Academic Enrichment ................................................................................................ .330-1165 Academic and Student Affairs.................................................................................... .330.1024 ................................................... .330-1001 Undergraduate Admissions ............................ Toll-free number ..................................................................................... 1-800-788-5678 .................................................. 330-1178 AlumniParent Relations ........................... Toll-free number ....................................................................................... 1-800-260-6590 ...................................................................................................................... Athletics 330-1249 Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053 Center for Service, Work, and Learning .................................................................... .330-1148 .330-1732 College Pastor/Campus Ministry ............................................................................... .......................................... ............................. Public Relations & Communication -.330-1180 ConferenceEvents Coordinator ................................................................................. 330-1107 Development (financial gifts to the College) .............................................................330- 1613 Toll-free number ............................ ......-................................................... 1-800-273-0617 330-1046 Enrollment Center ................................ Toll-free number ................................. .---. ................................................ 1-800-458-1721 Facilities Management ............................................................................................... .330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only) ........................... 330-1000 .................. 330-1649 Fax ....................*.......................................‘......... ............... .............................................................. ............................... Graduate Programs 330-1101 Human Resources ...................................................................................................... .330-1058 Lost and Found ........................................................................................................... 330-1000 President's Office ........................................................................................................ .330-1212 Registrar .............................. .....-.................................................................................. 330-1036 Residence Life (Housing)........................................................................................... .330-1109 Rochester Program............................................................................................... 507-288-2886 Student Activities ........................................................................................................ 330-1111 Student Government ................................................................................................... 330-1 110 Summer Session .............................-- .......................................................................... .330- 1046 TRIO/Student Support Services .................................................................................. 330-13 11 Weekend College ................................................................................................. 3 3 0 - 1101 Mailing Address: 22 11 Riverside Avenue Minneapolis, MN 55454 Web Site: www.augsburg.edu A Selection from over 50 majors t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Augsburg offers more than 50 major* or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Discovering your gifts and talents The Weekend College Program offers 18 majors. The heart of an Augsburg education is the Augsburg Core Cumculum- designed to prepare students to become effective, informed, and ethical citizens. Through "Search for Meaning" courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime-writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg's prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, "Education for Service," and to the mission of the College: "To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community." A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. -- About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg's first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup,Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-19071, required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity This change made Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important primarily as an attachment to the seminary. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modem college program based on general education requirements and elective majors. With curriculum change came a long effort to become accredited. The College reached accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. 12 About Augsburg A College in the City President Oscar A. Anderson (19631980) continued Augsburg's emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, the Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a cumculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. The city-with all its excitement, challenges, and diversity-is an unequaled learning laboratory for Augsburg students. Dr. William \! Frame became president in August 1997. Under his leadership, the College has sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now almost 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences Augsburg offers master's degree programs in business, education, leadership, nursing, physician assistant studies, and social work. WEEKEND COLLEGE Augsburg's Weekend College program provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a baccalaureate degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more areas of the liberal arts. -- About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with approximately 1,000 students enrolled each term and 18 majors, Augsburg's Weekend College is the largest program of this type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct professionals. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations. A Community of Learners Augsburg Weekend College continues to develop to meet the needs of the adult and nontraditional student. The heart'of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. They are actively involved in a dynamic faculty development program that introduces them to current thought in many fields, but especially in teaching and learning techniques and theories. The Adult as Learner Augsburg Weekend College is based on the assumption that students who enroll in the program will be mature, self-disciplined and motivated learners who seek a combination of classroom experience and individual study. Each course is divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and one-half hours on either Friday evening, Saturday morning, Saturday afternoon or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. Essential to the goals of Augsburg's Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening or weekend schedule, making them accessible to working adults. There are three trimesters in each academic year, following the same schedule as the Weekend College program. - 14 About Augsburg Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to have an individual e-mail address and have access to the Internet to facilitate the use of technology in the learning and communication process. Further information may be obtained from the Rochester program website at <www.augsburg.edu/rochester> or by calling the Weekend College Admissions Office at 612-330-1101. CAMPUS LOCATION Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview-University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Comers theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreation opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map in back.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnevramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices-The Office of Undergraduate Admissions for the day program is located on the first floor of Christensen Center. The Weekend College Admissions Office, Rochester admissions, and the Graduate Studies Admissions Office are located at 624 21st Avenue South. Anderson Hall (1 993)-Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Public Relations and Communication. Christensen Center (1967)-The College center, with spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. East Hall-Houses the Minnesota Minority Education Partnership (MMEP) and the Fond du Lac Tribal College Center. Edor Nelson Field-The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. - About Augsburg 15 Foss, Lobeck, Miles Center for Worship, Drama and Communication (1 988)-The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center's lower level is home to the Academic Enrichment Office, which includes the Groves Computer Lab, the Karen Housh Tutor Center, and the John Evans Learning Laboratory; and the Center for Learning and Adaptive Student Services (CLASS) program. Ice Arena (1 974)-Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community The JamesC. Lindell Family Library (1 997)-This library and information technology center houses all library functions and brings together the computer technology resources of the College. It is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St. The jeroy C. Carlson Alumni Center-Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with its Office of Alumni and Parent Relations, is located inSrmley's Point, 2200 Riverside Ave. Melby Hall (1961)-Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)-Named in honor of Gerda Mortensen (dean of women from 1923 to 19641, it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964)Murphy Place is home to the three of the four components of the Office of International Programs- Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color -American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and HispanidLatino Student Services. Music Hall (1978)-Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty New Hall (1 999)-A three-story apartment complex along 20th Ave., between 7th and 8th Sts. housing juniors and seniors in units from efficiencies to two-bedroom suites. Old Main (1900)-Home for the modem languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. -About Augsburg 16 Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, and various other program offices. In 1960 the Lisa Odland Observatory on the roof was completed. Smiley's Point (2000)-The Smiley's Point building on Riverside Avenue, once a favorite ice-cream parlor for Augsburg students, now houses the Institutional Advancement and Community Relations division, including the Development offices and Alumni and Parent Relations. Sverdrup Hall (1 955)-Named in honor of Augsburg's fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1 938)-Built as a dormitory and named in honor of Augsburg's second and third presidents, it provides space for administrative and faculty offices. Urness Hall (1967)-Named in honor ~ ~ of Mr. and Mrs. Andrew Umess, t h tower provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of t h e Third Age-In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 2lst Avenue South. Minnesota Minority Education Partnership (M MEP)-The Minnesota Minority Education Partnership, Inc., is a nonprofit membership organization that works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs that help students of color succeed academically. The MMEP office is located in East Hall. - About ~ u ~ s b u r17 g H POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1023. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ACCREDrrATlON AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the American Chemical Society Commission on Collegiate Nursing Education Council on Social Work Education (B.S. and M.S.W.) National Association for Music Therapy, Inc. National Council for Accreditation of Teacher Education National League for Nursing Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: American Association of Colleges and Universities (AACU) American Association of Higher Education (AAHE) Association of Physician Assistant Programs Council of Independent Colleges (CIC) National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential ducat ion, and Campus Compact. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.o r p Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 18 percent represent other denominations and religions. Accreditation-The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the National League for Nursing. Member-Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Higher Education Services Office, as described on page 17. Enrollment (Fall 2003)-3,172 dents from 29 countries. W Financial Aid-Over 80 percent of the students receive some form of financial aid from the College and many other sources. CI Library--Over 180,000 items, direct access to over 1,300,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. CI School Year-Two semesters from September to May, and two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Programtrimesters, September to June. M Majors-More than 50 majors in 35 departments and programs. CI Off-Campus Programs-The Office of International Programs offers study abroad programs throughout the world, including Augsburg's own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). CI Athletic Affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division 111. CI Policy--Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. stu- Graduates-18,000 graduates from 1870 through August 2003. Student/Faculty Ratio-15 to 1. Undergraduate class size averages 13-17. Campus-17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility Accessibility-Augsburg is now one of the most accessible campuses in the region. A skywayItunneVelevatorsystem provides access to 10 major buildings without going outside. Deqrees - Granted-B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. A ugsburg College is looking for students with intelligence - and character. We want people who can benefit from and contribute to their community, the College community, and the community at large. Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. The College selects students on individual merit without regard to race, creed, disability, national or ethnic origin, gender, sexual orientation, or age. Visit t h e Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.--612-330-1001 or toll-free 1-800-788-5678. We'll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1 101. DAY PROGRAM FRESHMEN Application for AdmissionApplicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts-An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institution should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. Test ScoresFreshman applicants are required to submit results from the college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations-Two letters of academic recommendation are required. References may use the Augsburg recommendation form in lieu of writing a letter. If the applicant has been out of school for several years, the form or letter may be completed by a supervisor, employer, or other person for whom the applicant works. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. -- Undergraduate Admissions 21 On occasion, the Admissions Committee may defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semester's coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision-Augsburg College uses a "rolling" admissions plan. The first offers of admission are made on November 1. After that, students are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of AdmissionAccepted students who are applying for financial aid are asked to make a $loo* enrollment deposit to the Office of Undergraduate Admissions within 30 days of their financial aid notification. Extensions may be requested in writing to the director of financial aid. Accepted students who are not applying for financial aid are asked to make a $100" enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekendz. Transcripts-Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information-If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate's admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. 22 Undergraduate Admissions Notification of Admissions Decision -Augsburg College uses a "rolling" admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. W TRANSFER STUDENTS Augsburg College welcomes students who wish to transfer from other colleges or universities. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.O/C or better. Augsburg does not grant credit for developmental courses, technical courses, or courses with grades below Z.O/C. The College reserves the right to require that certain courses be taken at Augsburg. Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits from semester or quarter hour institutions are converted to Augsburg credits by dividing by four or six, respectively. Augsburg College limits transfer credits from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches these credit limits, no additional credits will transfer from two-year institutions toward the 32 Augsburg credits required for a baccalaureate degree. Courses taken beyond the credit limit can, however, be used to meet liberal arts and major requirements. Augsburg students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions. A cumulative grade point average (GPA) of at least 2.5 (on a 4.0 scale) in previous college work is recommended for admission to the College. The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student's official transcripts. The registrar's office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student's major or minor. The major or minor department may require certain courses or a minimum number of courses be taken at Augsburg. Students transferring from the Minnesota State College and University System who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MNSCU, and have a 2.5 (on a 4.0 scale) cumulative GPA or higher will be given transfer status as outlined below. The following applies only to the MNSCU A.A. graduate: 1. Admission will be with junior standing following the Minnesota Transfer Curriculum. A maximum of 16 Augsburg equivalent credits (64 semester credits or 96 quarter credits from a community college) will be accepted. No additional credits may be transferred from a community college. 2. All Augsburg Core Curriculum requirements will be waived except: REL 300 Bible, Christian Theology, and Vocation Course Senior Keystone Course One Augsburg Experience I - Undergraduate Admissions 23 - Modem Language requirement (0-2 courses, depending on initial assessment) One college algebra course ( W T 105) or Math Placement Group 3 One course that meets the Quantitative Reasoning Graduation Skill requirement One course in the major that meets a Writing Graduation Skill requirement HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment). This requirement is waived for students who have transferred two equivalent courses 3. Courses with D grades will not be accepted as prerequisites or for application to majors. Some Augsburg majors require additional prerequisite coursework beyond the A.A. degree. Students are advised to consult major departments for major requirements upon transfer. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Note: No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. FORMER STUDENTS Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar's office. Students who have attended other institution(s) during their absence from Augsburg must have an official tran- script sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. SPECIAL STUDENTS (NON-DECREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a.petition to the registrar's office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. SPECIAL STUDENTS (SECOND DECREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student's previous degree, completion of a second major (non-degree) may also be an option. -Undergraduate Admissions 24 INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>;or write to: International Student Admissions Augsburg College 22 11 Riverside Avenue Minneapolis, MN 55454 USA I I ) ' , .-' ,':, .- , :I, , \ * , I I ! . , I4 1 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in giftsfrom alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Audit Fee (for part-time students) per course................................$ Full-time students-see page 84. DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$20,260 This rate applies to all full-time students attending in September 2004. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,460 This rate applies to students taking fewer than three courses in a semester andlor an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. audit policy on Room Rent (on average, includes basic services) ..................................$ 3,100 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) The Board of Regents has approved the costs listed below for the 2004-05 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. 763 ..................$ 2,980 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................4 2,900 ....................$ 2,650 Student Activity Fee ................S 180 ACTC Bus (full-time students only) ..................$ 18 Information Technology Fee ..$ 300 Flex 5 point plan OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time $ 90 students) ................................. Late Registration .............................. $ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ................... $ 180 Extended Payment Plan Fee ............$ 50 - Financial Information 27 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$2,460 Private Music Lessons, per semester (14 lessons-.0 cr. or .25 cr.) ......$350 (14 lessons-.5 cr.) ......................$700 Student Teaching (per course for full-time students) ..................$100 Student Teaching (per course for part-time students) .................$150 Study Abroad (in approved non-Augsburg programs) .............$350 Zero-credt seminar (part-time students) .......................................$763 Fees Payable by Check/Cash Application (new and/or special students) ....................... .$ 25 Locker Rental ....................................$ 50 Student Parking Lot Permit -car ........................................... $ 200 -motorcycle .............................. $ 100 Transcript Fee Regular service ........................... .$ 5 Next day .....................................$ 8 On demand ................................. $ 15 Special Examinations, Cap Q Gown Costs (Schedule onfile in registrar's office) BOOKS AND SUPPLIES These costs are estimated to average .OO per course. H DEPOSITS Enrollment Deposit (non-refundable) ....................$ 100 Required of all new students after lcceptance. The enrollment deposit is credted to the students' account only upon yaduation or withdrawal. Any net credit lalance (after all charges and/or fines) will ]e refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages andlor fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Application Fee (payable once, non-refundable) ......................... $ 25 Tuition (per course) .........................$1,525 Tuition (per summer course 2004) ..$1,400 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 763 Lifetime Sports: Fee for Weekend College Course ......................... ..$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service ............................$ 5 8 Next day ......................................$ On demand ..........................,......$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar .......................... .$ 763 Extended Payment Plan Fee .............$ 50 -Financial Information 28 PAY MENTS-DAY PROGRAM Semester Fees-Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options-Day Program(1) Semester payments, due August 15 and December 15 as billed; (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. PAYMENTS-WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options-(1) Payment in full at the start of each term. (2) Extended Payment Plan-an extended payment plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees may pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 60 days after the last day of the term. Students on this plan must file an employer reimbursement application form each academic year. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. - ~ A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student's account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s1 . . and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the E m o h e n t Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition andlor room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing conmact and/or the appropriate tuition refund schedule. - - Financial Information 29 Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Augsburg College Day Program Refund Policy: Applies to day program students who withdraw from all courses in a term and are not receiving Federal Title IV financial aid (Federal Title IV financial aid includes the Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, and PLUS Loan). This policy also applies to all students who drop courses during a term. Refwut Amount ReJund Period 100% Through the first 10 days of classes (less $100 administrative fee) 90% From the 1l t h day through the 15th day of classes 80% From the 16th day through the 20th day of classes 70% From the 21st day through the 25th day of classes 60% From the 26th day through the 30th day of classes 50% From the 31st day of classes through the midpoint of the term. Augsburg Weekend College Program tefund Policy: This policy applies to new ind returning Weekend College students who drop a portion of their scheduled :ourse load. It also applies to students who :ompletely withdraw from college and do lot receive financial aid. Refund Amount 100% Refund Period Through the Friday following the first class weekend (less a $100 administrative fee if withdrawing from the current term entirely) 80% Through the Friday following the second scheduled class meeting 60% Through the Friday following the third scheduled class meeting 40% Through the Friday following the fourth scheduled class meeting. No refund after the fourth scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Rochester Program and United Hospital Program Refund Policy: See the published refund schedule for your program. Federal Return of Funds Policy: This policy applies to students who have completed at least one full term, withdraw from all courses for the current term, and receive federal Title IV financial assistance (including Pell Grant, SEO Grant, Perkins Loan, Stafford Loan, Parent PLUS Loan). The Return of Funds Policy is based on a percentage derived from the number of days attended divided by the number of days in the term. - - 30 F~nanc~al Information The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of documentation from the attending doctor stating the inability or inadvisability of continued enrollment. Requests for medical refunds should be made through the Financial Petition Committee. UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the enfire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non- All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure "Academic Progress Standards for Financial Aid." This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2003-2004 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family Financial aid supplements student and family resources. - Financial Information 31 The Free Application for Federal Student Aid (FAFSA) and the Augsburg Financial Aid Application help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. HOW TO APPLY The following are required to process your financial aid application: 1.Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>.Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at cwww.augsburg.edu/enroll>,and submit it to the Enrollment Center. 4. Submit copies of federal tax forms For the preceding year (e.g. tax year 2003 to be considered for financial aid for 20042005). Tax forms are required for the stulent and parents of dependent students, or spouse of student if filing separately. WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid package will be sent to the student. This package includes: Letter detailing the financial aid award Information regarding financial aid programs and requirements for continued eligibility SubsidizedIUnsubsidizedFederal Stafford loan application Students complete and return one copy of their award letter to the Enrollment Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds. Applications for the SELF Loan and the Parent PLUS Loan are sent upon request. H KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans' Children, and other sources. 32 Financial Information Academic Excellence Scholarships President's Scholarship-President's Scholarships are awarded based upon competition. The applicant must have a 3.7 or higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. Phi Theta Kappa S c h o l a r s h i p These scholarships are awarded to selected transfer students with a 3.5 GPA. Call Undergraduate Admissions for info., 612330-1001. Achievement Scholarships Regents' S c h o l a r s h i p T h e Regents' Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents' S c h o l a r s h i p Transfer Regents' Scholarships are awarded to all qualified transfer students with a minimum 3.0 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award-These scholarships provide tuition benefits to full-time day students working toward their first bachelor's degree who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science ScholarshikThese scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACTISAT test score, majoring in chemistry or physics at Augsburg. Deadline: Accepted for admission by May 1. Augsburg AmeriCorps Scholarship-These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Minority Encouragement Program Scholarship-The Minority Encouragement Program Scholarship recognizes freshmen who have graduated from a St. Paul public high school in good standing and who participated in their school's Minority Encouragement Program. MEP students are assured of receiving a minimum award of $5,000 per year upon admission to Augsburg College. Application deadline is May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership ScholarshipsEthnic Leadership Scholarships recognize incoming freshmen and transfer students with demonstrated scholarship and a record of, andlor potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student's extracurricular activities. The application deadline is May 1. For more information and an application, contact: American Indian Student Services, 612-330-1144 Hispanic-Latino Student Services, 612-330-1309 Pan-Afrikan Student Center, 612-3301022 Pan-Asian Student Services, 612-3301530 Financial Information 33 Performing Arts S c h o l a r s h i v Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 1. Minnesota State Scholarship a n d Grant-Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Lutheran Congregational Scholarship Program Federal Supplemental Educational Opportunity Grant-Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. PRIME Scholarships (Paired Resources in Ministry a n d Education) -Augsburg College will match congregational grants or scholarships up to a maximum of $750 ($1,500 total award) per student per year. Deadline for application is February 1. CALL Scholarships (Congregations and Augsburg support Lutheran Leaders) -Augsburg College CALL Scholarships recognize incoming students of high academic achievement with a demonstrated record of leadership within their Lutheran congregations. Augsburg will provide a double match of congregational grants or scholarships up to $750 ($2,250 maximum award) for students who meet the leadership criteria as specified on the application. The awards are renewable, depending on the class level at entry point (i.e., a new entering junior will have two years of eligibility). Final selection of CALL Scholarship recipients is made by the College. Deadline for application is February 1. Gift Assistance (Need-Based) Augsburg Tuition Grant-These awards are based on financial eligibility academic record, and participation in extracurricular activities in school, community, and church. Federal Pell Grant-Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines maximum grant for 2003-04 is $4,050. Bureau of Indian AffairsITribal and State Indian ScholarshipBureau of Indian Affairflribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairnribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. 34 Financial Information Loan Assistance Federal Perkins Student Loan-A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000 ($40,000 including graduate school). Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan is variable and changes annually on July 1. Interest is capped at 8.25%. The following borrowing limits apply to the Stafford Loan program after July 1, 1994: Freshmen: $6,625 annually (Combined Subsidized and Unsubsidized Stafford) Sophomores: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) Juniorsfieniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan-A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of check disbursement at a variable interest rate not to exceed 9 percent and a minimum payment of $50 per month. Application forms are available at Augsburg College Enrollment Center or the lending institution. - Financial Information 35 Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program-Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Augsburg College, through generous gifts from alumni, faculty, staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. A list of scholarships follows. *Indicates endowed scholarships GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship* American Express Company Henry and Leona Antholz Scholarship* Class of 1931 Scholarship* Alma Jensen Dickerson Memorial Scholarship* , Oliver M. and Alma Jensen Dickerson Memorial Scholarship* Elias B. Eliason, Sr. Memorial Scholarship* M. J. Estrem Scholarship* Reuben I. and Marion Hovland Scholarship* Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship* Edwin C. Johnson Scholarship* Kopp Investment Advisors Presidential Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships* Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship* Marvin T. Nystrom Scholarship* Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O'Neil Foundation Scholarship John G. Quanbeck Scholarship Fund* Martin and Esther Quanbeck Scholarship* Rahr Foundation Scholarship Readers Digest Endowed Scholarship* Senior Challenge Endowment Fund* Rosemary J. Shafer Scholarship* St. Luke's Lutheran Church Centennial Scholarship* Genevieve E. Stelberg Memorial Scholarship* Ernest and Vivian Tinseth Scholarship* Robert W. Warzyniak Memorial Scholarship* Lea A. and Elsie L. Wildung Endowment Fund* Xcel Energy Scholarship Edward Yokie Memorial Scholarship* 36 Financial Information SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund* Mildred Ryan Cleveland Memorial Scholarship* Dain Rauscher Scholarship* David J. Formo Memorial Scholarship* The Grace Scholarship* David Gronner Memorial Scholarship* Rev. John Hjelmeland Endowed Scholarship Fund* Hoversten Peace Scholarship* ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship* Mary E. Larsen International Studies Scholarship* Floyd Lorenzen Memorial Scholarship* Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship* Marilyn and John Paul Nilsen Scholarship* Rev. Horace E. Nyhus Memorial Scholarship* Ole K. and Evelyn L. Olson Scholarship* Timothy 0 . Olson Memorial Scholarship* Rev. John and Ingeborg Peterson Memorial Scholarship* Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship* Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship* Genevieve E. Stelberg Memorial Scholarship* Wells Fargo Scholarship CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship* C. A. L. and Esther J. E. Anderson Scholarship* Charles and Catherine Anderson Diversity Scholarship* Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship* Corinne and Herbert Chilstrom Scholarship* Laura Ann Erickson Memorial Scholarship* Pastor Bob Evans Scholarship* Dave Hagert Memorial Scholarship* Helen (Mohn) Henderson Memorial Scholarship* Lee Family Scholarship* Forrest T. Monson and Thelma (Sydnes) Monson Scholarship* Pastor Carl 0 . and Edith W. Nelson Memorial Scholarship* Philip and Dora Quanbeck Scholarship* Russell and Helen Quanbeck Scholarship* Rev. Olaf Rogne Memorial Scholarship* Russel and Virginia Smith Scholarship* Roy C. and Jeanette Tollefson Scholarship MULTICULTURAL/INTERNATlONAL STUDENT SCHOLARSHIPS American Indian Scholarship* Kent Anderson American Indian Scholarship* Ada Bakken Memorial-American Indian Scholarship* Grace Jewel Jensen Buster Memorial Scholarship* Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship I - Financial Information 37 Grand Metropolitan American Indian Scholarship Grand Metropolitan Food Sector Foundation Scholarship* Hearst American Indian Scholarship* Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship* KerridgdMueller American Indian Scholarship James M. Kingsley American Indian Scholarship* Little Six, Inc. Scholarship* McKnight Foundation Scholarship* Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship* Prairie Island Indian Community Scholarships* Shakopee Mdewakanton Dakota Community Scholarship* Marlys Johnson Simengaard Memorial Scholarship* St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship* UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship* Women of the ELCA Native Women's Achievement Award* PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship* Harold B. and Laura M. Lanes Scholarship* Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund* DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship* Queen Sonja Art Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship* Dr. Paul R. and Maxine Fridlund Biology Scholarship* Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship* Augsburg Business Alumni Scholarship Fund* Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship* Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship* Gamble-Skogmo Foundation Scholarship* Mildred and Eleanor Krohn Scholarship* Gertrude S. Lund Memorial Scholarship* Clifford A. Peterson Scholarship* David L. Shaver Memorial Scholarship* Clair E. and Gladys I. Strommen Scholarship* Leland and Louise Sundet Scholarship* Joan L. Volz Business Scholarship* Chemistry Courtland Agre Memorial Scholarship* Augsburg College Chemistry Alumni Scholarship* Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship* 38 Financial Information Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship* Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships* Education James and Shelby Andress Education Scholarship* Dr. Einar 0 . Johnson Scholarship* S. Luther Kleven Family Scholarship* Elva B. Love11 Life Scholarship* David Mathre Scholarship* Debra Boss Montgomery Memorial Scholarship* Barbara Tjomhom and Richard K. Nelson Scholarship* John L. and Joan H. Ohlin Memorial Scholarship* Pederson Samuelson Scholarship* English Dagny Christensen Memorial Scholarship* Murphy Square Literary Award* Anne Pederson English Scholarship* Prof. P A. Sveeggen Memorial Scholarship* Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship* Paul Dahlen Memorial Scholarship* Keith Hoffman Memorial Scholarship* Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship* Roy and Eleanor Krohn Scholarship* Hoyt Messerer Athletic Scholarship* Robert D. and Carolyn W. Odegard Scholarship* James P Pederson Memorial Scholarship* Stan Person Memorial Scholarship* History Rev. and Mrs. 0 . J. Haukeness History Award H. N. Hendrickson History Scholarship* John R. Jenswold Memorial Scholarship* Dr. Bemhardt J. Kleven Scholarship* Theodore and Lucille Nydahl History Scholarship* Mathematics Floyd \! and Ruth M. Case Scholarship* Beverly Durkee Mathematics Scholarship* Mathematics Scholarship Robert Wick Scholarship* Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs* Modern Languages Emil M. Fossan Modem Language Scholarship* Mary E. (Mimi) Johnson Scholarship* Mimi Baez Kingsley Modem Language Scholarship* Theodore and Virginia Menzel Scholarship* Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship* Peggy Christensen Benson Memorial Scholarship Sam Coltvet Memorial Choral Music Scholarship* Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship* Rev. Clement A. Gisselquist Church Music Scholarship* Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship* Mabeth Saure Gyllstrom Scholarship* Beth Halverson Violin Scholarship* Kay Halverson Scholarship* Lynn Halverson Cello Scholarship* Carol Halverson Heam Violin Scholarship* Hanwick Thanksgiving Scholarship* Financial Information 39 0 . I. Hertsgaard Scholarship* Orville and Gertrude Hognander Scholarship Robert Karlen Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship* Catha Jones Memorial Scholarship* Professor Roberta Stewart Kagin Scholarship* Ruth Krohn Kislingbury Choral Music Scholarship* Susan and Dean Kopperud Scholarship for Excellence in Music* Leonard and Sylvia Kuschel Scholarship* Nicholas Lenz Memorial Scholarship* Kenneth 0 . ~ o w e r - ~ d r d Male k a ~ Chorus Music Scholarship* Susan Halverson Mahler Viola Scholarship* Arthur Carl Mammen Music Scholarship* Lucille H. Messerer Music Scholarship* Music Education Scholarship Grace Carlsen Nelson Scholarship* Edwin W and Edith B. Norberg Scholarship* St. John's Lutheran Church-John Nonis Scholarship* Lois Oberhamer Nye Memorial Scholarship* Henry P Opseth Music Scholarship* Performing Arts Scholarship (Music) Rev. Mark Ronning Memorial Instrumental Music Scholarship* Sampson Music Scholarship* Leland B. Sateren Choral Music Scholarship* Mayo Savold Memorial Scholarship* Marilyn Solberg Voice Scholarship* String Scholarships John and Vera Thut Scholarship* Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship* Olaf Gaastjon Memorial Scholarship* Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship* Iver and Myrtle Olson Scholarship* Nursing Augsburg Nurses Alumni Association Scholarship* Linnea A. Danielson Scholarship* Fairview Nursing Alumnae Association Scholarship* Philosophy Kenneth C. Bailey Philosophy Scholarship* Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship* Physician Assistant Alne Swensen Scholarship* Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship* Physics Floyd V and Ruth M. Case Scholarship* Theodore J. Hanwick P