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Title: Master of Arts in Education (MAE) Catalog, 1994-1996
Collection: Course Catalogs
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Show more ; • • ••• •I 1 ,'' ~- .·~,., · ....·.I:. : ~ .(./'.). · .. - ~ ...,,. . ·. ~ ~· · , ··· .~ ~~ · .. .:.·0 ... ~ ·: ·· ~ · It . -~ • t ~ "'"" r+ 1 ·:..•HI.. .··.· . . ·~ . ·z-..·:· .. ··a· . . , . r· ,\ •. , \,;...,/ . •• o j -~· ·~· ': ".,. , .· ' ... I ..... .0..... <\ • '' ~ : . s. .. .• • . . .. · ~ ..:.·.·; ......... z· j. ' . ~ ' ' I "' . ·.. ·. ~ " .. Q !."..·· .. . ~... ·:. ,, 9 • ' ': ·· .~~ ........ . .' l:..........i . ·L"':":' .: ·. ~~r/1 ·-.-: ... ~'.:·'· ~ ..: , ..~ , ·;.. . ..• MASTER'S DEGREE FOR TODAY'S SCHOOLS ''Teacher leadership means that a teacher is able to have the power to influence policy, curriculum and procedures within the individual school and the school district. It means teachers having responsibility for instruction of children, ... evaluation of their peers and of administrators [in order to] influence what happens in schools.'' ... ' ' ... a leader [is] someone who has the ability to encourage ·,: colleagues to change, to do things they wouldn't ordinarily .-~. ~.· ! ~ .. • Q • •. consider without the influence of the leader. .. [T]eacher leadership [is] the ability of the teacher leader to engage ... colleagues in experimentation and then examination of more powerful instructional practices in the service of more .. engaged student learning. ' ' • II Teachers Who Lead: The Rhetoric of Reform and the Realities of Practice by Patricia A. Wasley. Teachers College Press, 1991. ,. ~. • ..' ''There is no question that as a leader you have responsibil- .. ities to teach ... 'Teachership and leadership go hand-in-glove. The leader must be willing to teach skills, to share insights and experiences, and to work very closely with people to help : .. ; them mature and be creative' ... ' ' .. The Art of the Leader by William A. Cohen. Prentice-Hall, 1990 It . ·. ~ ,. MASTER OF ARTS IN EDUCATION-LEADERSHIP AUGSBURG C•O•L•L•E•G•E Graduate Programs Office 2211 Riverside Avenue Minneapolis, MN 55454 6121330-1786 .. .. . .... .. . " '• ~, · ~ ., .. . •J • i I ' . .... · .·. • : t DUCATION DEPARTMENT MISSION STATEMENT . ,. l . . ' •' to developing educational leaders who foster student learning . '. •. t by being knowledgeable in their fields, being capable in peda- .... '·· The Augsburg College Education Department commits itself gogy, valuing learning, thinking critically, nurturing self-esteem, .· ' .. embracing diversity, and being ethical in their practice . An educational leader believes in the worth of self and others. -..' • An educational leader believes him/herself to be a life-long I .. . , ...... . .. learner. An educational leader views students as individuals with varying needs who all possess the potential to learn . An educational leader believes learning is a constructive :.. . . ... . ·. .,,., : ... ·' .. process in which students actively participate and find personal reward. This learning process is affected by students' learning styles, motivations, abilities and self ..... concepts . ,. An educational leader believes that the act of teaching needs , to be informed by research, practice and personal reflection. ....·... • •, • : t ' ...,,. .. ·. . • An educational leader believes in the value of knowledge as an essential tool for thinking critically and participating effectively as a world citizen. An educational leader believes that teaching is a multifaceted ., 1 '· '• .. · .' . ... . . .. .. personal involvement in the areas of classroom, school, profession and community. An educational leader believes that sf he contributes signifi- ·- : endeavor, governed by a code of ethics, which requires cantly to the culture and environment of the institutions in which children learn . .. ., ···. · ·. .· .. ' I .. .., .··· .•.. X BLE OF CONTENTS .. ... . '& . • Introduction to the Master of Arts in Education Leadership ....... .4 Leadership Development Model .................................................. 5 Curriculum Design .................................... ................................... 6 Thesis/Leadership Application Project Requirement ................... 7 Course Descriptions ...................................................................... 8 Admission Requirements & Procedures ..................................... 10 International Applicants ...................................................... ........ 11 Evaluation Standards ....................................................... ........... 12 ', ·~ ~. ' . ! . fl Student Rights ................................... .............. ............................ 12 . • . " .. Attendance Policy ..................... .................................................. 13 Academic Policies ...................................................................... 13 . . ·~ Student Support Services ............................................................ 14 Library ........................................................................................ 14 ··' Accreditation and Affiliations .................................................... 14 .. Fee and Payment Information ..................................................... 15 Financial Aid .............................................................................. 16 About Augsburg .......................................................................... 18 Campus Location and Map ......................................................... 19 I Faculty and Administration ........................................................ 20 ... . . ,· '.. .·.. . ...... ·, .. . •'!•• . .,. ...... . •. ... . %TRODUCTION ,.. , • • Convenient course schedule for working adults. • Campus services (computer labs, library, financial aid, bookstore, etc.) accommodate the schedule of working adults. • Small college, personalized atmosphere. • Accessible campus in the heart of the Twin Cities with free parking. .... , ;, ... • :, .· •'.': ' . ·. . .. . ..",. Features of the Master of Arts in Education Leadership Program: ' .. • A Masters Degree with a dual focus on classroom practice and educational leadership. .. • A welcoming academic environment respectful of your knowledge and experience. • .. .•.l. . •. •.. ' ... • High quality courses taught by Augsburg professors and qualified adjunct faculty. . • Individualized pacing; two courses each trimester makes it possible to complete the degree in as little as 24 months or students have up to five years to complete the degree program. ·~ . <·• .. ... ·: .· . . .·. '·· ... .~: :·. : • Students from various locations and backgrounds learning together in a supportive campus community. '· . • Class sizes typically no more than 15 students. ,, .. ' As practitioners, teachers are concerned with enhancing their teaching skills and their students' learning. As professionals, teachers are increasingly responsible for and concerned about educ;ational decision-making. Augsburg College offers a program that addresses this dual focus of classroom practitioner and teacher leader. The Master of Arts in Education-Leadership (MEL) program offers opportunities to increase knowledge and skills (1) for teaching today and (2) for leading education into the future. This program values the role that good teachers play in the lives of students and operates from the belief that teachers can exercise leadership, inside and outside the classroom, without relinquishing the role of teacher . The Minnesota Board of Teaching, in its requirements for teacher licensure programs, acknowledges the importance of developing teachers who have the knowledge and skill to act as leaders, or change agents. Beginning teachers, however, often feel overwhelmed with issues of classroom practice; thus, it is logical to offer a program which includes a "change agent" focus at the degree level sought by veteran teachers. The MEL program incorporates an educational leadership focus alongside the more traditional classroom practice focus to address the expanded role teachers play in today's schools . As a part of this program you will: • Study issues of classroom practice, including teaching and learning, creativity, and multi-cultural ism; • Gain specific know ledge of educational institutions and processes; • Examine who and what leadership is about and explore ways to exercise leadership within your workplace; • Develop expertise in an area of personal interest through an individualized, capstone research project. .. ·. ' ' ' . ... • '• ·.. ~ADERSHIP DEVELOPMENT MODEL .. ., The MEL program promotes leadership as a process which I) inspires cooperation among people, 2) promotes productivity within and beyond the educational organization, and 3) works toward growth and change within the educational organization. Individuals in leadership roles identify three key attributes of leadership: a sense of vision, the ability to persuade, and the ability to direct action. These attributes form the framework for the Leadership Developm~nt Model incorporated into the MEL . . .: :.. . ·. ·. ._. program philosophy. . ; . .. ~ ·•·:.. ' ~ Leadership .:..' . • Sense of Vision / Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity "" Facility for Persuasion Orientation Toward Action / Creative Communicative •Long-term perspective • Flexibility • Adaptability • Innovativeness • • • • • Effective listener Effective speaker Effective writer Diplomatic ability Effective team member • Interpersonal sensitivity . . I . ' ... "" Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual difference . ... •. ~. : .I. .'",,. . ; , "•; . ... ; •... " . •• •• t .. I • . .• ... .·. J .. Decisive Risk Assumptive • Curiosity • Achievement motivation • Self-esteem • • • • Self-confidence Analytical ability Ability to think critically Understanding of research • Ability to manage conflict .· ' t • ,, . i : •' I .. . . ·, ' ... ·.. .. ,. ~ ..... . ' ,. ,, ~- .....•.... ~RRICULUM DESIGN · . ·, ...:·, The MEL program is composed of a minimum of9 course credits conslsting of2.5 to 4.5 Classroom Issues and Practice courses (Focus I) and 4.5 to 6.5 Education Leadership courses (Focus II). Elective courses in both components allow students to build ... individual programs Focus I: Classroom Issues and Practice Courses (2.5-4.5 course credits) These courses are offered to degree and non-degree seeking students. A maximum of 4.5 courses may be selected from the list below. One of these must be EDU 513 or ML 560. EDU 512 Models of Teaching and Learning (1 .0) EDU 513 Diversity and Education (or ML 560 Developing a Multi-Cultural Perspective) ( 1.0) EDU 515 Creativity and of study that address specific needs and .. interests. Problem Framing (or ML 511 Creativity and the Problem Solving Process) (1.0) EDU 516 Models of Educational Process (I .0) ... • EDU 518 Teaching and Learning: Service Leaming in Your Classroom (.5) EDU 519 Teaching and .. . Learning: Teaching with the NCTM Math Standards (.5-1.0) Paideia Institutes (.25-1.0) New courses related to topics and issues of current interest in education are added to this list periodically. Focus II: Education Leadership Courses (4.5-6.5 course credits) These courses are required of students pursuing the MEL degree and are not available to students who are not enrolled in the degree program. Educational leadership courses provide students with a supportive framework within which to investigate leadership and the institution of education, to consider themselves as leaders, and to develop expertise in a topic of choice. Both thesis and applied project options are available as capstone research experiences . At least one of these three courses is required for the MEL degree: EDU 511 Legacy of Education (1.0) EDU 51 7 Politics and Public Policy in Education (1.0) EDU 599 Topics in Educational Leadership (.5-1.0) All of the following courses are required for the MEL degree: EDU 510 Ethics and Leadership in Education (or an approved MAL alternative) (1.0) EDU 514 Evaluation and Documentation (or ML 514 Research Methods) (1.0) .' .. EDU 592 Research Consultation .•. • EDU 593, 594 Research Seminar 1. _. (.5 credit course taken in conjunction with EDU 594) I, II (.5 credit each) (or ML 593, 594 Research Seminars I, II) b~mltershlip JEllecfrves (0°2 course c1redlits) on the interests and orientation of the student. These courses are available to degree seeking students but are not available to non-degree seeking students. For students wanting to explore issues of leadership and organizational change within a broader context, the MEL program will allow up to two electives from the Master of Arts in Leadership program. These courses become part of the Focus II component of the MEL program. See the Master of Arts in Leadership program bulletin for courses. Some students express a theoretical and/or empirical interest in the study of education and/or leadership and identify topics which lend themselves to a more traditional thesis project. An example of a thesis project would be a comparison of the effects of two instructional strategies on student learning. The connection to leadership comes as the thesis writer considers how to share his/her expertise with others. 1[' ~M;~ lis:/LcaidlcrsllAil p Aipip ~katnrnrn P rnjed: At, or near, the completion of the course work for the MEL program, students are required to develop and carry out a study or project related to education and leadership. The focus can be on an issue in education with opportunities for personal leadership, or it can focus on leadership itself within the context of education. This research-based capstone experience affords students the opportunity to become an expert in an area of personal interest as well as to "tie together" what has been learned throughout the MEL program. Students have the option to select either a Thesis or a Leadership Application Project. The decision as to which of these alternatives is selected depends Other students express interest in an applied project which includes the development and implementation of an idea related to education. These students find the Leadership Application Project to be the appropriate culminating experience. An example of a leadership application project is one which includes the development and implementation of a peer mediation training program at the middle school level. Leadership issues emerge as part of the training of students and staff in the use of the program. In both capstone experiences, research forms the foundation for decision-making and direction. I·. ,,. ' · ', \ .. ',..' . •• t ' ..... ', '· , • WouRSE DESCRIPTIONS I . . .. ·,. .e '· .. EDU 510 Ethics and Leadership (1.0 course) EDU 513 Diversity and Education (1.0 course) Study of leadership within the context of personal and professional ethics and values. Weighing and balancing competing values within an ethical framework will be explored as a part of experiential exercises. Leadership issues of gender, ethnic origins and culture will be explored . Leaders of past and present, recognized and unrecognized, will be studied. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. The field of education is impacted significantly by diversity in and out of the classroom. This course broadens the definition of diversity to include gender, religion, ethnicity, abili- : ,· ·• EDU 511 Legacy of Education (1.0 course) ... ~ .; ... , . .. from knowing the past. . EDU 512 Models of Teaching and Learning (1.0 course) ... .; . \, ··: •.., '·.ii Comparative study of education through political, historical, economic and sociological perspectives. This course will provide a knowledge base for students to discharge their educational leadership responsibilities with wisdom gained . A focused study of the teaching and learning process. A variety of strategies for teaching and learning will be examined, discussed, and modeled. Technological applications to the field of teaching and learning will be included. ties, lifestyle, and economic class. Examines issues related to diversity in the workplace, EDU 515 Creativity and Problem Framing (1.0 course) The study and application of the thinking processes as they influence problem solving and decision making will be explored. Theories and myths of creativity will be investigated. A variety of perspectives will be used to frame problems and including classroom issues and teaching strategies. PIN grading optional. This course meets the Minnesota Human Relations requirement. examine challenges. EDU 514 Evaluation and Documentation (1.0 course) Exploration of supervisory and consultative models, both within and outside the field of education. Major topics include mentoring, peer collaboration, community collaboration and partnerships, varieties of administrative processes and procedures and observational techniques. An underlying focus of this course is that of change: identifying where it's needed, initiating the process, and directing and/or adapting to the outcomes. An introduction to basic concepts of research methodology. Serves as an introduction to the capstone research project and builds skills in formulating research questions, reviewing literature, selecting appropriate research methodology, conducting and interpreting basic data analysis, and developing research project proposals. Students generally take this course near the end of the program and just prior to EDU 593 Thesis/Leadership Project Seminar I. EDU 516 Models of Educational Process (1.0 course) EDU 517 Politics and Public Policy of Education (1.0 course) Study of the politics of education and its impact on school curriculum. Examine society's impact on school offerings, the politics of school change, and the processes through which decisions and changes are made. ,. .. ; ' ..: . • )\. EDU 518 Service-Learning in Your Classroom (.5 course) President Clinton talks about service-learning as an important means for providing community service and deepening academic learning. What is ServiceLeaming? How does it differ from community service and volunteerism and how can it be implemented in the classroom? By exploring these questions you will develop an understanding of the theory and process of service-learning and how to use it with your students. EDU 538 Educational Processes: Supervision of Student Teachers ( .25 course) Offered in workshop format, this course will provide training for licensed teachers who want to increase their effectiveness as supervisors of student teachers. Many of the skills learned in the course will also be useful in peer coaching. EDU 592 Thesis/Leadership Application Project Consultation (.5 course) A series of meetings with a faculty thesis advisor simultaneous with EDU 594 and during the term in which the thesis is being prepared for final statement. Graded on a P/N basis. (Students not completing their thesis project during the term for which they same term in which they are enrolled in EDU 594 are required to pay a thesis continuation fee during each subsequent term until the thesis is completed.) ~.· EDU 599 Special Topics (.5-1.0 course) Study of selected topics in educational leadership that are not treated extensively through current course offerings. register for EDU 592 must pay a thesis continuation fee of $125 .00 for each additional term.) EDU 539 Paideia Institutes (.25-1.0 course) EDU 593 Thesis/Leadership Project Seminar I (.5 course) Titles such as Seeing with a Native Eye and Six Great Ideas for Teaching: Truth, Goodness, Beauty, Liberty, Equality, Justice have been offered. Paideia Institutes are opportunities for education professionals to learn specific strategies related to Paideia program methodology (i.e., seminar leadership and coaching) to enlarge understanding of ideas, values and contemporary issues. Specific topics will be published prior to registration. This course provides each individual with the capstone opportunity to conduct research in an area of interest related to education, using either a thesis or leadership application project framework. Support and guidance are provided by fellow students, course instructor, and faculty advisor. Graded on a PIN basis. :·,, • .. . . ·.·. • ! I .~.,,.. !. - • ·1 j . . •: ... ..· I . • .... ) ' .. EDU 594 Thesis/Leadership Project Seminar II (.5 course) This seminar focuses on the results of individual projects developed in Research Seminar I. Students will develop, write and discuss thesis/project work during the class. Graded on a PIN basis. (Students not completing the thesis during the •··. ... .... . . • .. . .... ~ '. ~· ' ·, I .. ;~ ... 1. I •• .. . • • _,. ' • 0 I ..., A DMISSION REQUIREMENTS & PROCEDURES in an educational setting. Admissions are handled on a 'rolling' basis, with students admitted at the beginning of the fall, winter, spring, and summer 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 • Miller Analogies Test score • written statement • possible interview . .·• ~. . , _J .. " ·- :.· • . .. '·. .. J• •• "" ' ,. • '- •r .. . . ·.·. ~ ... .' .•. ·.. " .. .' . ·.· I 0 ~ Admission to the MEL Degree Program Applicants must hold a baccalaureate degree from an accredited college or university and have a minimum cumulative undergraduate grade point average of 3.0 (on a 4.0 scale) OR a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Applicants holding other advanced degrees from accredited colleges or universities are academically admissible. Should an applicant not meet the minimum GPA requirements, a probationary term may be possible as decided on a case by case basis. Applicants to the program must have two years of full-time work experience (or equivalent part-time experience) To apply, the following materials must be submitted to the Graduate Programs Office: • Completed application form; • $25.00 application fee (nonrefundable); • A brief (1-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations; • Letter of recommendation from an immediate supervisor, assessing leadership potential; • Letter of recommendation from a co-worker (at the same level) describing the applicant's work style and potential as a leader; • 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; • Official set of results on the Miller Analogies Test; • Applicant may be asked to participate in an interview with graduate program faculty and/or a staff member. Admission to the Non-Degree Program Applicants wanting to take any MEL course must hold a baccalaureate degree from an accredited college or university and be in good academic and financial standing with all previous academic institutions. To apply, submit the following materials to the Graduate Programs Office: • Completed course application/registration form • $50.00 non-refundable deposit per course, each term, to be applied towards course tuition. For additional information on application requirements, please call the Graduate Programs Office at (612) 330-1786. ... ··....• ... ~TERNATIONAL APPLICANTS . . .. . , I ' Augsburg College Graduate Programs Office encourages qualified applicants from other countries and feels that these students contribute significantly to the program. Students typically take only two classes per trimester for a yearly total of six classes. With this schedule students can complete the required course work in two years. See the section under Admission Requirements for a general description of the admission process, selection criteria and work experience requirements. Application materials required for international applicants are: • Completed application form; • $25.00 application fee (nonrefundable) payable in U.S. dollars; • Official marksheets 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; • Official marksheets 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; • Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 550; and NOTE: Additional information may be required, as requested by Augsburg College, to more accurately evaluate educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J-1 for students admitted to the Master ofArts in Education-Leadership program. Information requested for the 1-20 or J-1 will not be used to make an admission decision. •' • ••~ . I $• • .. , .. . .... .. ,.· . . . • Applicant may be asked to participate in an interview with graduate program faculty and/or a staff member, if applicant is in the United States. ..- ~ I •A brief(l-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations; • Completed Declaration of Finances (see below for additional information); • Letter of recommendation in English from an immediate supervisor, assessing leadership potential; • Letter of recommendation in English from a co-worker (at the same level) describing the applicant's work style and potential as a leader; Because limited financial aid from Augsburg College may or may not be available students and their sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. Students will need to provide proof of availability of funds for tuition, books and living costs. For the 1994-1995 academic year, we require students to provide proof of a minimum of $10,000 in U.S. funds for living expenses plus the cost of tuition must be added to this amount. Students wishing to have spouses and/or children accompany them, must plan on having additional funds available for their support. • .. . .... ·" ·. .. ... ... ~i. ~1 ... •. • , ·. /' r ·' ' i· ' ... .. ··. ~ALUATION STANDARDS .. ,• .., .. .. .'.• •• : .·.. ~ . ·. •"•" r .... . ,. Evaluation of academic perfonnance in the Master of Arts in Education-Leadership will be based on number grades using a 4.0 point scale with these definitions: 4.0 3.5 3.0 2.5 2.0 Achieves above basic course standards. 1.5 1.0 0.5 Perfonnance below basic course standards. o.o Unacceptable perfonnance (no credit for the course). p Achieves at or above the 2.0 level (not computed in grade point average). v Course was audited; student met expectations as agreed upon with the instructor. N Does not meet minimum course standards (no credit and non-punitive - not computed in grade point average) . w Grade given when a student withdraws from a course. I 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 Graduate Programs Office stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor and any other necessary documentation.) Achieves highest standards of excellence. Achieves the minimum passing standard. Courses not offered on the numbered grading system are noted in the course descriptions in this bulletin as being graded on a 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. Students who receive an N or 0.0 in a course must work with the MEL Director to devise a plan for academic improvement. This plan will be shared with the MEL Advisory Committee and placed in the student's file. If a second grade of N or 0.0 is received, the student may be dismissed from the program. No more than two courses with a grade of 2.5 or below can be repeated. Only the credits and grades earned the second time are counted in the grade point average. ,, •• ..... ...' . 1.' • .:•· .'* ' •' • . . .' . . .:. . ..... .. .. ··l 2 :. .. .•. • ... '• ~DENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Students who wish to identify appropriate procedures for complaints should contact the Vice President for Student Affairs (330-1160). The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except where a waiver of access has been signed) and to challenge inaccurate or misleading infonnation. Students have a right to experience education free from discrimination. ... . •• ·. "I • • I . ··. . A'ITENDANCE POLICY Regular attendance is highly one's self, but to one's class- discretion of the instructor, important and should be consid- mates and course instructor. adversely affect one's grade. ered a responsibility, not only to Irregular attendance may, at the .. ··-· ..:..· . ,, .: .~ . ' .·•... ... . ' ..., t 4 A Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 Credit and Contact Hours Each full credit graduate course in the MEL program is the equiv- cADEMIC POLICIES Last Day to Withdraw from Class alent of four semester credits or The last date on which students may withdraw from a class and six quarter credits. Students meet receive a "W" on their record is average, the student will be placed in class a minimum of 31.5 hours published annually in the MEL on probation for the following and are responsible for a Program Supplement. term. A 3.0 cumulative grade significant amount of individual study and preparation. 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 work with the MEL Director to develop an academic improvement plan. This plan will be shared with the MEL Advisory Committee and placed in the student's file. Enrollment Policy/Leaves of Absence College should register for an audit of each course. nents of the program within five • MEL degree-seeking or non- a second grade of N or 0.0 is received or for behavior detrimental to the program, such as a years. Extensions beyond five years will be considered on the basis of petition to the MEL degree seeking students can audit Focus I, MEL courses. gross violation of college policy (as published in the Student Advisory Committee. Guide). Dismissal would occur Students who leave the program only after established procedures were followed. for more than one trimester must than two courses will be accepted for transfer credit. • Students wanting CEU's for courses successfully completed will be granted a Certificate Of Attendance by the Graduate Programs Office and issued an of the MEL program. A leave of absence may be granted for one Audited courses that are not calendar year. Time spent on an successfully completed will be indicated by a grade of 'W'. count toward the five year deadline for degree completion. ;'. . •. f .. . .. ., . .... " .. · .. .. ..·. .... · : .. ._,. in the future . official transcript showing the audit by the Registrar's Office. official leave of absence will not .. .•· be converted to graduate credit the MEL Advisory Committee if on an individual basis. No more .• • Courses taken as audit cannot Students may be dismissed by Transfer credits will be evaluated • Education Units (CEU's) rather in two years. All students are required to complete all compo- Credit for Prior Education 4 ,. • Students wanting Continuing credits per trimester. Enrolling in two credits per trimester request a leave of absence request in writing to the Faculty Director .. Auditing Courses than credit for Focus I graduate level courses at Augsburg the course work in the program . . ' Students may take up to two enables a student to complete . ... ... . . .·:~. .·. ·..- •• • : . ,.... .: . . ... " ... . ·1 .. " '. .:~ I . .. ,• . '·'· ... ··... # ~.,.·. · ·'.~' • • ..·' ...... ' '• , II ~DENT SUPPORT SERVICES ~ • Academic advising from the MEL Director, for program planning is available. As students approach the capstone experience, they select thesis or project advisors to guide them throughout the completion of their programs. also available to help students with non-academic advising issues. • Professional assessment experiences and opportunities through the Graduate Programs Office. Graduate program staff are • Self/career assessment, counseling and resume development through the Career Services Office (330-1162) • Work experience related to a student's field of specialization through the Cooperative Education Office (330-1148) " .... $ I BRARY ' .·• • I . •.. .. ...-. .... '.' J • holdings of Augsburg and six other private liberal arts college libraries in the metropolitan area. Daily courier services among these libraries facilitates the sharing of these resources. Additional library resources are accessible through MINITEX, a regional library network, and through OCLC, an international library network. Remote, off-campus computer access to all these services is provided via a telecommunications link. ,. " •· The Augsburg library collection includes over 175,000 books, periodicals, films, audio and video cassette tapes, and microfonns. Access to the collecti0n is provided via a computerized library catalog that includes the .. ; A ccREDITATION AND AFFILIATIONS Students who successfully complete Augsburg ' s Education Leadership program will receive a Master of Arts degree. Augsburg is accredited by the North Central Association of • .··.. . ·.. ' .., . . ..4 ••· . ... ·: ·'· · ' ~ Colleges and Schools. The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (neces- sarily) 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. ··. · . .·' . . .. · .... ,. .. . ··... ·. .. ~E AND PAYMENT INFORMATION . .... A schedule of fees is published separately in the MEL Program Supplement. Tuition is determined annually. Various Payment Plans are Available: * 1) Payment in Full: Due day of registration. 2) Payment Plan: Upon application and after college approval, a three-pay plan is available each trimester. Payment plans will be offered only if the student has adhered to previous plans. 3) Company reimbursement: Full courses or equivalent which are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 50 days after the end of the final exam date. A letter from the employer, stating the company's reimbursement policy, must be filed annually with the Business Office. 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 all student accounts are paid in full. This also applies to student loan funds administered by the College (Federal Perkins Student Loan); they must be current according to established repayment schedules. *A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. Refund Schedule In order to be eligible for a refund, students are responsible for canceling courses with the Registrar's Office. A per-course tuition refund will be made on the following basis: Focus I: Classroom Issues and Practice Courses have varying refund schedules. Call the Graduate Program Office for the refund policy of a specific course. Focus II: Education Leadership Courses .:·......".,... 'j • Prior to the first scheduled class meeting - l 00% Prior to the second scheduled class meeting - 90% Prior to the third scheduled class meeting - 80% • • t . ' '. ..··\ .r . :· ... ... .... Prior to the fourth scheduled class meeting - 70% Prior to the fifth scheduled class meeting - 60% .. . ... Prior to the sixth scheduled class meeting - 50% .: ' .. .. . I ·. I .... 6 ·. ' •. .1 ·1 . ., ', ~ .. . ~.,_ ·.~· ' . 1 ' ' YiNANCIAL AID 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 .. •' . .-.: • .. . ~.,, .. . ~ ' . .. ..· •.',• .... Financial assistance is available to degree seeking students enrolled in the MEL program. Non-degree seeking students are not eligible for any type of financial aid through Augsburg College. Two full-credit courses per trimester is considered fulltime. One course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: Augsburg Tuition Grant ,•'. .. Augsburg College may provide grants and scholarships to graduate students who show academic potential and have financial need. .... . Sponsored Scholarships Augsburg actively pursues nonAugsburg funding for special scholarships. The availability of . \ • : • . Io :•... ' .. 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 several payment plans by which employees may handle tuition reimbursement. 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 Support Program Director at 330-1138, or your tribal agency. Federal and State Aid Programs The Office of Student Financial Services determines eligibility for any Federal or State financial aid programs available to graduate students. Determination is based on standard, nationally accepted methodology. • Federal Stafford Loan Program Common Loan Provisions: BORROWING LIMITS: Effective with enrollment periods beginning after October 1, 1993, graduate student may borrow up to $18,500 per year with an aggregate of $128,500 (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 TBills +3.1 %, capped at 8.25%, and changes each July 1st for all borrowers. The interest rate for enrollment periods beginning between July 1, 1994 and June 30, 1995 is 7.43%. REPAYMENT TERMS: Repayment begins six months after you ceased to be enrolled at least half-time in an eligible program leading to a degree or certificate. Repayment may extend up to ten 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. Program Specific Provisions: FEDERAL STAFFORD LOAN (SUBSIDIZED): The Office of Student Financial Services has determined that based on the financial information you submitted, you qualify for up to • . . ..· . ·. . ;. ...• the amount listed on your Award Notice. INTEREST: No interest accrues during the time the student is enrolled at least half-time. FEES: An origination fee of 3% and a guarantee fee of up to 1% will be deducted from the loan check before you receive it. FEDERAL STAFFORD LOANS (UNSUBSIDIZED): You may borrow up to the amount listed on your Award Notice. INTEREST: Interest accrues during the period of enrollment and may be capitalized. FEES: An origination fee of 3% and a guarantee fee of 1% will be deducted from the loan check before your receive it. • Federal Perkins Loan ProgramJoint 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 $3,000 per year as a graduate student with a $30,000 maximum. INTEREST AND REPAYMENT: Simple interest of 5% and repayment of principal (at a minimum of $40 per month) begins 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. while the student is enrolled. Principal payments begin in the 13th month after you leave school. DEFERMENTS: There are no 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 our student loan coordinator if you think you are eligible for a deferment. deferments. Contact the Minnesota Higher Education Coordinating Board regarding special circumstances and repayment. • SELF (Student Educational LoanFund)The SELF is administered through the Minnesota Higher Education Coordinating Board. Applications are available from the Office of Student Financial Services and should be completed by the borrower and co-signer and returned to Student Financial Services for further processing. Loan checks arrive once per term and are made co-payable to the student and Augsburg College. 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 loan amount per year is $500. INTEREST AND REPAYMENT: The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and continue quarterly thereafter .. . . ., -, : ... To Apply for Financial Aid •.., I) Complete the Application for Admission and indicate your desire to also apply for financial aid. . .• .' · • r°, ( . .• I. • ..·.. .. · ~ 2) The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up at the Office of Student Financial Services, 152 Science Hall, or at the Graduate Programs Office, 2222 Murphy Place). .. 'It • . ' .. .. ..'I" -~ . 3) All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if they did not receive financial aid. Forms are available from the College. 4) Complete and return the financial aid forms by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, by the deadline stated. . ·... ,'... .•·.. ~ . I', ...· .., I •: . '. ..... .. .·. . . ... l7 . . .. ,':", .. . ,. . ' ' ~· :~ .. "· . . . · .. - •. ' .. ·.,.. ..... BOUT AUGSBURG 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 and physical disabilities. Church Affiliation Augsburg is a college of the Evangelical Lutheran Church in America. We are a diverse community, with many strong religious traditions represented among the students, faculty and staff, including but not limited to Lutheran, Roman Catholic, American Indian Spirituality and Thought, Buddhist and Islamic faiths. Non~ Discrimination Policy It is the policy of 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 ". • .. .. . ·- '• : . ~ · , .... . ... '· ' ·. . ~. '· . ... . .. . ' A .." '··..·. •. Augsburg's campus is located in the heart of the Twin Cities surrounding Murphy Square, the oldest of 155 parks in the "City of Lakes." Adjacent to the campus are Fairview-Riverside Medical Center, the West Bank campus of the University of Minnesota and Mississippi River parkways . 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 between nine of 14 major buildings -student College not to discriminate on the basis of race, color, creed, religion, sexual or affectional preference, national or ethnic origin, age, marital status, sex or status with regard to public assistance or disability as required by Title IX of the 1972 Educational Amendments of Section 504 of the Rehabilitation Act of 1973 as amended in its admissions policies, educational programs, activities and employment practices. .. 0 .., .,. ~MPUS LOCATION MAP Directions to Campus 35W from the North-Take Washington Avenue exit and tum left off Washington (turns right onto Cedar Avenue), tum left at Riverside Avenue, right at 21st A venue South. 1-94 East from Minneapolis-Take 25th Avenue exit, tum left at 25th A venue, tum left at Riverside A venue, tum left at 21st Avenue South. Graduate Programs Location 1-94 West from St. Paul-Take Riverside exit, tum right at Riverside Avenue, tum left at 21st Avenue South. Public Parking 35W from the SouthFollow the I-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and tum left at Riverside A venue, tum left at 21st A venue South. .. ' .•.. The Graduate Programs Office·is in Murphy Place and is located on the comer of 23rd A venue South and 71/2 Street. .· .. .~~ ,. All posted Augsburg College staff, faculty and commuter lots are free and open for use from 4:30 p.m. Monday through Sunday evening. Lots are located on 7th Street between 21st and 22nd Avenues and north or south of 8th Street between 24th and 25th Avenues. Additional parking is available in the Fairview-Riverside Medical Center ramp, or U of M parking lots on the north side of Riverside Avenue. ~MPUSMAP I. 2. 3. 4. 5. 6. 7. 8. 9. Admissions House George Sverdrup Library Science Hall OldMain Quad Mortensen Tower Urness Tower Christensen Center Sverdrup-Oftedal Memorial Hall JO. Music Hall 11. 2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. Stage II Theatre 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education .. .. ... .I • • -· ·~1. .. 1.. :- .. ...· . ... ~ ; . ' .. .... ". .. .; '• t9.fu~C.C~~ ~;:;~~~~~::~~~w~n~~~~~5:~:n:E~~f~~~~~~~~~~~~~~~~~ Alumni Center 20. Youth and Family Institute 21. American Indian Support and Black Student Affairs 22. Oscar Anderson Hall 23. East Hall 24. Murphy Square 25. Anderson-Nelson Athletic Field 26. Husby-Strommen Tennis Courts •' Parking Lots A. Admissions Parking B. Faculty/Staff/Commuter/ Residence Parking C. Faculty/Staff Parking D. Faculty/Staff/Commuter Parking E. Commuter - Street Parking F. Resident Parking G. Visitor Parking H. Fairview/St. Mary's Parking Ramp .. !!' '.• ''·. ... .. ,. '1: ~ .. • • If\~ ·" .· ·, 19 .. .. ,,, ......,··'. . . .. . . ~CULTY AND ADMINISTRATION ... : . \ ·'t·· •• ' : ... ... . . ... ... . , ., ....... .... . , -~ ~· ... ..• .. # • ., ,' • • .;J I "'I .. . o# ... . .···· ·' , ... ...• . •' ' ~· l . _, .. ,, I• ... .... ...,' • ·~ ~ : . ·~ • ' '•, ·•f,·I '.•. ,, , • ·. .. •! ...{. .... . ' I ~. • • •' . .f, • .. " ,. ·. 20 ., . · •, . '· '·' .. Virginia Allery Vivian Johnson Associate Professor of Education/Director of American Indian Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph. D., University of Minnesota. Instructor. B.A., University of Colorado; M.A.T., Monmouth College; M.S., University of Oregon; Ph.D., University of Oregon . Mary G. Endorf Instructor. B.A., Hamline University; M.S.A., SUNYCortland; Ph.D., University of Minnesota. Interim Vice-President for Academic Affairs and Dean of the College and Professor· of Education. B.S., M.Ed., Ed.D., University of Nebraska. Joseph A. Erickson Mildred Mueller Assistant Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph.D., University of Minnesota . Assistant Professor of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. . Marie 0. McNeff Vicki B. Olson Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Director, Master of Arts in Education-Leadership and Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota . Ethelind K. Garetz Barry Sullivan Assistant Professor of Education, part-time. B.A., University of Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota. Instructor. B.A., St. Cloud State University; M.A., University of North Dakota; Ph.D., University of Minnesota. Ann Fleener Richard Germundsen . .-: ': The majority of faculty who teach in the Master of Education-Leadership program are full-time Augsburg faculty members with doctorates or appropriate professional degrees. Adjunct faculty with specific expertise teach courses in their related fields. All faculty have experience teaching adult learners and value the opportunity to work with educators in a classroom setting. Assistant Professor of Education. B.S., Mankato State University; M.A., School of International Service, American University; Cand. Mag. Universitet i Bergen, Norway; Ph.D., University of Minnesota. Nancy Hall Coordinator of Graduate Programs in Leadership. B.A., University of Kansas; MS.Ed., Southern Illinois University at Carbondale .
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Title: Augsburg College Summer Catalog, 1995
Collection: Course Catalogs
Search Result: Augsburg College is a four-year, fully accredited liberal arts college affiliated with the Evangelical Lutheran Church in America and is located in the heart of Minneapolis. The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities f...
Show more Augsburg College is a four-year, fully accredited liberal arts college affiliated with the Evangelical Lutheran Church in America and is located in the heart of Minneapolis. 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 its students to participate in a host of cultural and recreational activities, ranging from the Guthrie Theatre and the Minnesota History Center to the Minneapolis Aquatennial. Augs burg in the Summer Augsburg College offers a varied summer curriculum that includes over 70 courses in more than 25 academic disciplines, as well as internships and independent studies. rerm I runs from May 30 to June 21. Term I1 runs from June 26 to August 4. For a detailed listing of courses, look inside this brochure. - - +' "i Summer students may take one course during Term I and two courses during Term 11. Unless otherwise indicated, all courses carry a value of one course credit, the equivalent of four semester credits or six quarter credits. Courses fulfilling Augsburg distribution and perspective requirements are so noted in the course descriptions. Course levels are indicated by the first digit of the three digit course number: 1 or 2, lower division, primarily for freshmen and sophomores; 3 or 4, upper division, primarily for juniors and seniors; and 5, graduate level Courses regularly taught during the academic year are more fully described in the Augsburg College Catalog. If you need more information about a special summer offering, please contact the Summer School Office. Independent study courses, in addition to those listed, are arranged through an individual faculty member in the department of study. II m a Internships, in addition to those listed, may be pursued during the summer in most majors. Internships for credit involve approved work experience related to the academic program in an agency, government or industry. Consult the Internships Program Office at (612) 330-1148 for information. Students who need housing may obtain information from the Residence Life Offic; Call (612) 330-1109. L-right to cancel Ihe College reservese!t listed courses. Information and Forms Additional information and registration forms may be obtained from: AUGSBURG COLLEGE SUMMER SCHOOL OFFICE Murphy Place, Campus Box #68 2211 Riverside Avenue Minneapolis, MN 55454 Call 6121330-1795or call toll-free 1-800/788-5678 John Schmit, Director Rachel Anderson, Assistant 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 Summer School. Good standing implies that the student has been admitted and not subsequently dropped by that Other persons wishing to take summer school work should contact the Director of Summer School to ascertain eligibility under special circumstances. Acceptance as a summer student does not imply admission as a regular student of Augsburg College. Those wishing to begin a degree program at the College should apply for admissicn through the Office of Admissions or Veekend College Admissions Office. Map of 1. Admissions House 2. George Sverdrup Library I 3. Science Hall 4. Old Main 5. Quad 6. Mortensen Tower 7. Urness Tower 8, Christensen Center 9. SverdrupOftedal Memorial Hall 10. Music Hall 11. 2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. Husby-StrommenTr--'- 6. College Relations K.Nordic Center . 17 Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19. Jeroy C. Carlson Alumni Center 20. Youthand Family Institute 21. American Indian Support and Blackstudent Affairs 22. Oscar Anderson Hall 23. East Hall 24. Murphy Square 25. Anderson-Nelson Athletic Fie Campus Location - arkina Lot.. , A. Admissions Parking B. Faculty/Staff/Commuter/ Residence Parking C. Faculty/Staff Parking D. FacuIty/Staff/Commuter Parking E. Commuter - Sheet Parking F. Resident Parking G. Visitor Parking H. Fairview/St. Mary' Ramp 35W from the North Take Washington Avenue exit and turn left on Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. d 1-94 East from Minneapolis Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. Paul Take Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 35W from the South Follow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. Beginning April 18, you may schedule Summer School courses at the Registrais Office between 8:00 a.m. and 4:30 p.m. A $50.00 tuition deposit must be paid at that time for each course scheduled.'This deposit will be applied to your Summer School tuition and is not refundable unless the course is cancelled. If a course that you have scheduled is cancelled, you may elect to receive a refund or apply the deposit to the tuition for another course. To insure that you reserve a place in the courses that you desire, we recommend that you schedule your courses as early as possible. Many courses fill early, and courses with low enrollments may be cancelled before the first day of the term. Students must confirm their registration in person at the Business Office on the dates specified below or they will be dropped from the course. Students taking courses during Term I must confirm their registration on May 30 or 31. Term I1 confirmation must be made on June 26 or 27. This procedure applies to all summer registrations, including internships and independent studies. The Business Office is located in the Science Hall, Room 114, and it is open between 8:30 a.m. and 6:00 p.m. on the dates listed above. Tuition must be paid in full in order for your registration to be confirmed. (Augsburg students who have unpaid balances from previous terms must pay these balances before they may confirm their Summer School registrations.) A late fee of $50.00 will be assessed for students who do not confirm on time. No Term I registrations will be accepted after June 2, and Term I1 registrations will not be accepted after June 30. To change your registration you will need to fill out an Add/Drop form at the Registrar's Office. There is a charge of $50.00 for changing a course after 3:30 p.m. on the second scheduled day of each term. This procedure applies to internships and independent studies as well as scheduled courses. Refunds and adjustments to fees are outlined in the "Tuition Refund Policy" section of this brochure. @ Printed on recycled paper. Term I Term I1 NONDlSCRlMINATION POLICY It is the policy of Augsburg College not to discriminate on the basis of race, color, creed, religion, sexual or affectional preference, national or ethnic origin, age, marital status, sex or status with regard to public assistance, or disability as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, education programs, activities and employment practices. 1 1 The tuition charge for 1995 Summer School courses is as follows: $815.00 for full-credit courses, $410.00 for half-credit courses, and $205.00 for quarter-credit courses. Audits are charged at the tuition rates listed above. 30 days long and does not meet the federal definition of a term. Students enrolled in one or more full courses during Summer Terms I and I1 combined are eligible to apply for the Federal Stafford Loan. Tuition Refund Students enrolled in 1.5 courses or more (one-half of the minimum full-time requirement during the regular school year) through a combination of Term I and I1 enrollments can be eligible for a Pell Grant if they will not attend the entire 1995-'96 academic year and qualify guidelines. Under the ~ ~pell G~~~~ d ~ ~ The $50.00 per course deposit is not refundable. Refund of all or part of the remaining fee is calculated from the date of the student's official course cancellation at the Registrar's Office. Schedule of Refunds: *Prior to the second scheduled class meeting - 100%of the refundable prtioriof the fee. *Prior to the fourth scheduled class meeting - 75% of the refundable portion of the fee. *Prior to the sixth scheduled class meeting - 50% of the refundable portion of the fee. Courses with fewer than 12 scheduled class sessions will use a prorated version of the schedule of refunds. Financial Aid Financial Aid Eligibility For Summer Session Attendees WEC Program No aid is given for Summer Term I as it runs concurrently with Spring trimester of the preceding academic year. Students are eligible for Federal Stafford Loans if they are enrolled in one full course or more during Summer Term 11. Students are eligible for a Federal Pell Grant if they are enrolled in one full course (one-half of the minimum fulltime requirement during the regular school year) during Summer Term I1 and will not attend the entire 1995-'96 academic year and qualify under the Federal Pell Grant guidelines. To Apply The deadline for applying for financial aid for Summer Session is April 1,1995. Contact the Office of Student Financial assistance. ~ ART 224A Publication Design Christopherson Introduction to Publication Design explores theory, practice and critique of a variety of publication forms using traditional as well as electronic tools. Dist.: Art/Music 1:W-3:20 pm M,T, W,Th,F Foss Colnputcr Lab Classroon~ ART 389A American Art Anderson A study of early Colonial through contemporary American art, architecture, and folk arts. Dist.: Art/Music; Persp.: Aesthetics; Grad Skill: Speaking 9:W-11:20 ant M,T, W,Th,F Foss 43 L L BIO lOlA Human Biology Pederson Basic biological concepts from an anthropocentric point of view. An attempt to answer such questions as: What makes a human just another member of the biotic fold? Do humans have a niche in the ecosystem? What influence do humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (A student may not receive credit for both 101 and 103. Does not apply to the major or minor.) Dist.: Biology/Chemistry; Persp.: Natural World 2 1:00-3:20 pm M,T,W,Th,F Science Hall 205 0 ACC 221A Kader Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. 9:OO-11:20 am M,T,W,Th,F Old Moin 10 ACC 322A Kader Accounting Theory & Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: ACC 222, ECO 113) 6:OO-9:00 pm M,T,W,Th Old Main 23 BUS 242A Cerrito Principles of Management Development of the theory of management, organization, staffing, planning and control. The nature of authority, accounhbility and responsibility; analysis of the role of the professional manager. 6:OO-9:00 pm M,T, W,Th Old Main 10 BUS 252A Principles of Marketing Lohman Principles of basic policy and strategy issues iii marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. 9:00-11:20 am M,T,W,Th,F Music 24 BUS 368A Responding to the Challenge of Japan LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed, involving film, television documentaries, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of students. (Prereq: junior standing or consent of instructor) Persp.: lntercultural Awareness I 9:OO-11:20am M,T, W,Th,F Music 23 BUS 399A Internship Kader A student may receive course credits through an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend one full term working with some organization. In addition, the student will write a report on his/her activities. (Prereq: consent of instructor) Arranged ECONOMICS ECO llOA Economics of Urban Issues Sabella Study of economic implications of problems facing a metro-urban environment. By independent study. Students need signature of instructor before Term One begins (call 330-1152). P/N only. Dist.: Urban/Women's/Minority Studies or Economics/Political Science; Persp.: Social World 1 or 2, or the City Arranged ECO 112A Principles of MacroEconomics Gupta lntroduction to macroeconomics, national income analysis, monetary and fiscal policy, international trade, economic growth. Dist.: Economics/Political Science; Persp.: Western Heritage 1or 2 9:00-11:20 am M,T,W,Th,F Old Main 16 EDUCATION EDE 382A Kindergarten-Elementary Curriculum: Mathematics (.5 credit) Drewlow Examination and preparation of materials and resources for mathematics instruction at the kindergarten and elementary levels. (Prereq.: PPST) 6:OO-9:00 pm T,Th Libray 1 EDE 386A Kindergarten-Elementary Curriculum: Children's Literature (.5 credit) Drewlow Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Lab experiences. (Prereq.:PPST) Libra y I 6:OO-9:00pm M,W EDU 388A Human Relations (.50 credit) Amo Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Required for all elementary and secondary education majors. Open to all. P/N only. 6:OO-9:00pm M,W Old Main 18 JGLISH ENG 219A American Dialects: Differences and Attitudes Schmit This course will examine the dialects of various English-speaking communities and attempt to describe and understand their mles of speech: their grammatical rules, phonological rules, and their rules of discourse. Dist.: Urban/Women/ Minority; Persp.: Intercultural Awareness 1 6:OO-9:00pm M,T,W,Th Old Main 27 ENG 225A Intermediate ExpositoryWriting Swanson This course builds on the practices and methods of Effective Writing, ENG 111. Its workshop format stresses style and organization, the process of revision, self and peer evaluation and the relationship between reading and writing. (Prereq: ENG 111) Grad Skill: Writing 9:OO-11:20am M,T,W,Th,F Old Main 13 ENG 245A Introduction to Literature Palosaari In this course students are initiated into the formal studv of narra tive. drama..and . Doetw, in order to appreciate more fully the pleasures of literature. The course aims to expand students' exposure to literature and therefoie draws on works from several periods, from different cultures and races, from male and female writers. As the prerequisite for all upper courses in literature, lntroduction to Literature aims in particular to develop students' critical and analytical skills in reading about literature. Dist.: Literature; Persp.: Aesthetics 9:OO-11:20am M,T,W,Th,F Old Main18 HEALTH AND PHYSICAL EDUCATION HPE 320A School Health Curriculum Borstad Techniques for developing a course of study based on growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq: HPE 110) Arranged HPE 410A Organization & Administration of School Health Programs Borstad Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materials in health educa tion with laboratory experience in classroom and community. (Prereq: HPE 110) Arranged HIS 336A American Labor History Kimball This course surveys the history of work and workers in the United States. Issues such as shifting styles of work, the changing nature of working class life and community, the evolution of organized labor movements, and the relationship of workers and unions to the state will be considered. Issues of change in work and working people will include race and gender. Dist.: History/Philosophy 9:OO-11:20am M,T,W,Th,F Old Main 23 TERDISCIPLINARY INS 199N399A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a seminar is expected. Consult instructor for clarification. Persp.: City Arranged REL 369A The Religious Imagination in Modem Literature Skibbe Particularities of religious discernment, symbolism, and world view. Reading and discussion of seven novels. Dist.: Religion; Persp.: Christian Faith 3 9:OO-11:20am M,T, W,Th,F Old Main 29 REL 386A Speaking of Genesis Stratton How does the Bible talk about creation? How does the Adam & Eve story affect our lives today? What were families like in Bible times? Were ancient problems similar to our own? What does the Bible say? What does it mean? What values does it portray and promote? This course addresses these and other questions by exploring how scholars read and speak about the book of Genesis. Evaluation is based on quizzes, three speaking assignments, and a project or short paper. Dist.: Religion; Persp.: Christian Faith 1 or 3; Grad Skill: Speaking 6:OO-9:00 pm M,T, W,Th Old Main 29 IAL WORK FRE 312A French Expression Pezechkian A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of spoken models from the media. (Prereq: FRE 311 or consent of instructor.) 6:OO-9:00urn M,T, W,Th Old Main 25 GER 111A Beginning German I Quanbeck Classroom practice speaking, understanding and reading basic German for students with no previous background in German. Dist.: Language Level 1; Persp.: Intercultural Awareness 2 6:OO-9:00 pm M,T,W,Th Old Main 13 SPA l l l A Beginning Spanish I Soto Aims to develop four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Dist.: Language Level 1; Persp.: Intercultural Awareness 2 1:OO-3:20pm M,T, W,Th,F Old Main 25 PSY 105A Principles of Psychology Hanson An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Application of psychological concepts to everyday situations is emphasized. Dist.: Psychology/Sociology; Persp.. Human Identity 6:OO-9:00 pm M,T, W,Th Music 23 SWK 230A Peters Global Peace and Social Development This course offers a framework o n non-violent social change and development in the global context. It also identifies the focus of Social Work in addition to many other disciplines which are vital to fostering peace, development and enhancement of a better quality of life for all human kind. Persp.: Social World 2 1:00-3:20 pm M,T,W,Th,F Old Main 10 SWK 260A Humans Developing Peters This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of sociocultural, biological and psychological factors which influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturine" environment" in relation to human growth, the impact of "sustaining environment" and other special stresses relevant to growth. Growth related td populations and groups which represent racial, disability and sexual minorities is also a focus. Students will gain selfunderstanding through use of their own experiences. Persp.: Human Identity 9:OO-11:20 am M,T,W,Th,F Foss 21A SWK 399A Internship Brown Provides field learning experience for the nonmajor and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arranged SWK 499A Independent Study Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to department guidelines. (Prereq.: SWK 257 and consent of instructor) Arranged SOC 121A Introduction to Human Society Sheppard What is society and how does it make us who we are? As a unique way of understanding, sociology offers insights into discovering the world and one's place in it. Course study focuses on an understanding of culture, social structure, institutions and our interactions with each other. !1:00-11:20am M,T,W,Th,F Old Main 25 31 K U b b L E P U K JU31 ICE: 1IY 1 E K I Y A I I V I Y A L , SOC 265A Culture: Ethnicity, Gender and Race Gerasimo Why do we set people aside for negative Special treatment? How are they stigmatized? The people to whom we do this are often reflections of our own fears. A sociological analysis of "self" and "other" provides a way to examine racism, sexism and other "-isms." Offered on P / N basis only. Dist.: Psychology/ Sociology; Persp.: Intercultural Awareness 1 6:00-9:00 pin M,T, W,Th Old Main 29 SOC 199A1399A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a seminar is expected. Consult instructor for clarification. Persp.: City Arranged ArrAln~ nlYU C ~ R I J1 1 ~ R1 = ~P ~ V L I J ~ Summer Term in Geneva, Switzerland 1une 22 to August 3,1995 POL 356A Topics: Struggle for Justice "Struggle for Justice" focuses specifically o n Christian response, both from the point of view of international church organizations as well as the individual. It will deal with the special role of the Christian community and organizations in identifying and defining the ethical questions related to international issues and how these moral deliberations take place in the ?Internationalcommunity. Dist.: Economics/Political REL 379A Ecurnenism in the Contemporary World In this course you will examine the programs and roles of church agencies, asking about the world views that give rise to them. What is the basis for the common action and common witness by the churches, which is at the heart of ecumenism? How do the churches' faith commitments shape their policies and ethical positions on the world level? How do their roles and contributions differ from organiza tions that are not church-based? Among Christian organiu tions, how do different assumptions about society, politics, and the Church create different objectives for their programs? Dist.: Religion If ' vou need more information about either of these courses, please contact Kathi Lutfi in Global Education at (612) 330-1655. Augsburg College Summer School I I BUS 340A Human Resource Management Cemto Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242) 6:OO-9:30pm T,Th Old Main 18 BUS 440A Operations Management Cemto Concepts and principles related to the management of operating functions. Examples from service industries, non-profit organiza tions and manufacturing. Taught from a managerial point of view. Topics include an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling and operational control information systems. (Prereq.: BUS 242 or consent of instructor) 6:00-9:30 pm M ,W Old Main 13 ART 107A Drawing An introduction to and definition of drawing methods and media. Drawing is presented as a diverse art form which can be experienced in a variety of ways. Traditional and non-traditional media are used. Dist.: Art/Music; Persp.: Aesthetics 690-9:30 pm T,Th Old Main MIS 175A Principles of Computing for Business Schwalbe An introduction to computing concepts and microcomputer-based information systems. Study features of hardware, operating systems, languages and current applications. Learn to use MSDOS, Wordperfect, Lotus 123, and dBase III+. May study other applications (Microsoft Word, Excel). The 370 with a passing grade cOm~letion of serve as a substitute for MIS 175. (Prereq.: MPG I1 or a Pass in MAT 103, a self-paced course) 6;00-9;30pm M,W Foss 42 ART ll8A Painting I Painting in opaque and transparent color. A variety of subjects and approaches illustrate the versatility of paint as an expressive medium, Dist,: Art/Music; Persp.: Aesthetics 690-9:30 pm T,Th Old Main 17 ARTl32A Photography Friederichsen The camera used as a tool for visual creativity and expression using black and white photographic processes. Students need access to a 35mm, single lens reflex camera. Estimated cost of film, etc.: $175-$200. Dist.: Art/Music; Persp.: Aesthetics 6:OO-9:30pm M,W old ~~i~ 4 ACC 222A . Principles of Accounting I1 Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral . considerations. (Prereq.: ACC 221) 9:OO-10:45 am M,T, W,Th Music 23 BUS 331A Financial Management Myss Theory of acquisition, allocation, and management of funds within the firm. Sources and uses of long and short term funds, cost of capital, capital budgeting, leverage, dividend policy, and related topics. (Prereq.: P.CC 222, ECO 113) 6:OO-9:30pm T,Th Old Main - 1 ECO llOA Economics of Urban Issues Sabella Study of economic implications of problems facing a metro-urban environment. By independent study. Studenk need signature of instructor before Term Two begins (call 330-1152). P/N only. Dist.: Urban/ Women's/Minority Studies or Economics/Poli tical Science; Persp.: Social World 1or 2, or the City Arranged ECO 112A Principles of MacroEconomics Gupta Introduction to macroeconomics, national income analysis, monetary and fiscal policy, international trade, economic growth. Dist.: Economics/Political Science; Persp.: Western Heritage 1 or 2 6:00-9:30 pm T , Th Old Main 16 ECO 113A Principles of MicroEconomics Sabella Introduction to microeconomics, the theory of the household, firm, market structures and income distribution' of economic theory to market policy. Dist.: Economics/Political Science; Persp.: Social World 1 or 2 6:00-9:30 pm M, old d Z n 29 w ECO 315A Money and Banking Gupta Monetary and banking systems, particularly commercial banks, and the Federal Reserve System; monetary theory and policy. (Prereq.: ECO 112,113) 6:OO-9:30 pm M ,W Old Main 10 EDE 375A Discovery in the World of Kindergarten (.50 credit) Graves Kindergarten curriculum, materials, teaching approaches. Prerequisite to student teaching at kindergarten level and to obtaining a license for teaching at that level. Lab arranged. (Prereq.: Consent of instructor and PPST) 5:30-9:30 pm Libra y 20 Dates: July 10,11,13,18,20 EDE 377A Kindergarten-Elementary Curriculum: Science (.25 credit) Stangl Examination and preparation of materials and resources for science at the kindergarten and elementary level. (Prereq.: PPST) 9:00-10:45 am Old Main 4 July 17,19,24,26,31; August 2 EDE 387A Kindergarten-Elementary Curriculum: Language Arts (.50 credit) Therres Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. Grad Skill: Writing (Prereq.: PPST, EDU 265) 5:30-9:30 pm Libra y 17 Dates: July 10,11,13,18,20 EDS 390A Communication Skills in the English Classroom LaDuca This course is for English-educa tion majors who plan to teach high sciool English. It is designed to improve students' skills in public speaking, oral interpretation, listening, and small group discussion as well as to explore methodologies for teaching and incorporating these skills in the high school English curriculum. 6:OO-9:30 pm T,Th Science 112 EDS 391A LaDuca Teaching Mass Media (-50credit) This course is for English-education majors who plan to teach high school English. Students will explore the nature of the media as "consciousness industries," examining the whys of teaching the media, how to effectively go about it, what kind of assumptions media education has been based on in the past, and how to incorporate media educa tion into the English curriculum. The students will become familiar with all forms of mass media and will understand the impact of media on their lives. Students will learn how to be discriminating users of mass media and how to teach others to be the same. (Prereq.: P E T ) 6:00-9:30 pm M Foss 175 EDU 388A Human Relations (.50 credit) Amo Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Required for all elementary and secondary education majors. Open to all. P/N only. 6:OO-9:30 pm M Old Main 18 ENG 241A Introduction to Cinema Art Mitchell An investiga tion of the cinematic qualities, theoretical principles and historical evolution of the film medium. The emphasis is on film as an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the international development of film form and selected aesthetic movements such as the American studio film and its genres, German expressionism, Soviet montage, Italian neorealism and the French New Wave. Because of film lengths, some classes will go to 10 pm. Persp.: Aesthetics 6:OO-9:30pm T,Th Foss 21A HIS 115A Modem Middle East Saadallah This is a survey of the volatile Middle East from the rise of natio~lalismand the decline of the Turkish Ottoman Empire in the 19th century to the current crisis hot spots in the Persian Gulf and the Levant. The goal is a better understanding of how the Middle East reached its contemporary complexity, and its role in the wider world. Dist.: History /Philosophy 6:OO-7:45pm M,T, W,Th Old Main 23 INS 199AM99A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their maior to the ovvortunities found in the placement. Participation in a seminar is expected. Consult instructor for clarification. Persp.: City Arranged .. 1 MAT 173A Math of Interest Kaminsky An introduction to actuarial mathematics. Topics include life insurance, annuities, mortgages, loan payments, and other topics in the mathematics of financial transactions. Dist.: Math/Physics; Grfd Skill: Quantitative Reasoning 6:OO-9:30 pm M ,W Old Main 25 !, - GER 112A Beginning German I1 Quanbeck Classroom practice in speaking, understanding and reading basic German. Dist.: Language Level 2; Persp.: Intercultural Awareness 3 6:OO-9:30 pm M,T,W,Th Old Main 27 SPA 112A Beginning Spanish I1 Soto Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanish-speaking world. Dist.: Language Level 2; Persp.: Intercultural Awareness 3 1:00-2:45 pm M,T,W,Th Old Main 18 PHI 175A Philosophy of Love &Sex Apolloni We begin by studying some common conceptions and misconceptions of romantic love and some philosophers' definitions of it. We then try to decide what it is to be in love with someone and how this differs from just being friends or sexually desiring them. Finally, we consider issues such as the ethics of sex, sexual attraction, marriage, adultery and homosexuality. Dist.: History/ Philosophy; Persp.: Human Identity 6:OO-9:30 pm M,W Science 112 PHY lOlA Astronomy Hansen A descriptive course covering our solar system, stars and galaxies. The course also traces the development of scientific thought from early civilization to the present day. The necessary optical instruments are explained and use is made of 12 inch reflecting telescope, an eight-inch Celeshon and a three-inch Questar. Night viewing and lab sessions are important components. Additional viewing and/or lab sessions are required. (Prereq.: Mathematics Placement Group 11) Dist.: Ma th/Physics; Persp.: Natural World 2 6:OO-9:30 pm M,W Science 123 PSY 353A Developmental Psychology: Middle Adult & Older Adult Robinson-Riegler Emphasis on normal development and behavior. Considera tion of data and theory related to development during the middle adult and older adult periods of life. Includes perspectives o n death and dying. (Prereq: PSY 102 or 105) 6:OO-9:30 pm M ,W Music 22 PSY 373A Organizational Psychology Attridge Theoretical conceptualizations of organizational behavior. The study of the individual, groups, structure and change and development in organizations. (Prereq: PSY 102 or 105) Music 22 6:OO-9:30 pm T,Th REL l l l A Introduction to Theology Holt An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. Dist.: Religion; Persp.: Christian Faith 2 or 3 690-9:30 pm M,W Foss 43 REL 221A Biblical Studies Quanbeck 11 The origin, literary character and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. Dist.: Religion; Persp.: Christian Faith 1or 3 1:00-2:45 pm M,T,W,Th Old Main 10 REL 385A Process Theology and Christianity Lorenzen This course is an introduction to process theology which is based on the philosophy of A.N. Whitehead and is a critique of "Classical Christianity." lssues such as theodicy, christology, sinand salvation will be considered. An 8 to 10 page paper will be written and presented to the class. Class sessions will include video and discussion. (Prereq.: REL 111,221, or consent of instructor.) Dist.: Religion; Persp.: Christian Faith 2 or 3 6:OO-9:30 pm M ,W Music 23 h POL 421A Topics: Politics of Culture, Ethnicity and Race Aoki What is an American? Observers have pondered this question since colonial times, and, periodically, it has triggered raging political debate. This course addresses this issue by examining political controversies involving culture, ethnicity, and race. The emphasis is on current issues, but there will be some historical comparison so students can understand how these concerns have recurred over the years and how these controversies reflect an ongoing struggle over the definition of this country. Dist.: Economics/Political Science 6:OO-9:30 pm M, W Foss 21A SOC 199N399A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a seminar is expected. Consult instructor for clarification. Persp.: City Arranged " ' , 1 SOC35SA Crime and Community ~l~~~ Analysis of correctional programs and community responses. Lecture, discussion, and site visits to prisons, courts and community agencies. Special attention to concepts of restorative justice. 1:30-5:00 pm M,W Old Main 1 I evaluation of the proposed study according to department guidelines. (Prereq.: SWK 257 and consent of instructor) Arranged SPC 352A Persuasion Lapakko Theory of how people are influenced to change attitudes and behavior. Examines obstacles to persuasion; cultural dimensions of persuasion; the use of logical and psychological appeals; empirical research in persuasion; how persuasion is used in politics, sales, advertising and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion; and ethical issues related to persuasion. 6:00-9:30 p.m. M, W Music 24 SWK 257A Exploring Human Services Rooney This course is designed to help students learn about themselves in rela tion to a possible major or future career in social work. Students must arrange to perform 80 hours of work in a human service agency and must attend the weekly seminar. Persp.: The City 1:00-2:45 pm M,T,W,Th Old Main 13 SWK 399A Social Work Internship Brown Provides field learning experience for the non-major and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arranged SPC 354A Interpersonal Communication Gaetano A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build rela tionships and help to overcome communication barriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. 6:OO-9:30 pm T,Th Music 23 SWK 499A Social Work Independent Study Brown Student must present a written proposal containing rationale, objectives, methodology and ML 599A Topics: Colloquium on Contemporary Theories of Leadership Endorf, McNeff, Noon An overview of contemporary theories of leadership; team taught with guest lecturers. Opportunity to explore theory of one's choosing. (Prereq.: A minimum of one year's course work the MAL Program) 6:OO-990 pm T,Th I For information and registration materials, call the Graduate Programs Office at (612)330-1786. (This course is available only to graduate students.) I
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Title: Augsburg College Interim Catalog, 1994
Collection: Course Catalogs
Search Result: Introduction ..................................................................... 2 Calendar .......................................................................... 3 About This Catalog ........................................................... 4 Options ..................................
Show more Introduction ..................................................................... 2 Calendar .......................................................................... 3 About This Catalog ........................................................... 4 Options ........................................................................... 4 .................................. 5 Visiting Students .................... Interim Courses ................................................................ 6 UMAlE Courses............................................................... 48 Other Courses ................................................................ 49 Augsburg Lifetime Sports ................................................ 51 . . . Interim is an integral part of the school year at Augsburg College. The College follows a 41-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-course load during Fall or Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a Pass/No Credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and the student must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. To graduate, an Augsburg student who is under the Distribution requirements is required to complete three Interim courses. For a student under the Liberal Arts Perspective requirements, two Interim courses are required. The number of required Interim courses is adjusted for transfer students. Transfer students should refer to their transfer credit evaluation form, or consult the Registrar. It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. Interim Office (Memorial 230) Interim Secretary, Kay Thornsen, 33@1025 Interim Director, Dr. David Gabrielson, 330-1025 October 25 - October 29 ............................Interim Registration November 29 ....................................Late Interim Registration January 3 .................................................... First Day of Interim Time I - 900a.m. (first day only) Time I1 - 1:00p.m. January 4 Last Day for Cancel/Add January 14 ...........Last Day for Determining Grading System with Registrar January 14 ..............Last Day for Withdrawing from Courses January 26 ..............................................................Interim Ends January 31 ............................................ Spring Semester Begins February 4 ................................................Interim Grades Due The time and number and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to noon (on the first day Time I classes will begin at 9:00 a.m.) Time 11: 1:00p.m. to 5:00 p.m. Note: Martin Luther King Day will be obserued at Augsburg with a special convocation on Monday, ]anuay 17, at 1:00 p.m. Check with your instructor for class scheduling on this day. .......................................... The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Additional descriptions and infomation about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the lifetime sports listed at the end of the catalog. International Interim - Students are invited to be part of one of the 24 international Interim courses offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships deadline - Friday, December 10. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed Internship Learning Agreement Plan to the Internship Office (Murphy Place, Rm. 8) no later than the last day of Fall classes (Friday, December 10). The Learning Agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office. Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by November 29. Appropriate study proposal and registration forms can be obtained in the Interim Office. Interims at Other Schools - Augsburg students may enroll at any other 41-4 institution which offers a reciprocal Interim arrangement.Catalogs of these Interim programs can be consulted in the Interim Office. The Interim Secretary will help students in applying for registration at other schools. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 41-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education require ments. This qualification particularly affects courses offered in religion. Augsburg College welcomes students from other 41-4 schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition dors not include special fees, housing or board costs. Other students will bc charged $1,050 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the Interim Office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. It should be noted that both ACTC exchange students and visiting students may not register for 299 or 499 courses. Art 24 7-A Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figure will be depicted in various settings with a variety of media for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $40 to be paid on the first day of class. Distribution: Art/Music Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 BIO 107-A lnstructoc Ralph Sulerud The development of the concept of evolution, arguably the single most important unifying biological principle, will be traced in this course from preDarwinian times to the present. In so doing the massive body of evidence in support of evolution will be addressed as will the pathway of the evolutionary process and the proposed mechanisms of that process. Notwithstanding its acceptance by the vast majority of biologists, evolution continues to be surrounded with controversy. The antievolution movement including its newest form, "scientific creationism," will be studied as will the ongoing scientific debate concerning evolutionary mechanisms. Finally the course will focus on some of the reciprocal relationships between evolution and society. There will be a variety of readings, and classes will consist primarily of lectures and discussion. Some audieslide presentations and videotapes will be utilized. Grading will be based primarily on quizzes and tests, but participation in discussion will also be a consideration. Prerequisite: High school biology Distribution: Biology/Chemistry Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 20 Time: I Room: Science 2 1 3 BIO 7 40-A BIO 340-A lnstructoc Dale Pederson The Florida Keys provide an excellent site for the study of marine organisms and marine ecology. Most of the approximately two weeks in Florida will be spent at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilities and field trips in addition to housing and a dining hall. Field trips will permit the study of diverse habitats such as those of coral reefs, shallow bays, mangrove swamps, sea-grass communities, and tide pools. Organisms from these communities and others will be investigated on site and in the laboratory. A marine biologist from the Institute will be available to lead all field trips and conduct specialized classes. Upon termination of the program at the Institute, there will be a short t i p to the Florida Everglades to experience yet another interesting environment. Preparation for the excursion to the Keys will be made during the week prior to the trip. This will include an introduction to marine biology utilizing a variety of audiovisual materials. The final week will be devoted primarily to study and the completion of the course requirements. Cost is $1,350. Evaluation will be based on overall participation in the program, a detailed journal based on daily experiences, and a final examination. Upper division students will also do a special research project which will be the basis of an extensive paper. Prerequisites: Biology 1I I; 112 for upper division credit Distribution: Biology/Chemistry Liberal Arts Perspective: ' Maximum Enrollment: 10 Time: I1 Room: Science 205 610 185-A lnstructoc Robert Herforth With the aging of the baby boom generation, interest in and research on the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age, dysfunctions and diseases associated with aging, and studies on what causes these changes, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals. Several quizzes and exams will provide the basis for arriving at grades. Distribution: Biology/Chembry Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Science 205 BUS 295-A lnstructoc john Cerrito The object of this class is to provide students who are not majoring in business with entrepreneurial skills for starting and running a small business. The student will be exposed to various aspects of small business management and will be required to prepare a business plan for a "model" business. The student will be evaluated on the basis of the "model" plan, on tests, and performances on small business case studies. Business majors may not take this course for credit; course is applied toward the major. Distribution Requirement: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 13 BUS 302-A lnstructoc Milo Schield Examines micro-ethical issues involving individual choices in business. Reviews critical thinking skills in moral reasoning. Students will describe, analyze and evaluate business practices and policies. In addition to written papers, students will select and investigate a current topic and give a written and oral presentation. The class will visit several local businesses to discuss various perspectives on business ethics. This course is being submitted for a graduation-level critical thinking skill and for a Human Identity perspective. Check on status with the Registrar. Prerequisites: BUS 39 1 (now BUS 30 7) or PHI 120 or PHI 125 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 10 BUS 368-A lnstructoc Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text material. A seminar model will be used, with substantial participation expected on the part of students. Students will be evaluated based on a paper, two 20-minute sessions of seminar leadership, class participation, and a mid-tern and final examination.This class should be of interest to anyone majoring or minoring in International Business or any field of Business Administration, as well as anyone with an interest in Japan. Prerequisites: junior standing or consent of Instructor Distribution: Liberal Arts Perspective: Intercultural Awareness 7 Maximum Enrollment: 20 Time: I Room: Music 22 BUS 495-A Instructor Thomas Morgan What is "quality"? Do you "know it when you see it"? How and what should organizations learn? Searching for answers to these and other questions will be the central focus of this Special Topics course. Participants will develop and refine "systems thinking" skills and learn how to apply them to real strategic situations. Altemative perspectives on "the Quality Movement" and "Continuous Process Improve ment" will be explored through reading, discussion and field trips to local organizations involved in the pursuit of quality. Working in collaborative teams, participants will develop a hands-on project based on actual organizations. Evaluation will be based on two short papers and a group presentation. Prerequisites: BUS 242 & ECO 1 13, or permission of instructor Distribution: Liberal Arts Perspective: Maximum Enrollment: 2 0 Time: I1 Room: Foss Center 43 BUS 495 lnstructoc Dr. Magdalena Paleczny-Zapp The events currently taking place in Central & Eastern Europe represent one of the most important changes of the post Cold War era. They cany major implications for world trade and certainly for U.S. bilateral interests. This course will provide an understanding of these events and will identify the most effective ways of doing business with Russia, Central & Eastern Europe. Prerequisite: ECO 1 12 Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Memorial Hall 323 CHE 100-A lnstructoc Arlin Gyberg This is a non-laboratory chemistry course based on the popular book by John W. Hill of the same title. It is not a traditional chemistry course and does not assume a science background. Basic science and math are introduced early and taught as needed for understanding the various topics and implications. The course does assume the student is interested in and concerned about the relationship of chemistry to life and living. Chemistry has been intimately a part of liberal education for centuries. The early scientists were considered to be philosophers and their societies were philosophical societies. In recent decades the human seeking of personal independence has led to chemistry becoming a part of everyday life to the point of actual dependence on chemistry. We live in a world of pesticides, fertilizers, plastics, "the Pill," food additives and processed foods, vitamin supple ments, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on and on. Emotions and mental disorders can often be traced to chemical imbalance. The common dragged out, grumpy feeling after an afternoon nap is a result of a chemical imbalance. The nature of a hangover is the result of a complex system of altered body chemistry. Even learning appears to be the result of chemical reaction to form a "memory molecule." Most of the problems we face are molecular in nature. What then but chemistry can better help us to understand ourselves, our society, our world, and our universe? Come join us as we take a molecular look at the human condition. This course will be offered in a lecture/discussion format. Films will supplement the lecture/discussion periods. Daily quizzes will be used for evaluation. This course does not satisfy prerequisites for Chemistry 106 or 116. Prerequisite: Math Placement 111 Distribution: Biology/Chemistry Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 30 Time: 11 Room: Science 3 15 CSC 270-A Instructor Larry Ragland A study of the FORTRAN programming language for students with previous knowledge of computer programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. Students are expected to know how to do computer programming in some programming language (such as Pascal) before entering this course. This course will involve lectures and several programming assignments in FORTRAN. Evaluation will be based on the successful completion of assignments and examinations. Prerequisite: One course which includes programming Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Foss Center 42 ECO 1 10-A Instructor Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Fundamental microeconomics tools introduced to facilitate discussion of various topics, e.g. health issues, discrimination, education, etc. Course does not apply toward an Economics, Business Administration, or MIS major. Does not apply toward an Economics minor. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 1 or 2, or The City Maximum Enrollment: 20 Time: I1 Room: Old Main 29 ECO 1 1 3-A lnstructoc Satya Cupta An introduction to microeconomics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of 110 or 112. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 7 or 2 Maximum Enrollment: 25 Time: I Room: Old Main 7 6 EDE 295-A lnstructoc Carolyn Levy This is a class for both education and theatre students. The main objective will be to introduce the use of theatre with elementary children. One particular avenue of exploration will be the use of theatre in a multicultural environment. There will be a certain amount of theoretical discussion of why to use theatre with children, but the main thrust will be experiential learning: trying out various exercises, games and programs. The last part of the month will include five days of practice teaching in a local elementary school. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 23 EDE 375-A Instructor Mary Endorf The student will demonstrate knowledge of a developmental kindergarten philosophy though the study and utilization of a variety of techniques and resources for teaching kindergarten. Field work in a kindergarten classroom will occur during class meetings. Authentic assessment techniques will be utilized in class for student evaluation. This is a one-half credit course. Prerequisite: PPST Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Library 17 EDU 353-A lnstructoc Rich Cermundsen This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Special attention will be directed toward Scandinavian and Central American models. There will be lectures, discussions, presentations by students, and guest speakers. Student evaluation will be based on class presentations and investigative projects. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Library 17 EDU 388-A lnstructoc loseph Erickson Emphasis on the study of values, of communication techniques and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. This is a onehalf credit course. Prerequisites: junior or Senior standing Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Music 23 ENC 282-A ENC 482-A lnstructoc john Mitchell This course will provide an introductory survey of contemporary American poetry by poets whose work has come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given, and two interpre tive papers about three to five pages in length will be assigned. For upper division credit, the student must also read and give a written class report on a book that discusses contemporary poetry; this choice must be approved by the instructor. Prerequisite: lntro to Literature - for students enrolling for upper division credit Distribution: English/Speech Liberal Arts Perspective: Maximum ~nrollment:I5 Time: I Room: Old Main 22 ENC 24 9-A lnstructoc Douglas Green Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are vitalizing both contemporary drama and productions of classic texts. We will examine how dramatic works of the late 70s, the 80s, and the 90s, written in English, have been shaped by and have addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such topics, like class, gender and language in 1989, and sometimes concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.) For comparative purposes, we will also view a few films on related topics and hy to attend at least two productions in the Twin Cities. There will be moderate fees for the local productions. Prerequisite: ENC 1 I 1 (Effective Writing) is strongly recommended Distribution: English/Speech Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I1 Room: Foss Center 2 1 FRE/CER/NOR/SPA 350-A lnstructoc Roman Soto An inboduction to the critical reading of a broad range of texts (short stories, novels, films and comic strips) through the understanding of their structural properties as well as the social contexts of communication they presuppose or create and/or transform. Selected theoretical readings (in English) prepare students to analyze representative texts (in a second language of their choice).Both the aesthetic and social-historical aspects of literary analysis will be explored, with special emphasis given to analytical approaches from outside the U.S. Workshops and discussions are key features of the course andevaluation will be based on classroom presentations, short papers, and a final examination. Lectures, class discussion and all written work in English. Students may register under their particular major/ minor language. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 23 HPE 1 16-A Instructor Ed Saugestad This course is designed to prepare future teachers for their role in the School Health Program. Emphasis is placed on the prevention of childhood health problems, and the promotion of well-being. This is a onehalf credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall 202 (MWF) HPE 232-A Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment and a written test. This is a one-half credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall: North Court (TITH alternate Fridays - 1/4, 1/6, 1/7, 1/7 1, 1/13, 1/18, 1/20, 1/21, 1/25 - 9 meetings) HPE 250-A Instructor: Lisa Broek, Richard Borstad Designed for students who are interested in learning about contemporary health issues and applying this knowledge to their personal lives and the lives of their peers. This course provides a foundation for education, assisting and a p proaching fellow students about personal health issues. Students will apply student development models to peer education and peer helping. Topics include human develop ment theory, empowerment, communication skills, multicultural issues, referral sources and procedures, and decision-making skills. Students will examine strategies which promote a healthier campus environment. This course utilizes many interactive experiences combined with lecture and group discussion. Classroom activities allow students to practice and demonstrate skills taught during the course. Students have the opportunity to assess their own personal level of health. Evaluations will include objective tests, journal entries, and a group project. This course should be useful to students who are interested in impacting their campus environment as well as those who desire learning practical skills such as communication and negotiation, group facilitation, program development, and public speaking. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Music 22 HPE 475-A lnstructoc Paul Kriegler Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training room procedures. This is a onehalf credit course. Prerequisite: BIO 103 Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Melby Hall 119 (M/W alternate Fridays - 1/3, 1/5, 1/10, 1/72, 1/14, 7/17, 1/19, 1/24, 1/26 - 9 meetings) HPE 478-A lnstructoc Ed Saugestad Theory, techniques, and administrative aspecls of coaching hockey. This is a onehalf credit course. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Melby Hall 7 19 (T-R) HIS 162-A Instructoc Don Custafson This area on the other side of the world has produced the world's largest working democracy. From this people has come one of our centuqs greatest individuals (Gandhi)as well as some intriguing charlatans. It is a prime example of 20th Century colonialism and nationalism; it is a standard example for population crisis and world hunger illustrations. South Asia is all this - and much more. This course is designed for the student who has interest but little or no background in non-Western subjects. The heart of the course will be a wide assortment of readings (including at least one novel) and at least two really good movies, but there will also be lectures, time for discussion and perhaps some slides. Grades will be based on general level of participation, on some written work and a final exam. Distribution: History/Philosophy Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Murphy Place 4 HIS 220-A HIS 320-A Instructor Khin Khin lensen This course will focus on Asian immigration to the United States in the mid-19th century and the turn of the 20th century. The Chinese, Japanese, Korean, and Filipino experience will receive special attention. The course concludes with a component on the changes in the U.S. immigration laws in the post-World War I1 period. Students will study the pattern of Asian immigration, the areas they settled in, the contributions made by these ethnic groups to the American economic scene, and the role of new Asian immigrants since the end of the Vietnam war. The course will highlight the politics of the immigration laws and the gradual opening of the United States to some Asian immigration. Inter-active videos will be used. There will be a mid-tern and a final project (a paper, topic to be selected the first week of term in consultation with the instructor). Prerequisite: None for lower division; more for upper division (see asterisk below) Distribution: Histo~y/Philosophy Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Old Main 10 "Upper division students will be required to complete a longer paper than for lower division credit. They will also be expected to complete a book review on a book related to the course theme and provide an oral progress report of their paper to the class. TOPICS IN U.S. HISTORY: A HISTORY OF HIS 33 1 -A lnstructoc Chris Kimball The poet Walt Whitman once called baseball "America's game." In the century since Whitman uttered those words, baseball has occupied a prominent (and permanent) place in American life in some ways equivalent to business, politics, religion, and race. In this course, then, we will examine the relationship between the United States and its national pastime. Our focus will not be on the game between the lines, the great players and teams. Instead, we will take up several topics which can illuminate the historical evolution of this country. Some of these include: professionalization and its impact on amateur baseball, the role of ethnicity and ethnic rivalry, the color line, the emergence of the "big" leagues at the expense of the "minor" leagues, women's baseball, labor relations and the empowerment of the players, the impact of television, and the ballpark as an urban place. Special attention will be paid to baseball in the Twin Cities and students will be asked to do a short research paper on some aspect of baseball history in this region. Grading will be based on the research paper, class participation and a final exam. Prerequisite: One ( 1 ) history course or consent of instructor Distribution: History/Philosophy Liberal Arts Perspective: Maximum Enrollment: 30 Time: I Room: Murphy Place 3 TOPICS IN U.S. HISTORY: LEGALHISTORY HIS 331-A lnstructoc Bill Green This course will examine the social, economic, and intellectual factors in American history that contributed to the emergence of a modem national legal system from English and colonial antecedents. Some of the topics covered in this course are the evolution of the roles of judges, lawyers, and juries; the criminal justice system; property, contract, and tort law; legal education; family law; civil rights (for women, African Americans, Native Americans, and children); and business and labor law. Requirements: Discussions, attendance required, research paper. Distribution: Liberal Arts Perspective: Maximum Enrollment: 15 Time: I Room: Old Main 2 1 HON 407-A Instructor: Larry Crockett This course will consider radical black American writers on the left and the right, most notably exemplified by Malcolm X and Angela Davis on the left and Norma Sowell and Walter Williams on the right. Course will feature several guest speakers. Students will write two small papers and one large paper. Restricted to junior and senior honor students or permission of instructor. Distribution: Minority/Women/Urban Studies Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Foss Center 42 INS 120-A Instructor Ann Fleener Students will participate in a series of seminars, following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will read selected readings, which will then be discussed in Paideia seminars. Students will also view selected films for seminar discussions; develop and/or hone habits of mature, intellectual talk; observe seminars conducted in a St. Paul Public School; evaluate their own behaviors during seminars and lead seminars. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Science 3 7 9 INS 197-A Instructors: Kristin Anderson, lulie Bolton, Merilee Klemp How do we see? How do we listen? How do we respond to theater? What is the nature of art? How are ideas conveyed in art forms? What do the visual arts, music, and theater have in common? How do they reflect the society in which they were created? Is art timebound or timeless? All art forms are linked to a particular time and place. We see that the visual arts, music, and theater always reflect the spiritual and intellectual climate of their time. Using examples of music, art, and theater created in Europe in the Baroque period, the course will explore how to appreciate and understand the various art forms, examine the relationships among the arts, and consider the expression of enduring themes and ideas at different points in time. Students will participate in the course through various readings, including reading plays, studying scores and listening to recordings, and reading primary source material comected to the art pieces considered. Using the resources of the College and the city, students will also attend a special performance of the Augsburg Faculty Artist Series, visit art collections, including the Minneapolis Institute of Arts, and attend music performances, including the Minnesota Orchestra, the Minnesota Opera, or the St. Paul Chamber Orchestra. Students will be expected to attend all required performances and museum visits, write analyses of the art works or performances, and write a paper integrating the different arts and time periods studied. There will also be quizzes. Costs for tickets to performances should not be more than $20. Distribution: Art/Music Liberal Arts Perspective: Maximum Enrollment: 75 Time: I (The class will normally meet during Time I, but students will be expected to attend a limited number of offcampus events (some evenings and/or weekends) as a part of the class work.) Room: Tjornhom-Nelson Theatre/SaterenAuditorium INS21 1-A Instructoc loan Kunz Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientists. This course satisfies the General Education Graduation Skill in speaking. Prerequisite: One year of an introductory science course Distribution: Liberal Arts Perspective: Maximum Enrollment: 7 6 Time: I Room: Science 3 15 INS 264-A lnstructoc Virginia Allery This course will be an historical survey of Hollywood movies that created and continue to foster images of the North American Indian in American society. Movies will include: "Drums Along the Mohawk," "Shadow Catcher, Broken Arrow," "Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepre sentation, stereotypes and the use of Indian and non-Indian actors. Upper-class students will be expected to do a project related to any of the issues discussed in class. Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Music 23 LIN 290-A lnstructoc Don Steinmetz Is our ability to use language acquired by learning, or is it present from birth? What do all languages have in common despite their obvious differences? How can learning a foreign language be so frustrating for adults, while young children learning their native language seem to be having fun? Questions such as these have fascinated people throughout history, and recent developments in linguistics have begun to provide some credible answers. The purpose of this course is to survey the most remarkable findings in this area and engage in some principled speculation as to what they mean. This course is open to all students with a healthy curiosity about language. No other prerequisite. There will be two tests and a short paper for class presentation. Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Old Main I 1 MIS 376-A Instructor Kathy Schwalbe This course develops practical project management skills by combining theories, techniques, work-group skills, and computer tools. Students will participate in numerous inclass activities to determine projects to be done during class, estimate required resources, motivate people to successfully complete projects, use project management software to track progress and develop alternatives, etc. Evaluation will consist of individual and team presentations, participation, and a final exam. Prerequisites: BUS 227, BUS 242, and MIS 175 or MIS 370 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Foss Center 2 7 MAT 173-A Instructor Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Prerequisite: Math Placement Level 111 Distribution: Math/Physics Graduation Level Skill: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 1 12 MAT 253-A lnstructoc Steve Zheng Our objectives are the exploration of this new geometry of fractals, its rules, its visuals, how it reveals the beauty of mathematics, how to create images of such complex forms and experience it as a form of artistic expression via computer graphics. The class will observe the pattern of selfsimilarity and consider the transformations used to construct fractals such as this fern and the existence of selfsimilarity regardless of the power of magnification used in examining it. The class will also consider the well known Mandelbrot set and Julia sets in color and in three dimensional rendition. Class lectures will provide introduction to the mathematics, and computer programs will provide students with the opportunity to construct their own visuals. Students will be tested on the mathematics through a midterm exam. Students will create a portfolio of visuals similar to the one above and from pieces of the Mandelbrot or Julia sets which display the mathematical character of those visuals and do a major creative project. There will also be a final project. Prerequisite: Math Placement Croup 111 or higher Distribution: Math/Physb Liberal Arts Perspective: Aesthetics Maximum Enrollment: 15 Time: I1 Room: Old Main 2 7 SOUNDSAND SIGHTS OF EUROPE (UMAIE COURSE) MU5 179-A lnstructoc Robert Karlen/Roberta Metzler Much of American history and culture is derived from that of continental Europe and the cities of Amsterdam, Paris, Munich, and Vienna. This course provides an opportunity to visit and experience important cultural centers that provided the impetus for development of cultural life in the New World. Students will gain an appreciation of the role of art and music in the history of the Netherlands, France, Austria, and Germany. Evaluation is based on full participation in all course-related group activities, a daily journal, art/music critique sheets, and exams (oral and written). No prerequisites, and no previous experience in art or music is required. Fee: $2,895 includes all air and surface travel, accomrnodations, several cultural performances, continental breakfast daily, and five group dinners. Registration for this interim must be made before October 22 at the International Programs Office, 620 2 n d Avenue South, Minneapolis, MN 55454. Phone: 331655. Offered on a P/N basis only. Distribution: Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 MUS 204-A lnstructoc 0. Nicholas Raths, An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception (1950s) and maturation (1960s)periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, a compre hensive term paper, exam and a group performance project. For non-music majors. Distribution: Art/Music Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I/ Room: Music 3 MUS 295-A Instructor Stephen "Cabe" Cabrielsen The program "Finale" will be explored. This computer program makes it possible for music students to generate professional level musical scores. Daily assignments will be given with the end goal of developing proficiency at printing music at the computer. Prerequisite: Note-reading ability Distribution: Liberal Arts Perspective: Maximum Enrollment: 12 Time: I Room: Music Library ( I st floor Music Bldg) MUS 394-A lnstructoc Mark Thomsen This course combines the study and performance of opera and music theater as well as study of the techniques of singing for the stage. Student participation will include reading, discussion, performance of opera/musical theater scenes, going to performances of other artists, and visiting some of the performing organizations in the Twin Cities area to see how they are run. Exercises devoted to release of tension and acting technique for the singerlactor will also be explored. Opera! Opera! will culminate in a performance of opera/ music theater scenes at the end of Interim that will be open to the public. Prerequisite: Permission of private voice instructor Distribution: Art/Music Liberal Arts Perspective: Maximum Enrollment: 30 Time: I1 Room: Sateren Auditorium NOR 1 1 I-A lnstructoc Nancy Aarsvold This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Distribution: Modern Languages Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main I 1 PHI 146-A lnstructoc David Apolloni Is abortion wrong? Is killing a terminally-ill person murder? Are there some crimes for which capital punishment is justified? Is there such a thing as a just war? These questions and the various answers proposed arouse deep emotions and often hostile confrontations among many groups in our society. All too often, complex moral issues get reduced down to simplistic slogans when these groups campaign to maintain or change laws on these issues. This course will utilize readings on these complex and burning moral issues as an introduction to ethics and critical moral thinking. We will consider some philosophical theories on the nature of moral obligation and personhood to help us get past emotions and slogans to a much deeper and informed understanding of the philosophical problems which lie behind the controversies surrounding abortion, euthanasia, capital punishment, and war. The course will combine lecture and class discussion on some contemporary philosophical readings on killing. Students' work will be evaluated on the basis of four (2 to 3) page papers (each on some aspect of one of the topics) and class participation. Distribution: Liberal Arts Perspective: Maximum Enrollment: 3 0 Time: I Room: old Main 29 PHY 151-A Instructor: leff lohnson Spreadsheets (e.g., Lotus 123) have been used extensively in business for years. However, it is also possible to use spreadsheets to solve physics problems without using highpowered mathematics. Spreadsheets allow the student who is not an expert in mathematics to experience physics on a more intuitive level. We will use Lotus 123 to solve prob lerns in a wide variety of physics areas including planetary and projectile motion. Some of the problems investigated might be in areas other than physics. Grading will be based on spreadsheet projects, homework, and a final exam. Prerequisite: Math Level I 1 1 Distribution: Mathematics/Physics Graduation Level Skill: Quantitative Reasoning Maximum Enrollment: 20 Time: I Room: Science 30 PHY 337-A Instructor: Stuart Anderson The quest to understand how light and matter interact is at the heart of modem physics, and lasers are probably the most ubiquitous technical product of these ideas. "Making Light of Matter" will begin with an overview of optics needed for understanding imaging, beam control and dispersion, including the nature of light, reflection, refraction and interference. This sets the stage for treating the physics of superradiant devices and lasers, and the impact of cavity design on output characteristics. The course will conclude by applying these concepts to the study of atoms and simple molecules by the emission, absorption and scattering of light. Considerable emphasis will be placed on laboratory experiences; only onethird of the class period will be used for formal lectures and discussion, with the balance spent in the laboratory. Grades will be determined on the basis of weekly evaluation of laboratory notebooks, two onehour exams, and a formal research paper. Prerequisites: PHY 121, 122, 245; MAT 145, 146, 245 (or consent of instructor) Distribution: Liberal Arts Perspective: Maximum Enrollment: 9 Time: I1 Room: Science 30 POL 140-A lnstructoc Andrew Aoki This course requires students to struggle with questions of social justice in America. Students will develop and defend their own standards of social justice, and conditions in the United States will be measured against these standards. This course will stress the exchange of ideas, and students will be expected to be very actively involved in this exchange. The goal of the course will be for students to develop their own thinking about social justice, and to have a much greater awareness of values which may conflict with the pursuit of social justice. In addition, students should be able to use their ideas to evaluate and critique conditions in America today. Evaluation will be based on participation in class discussions and structured class activities, on two short (46 page) essays, and on a final exam. Distribution: Economics/Political Science Liberal Arts Perspective: The City Maximum Enrollment: 35 Time: I1 Room: Old Main 16 WORLD POLITICS: CONFLICT AND CRISIS IN THE 90s POL 160-A Instructoc Mary Ellen Lundsten By examining current crises and patterns of negotiations in places like Bosnia, South Africa, Israel, and the former Soviet Union, this course highlights the changing political structures and processes in the world of the 90s. Students will discuss new international economic patterns, security issues such as nuclear proliferation, United Nations efforts at peacekeeping, and environmental protection. Lectures will supplement readings from two textbooks. Students will give brief oral presentations of prepared materials on world crisis topics and they will prepare a final essay. The course will offer an opportunity for students to simulate how national leaders negotiate among themselves. Distribution: Economics/Political Science Liberal Arts Perspective: Social World 1 or 2 Maximum Enrollment: 30 Time: I1 Room: Foss Center 20 POL 220-A POL 320-A Instructor William Morris This course will examine the impact of the American political system upon public policy making in the United States. Three topics of major policy importance will be selected for examination in the way they are addressed by particular political practices and/or institutions. The class will evaluate the options available to policy-makers in light of the scholarly literature and other information available on each subject. It will then assess the interplay between these choices and their handling by the political system. Close attention will be given to an exploration of the ethical situation and dilemma of decision-making in politics. As part of the course, students will submit written analyses and evaluations of the success and/or failure of the policymaking process in addressing these problems. These, plus additional articles and portions of books from the social sciences, will serve as a basis for class discussion. The papers, a test on the assigned readings outlining the policymaking process in the United States, and class participation will determine final grades. Students taking the course for lower division credit will be expected to complete papers on two of the three policy issues addressed in the course. Those taking the course for Upper Division credit must complete an additional paper on a policy issue of their choice not covered in class. Prerequisites: Students should have completed at least one lower division social science class. Distribution: Economics/Political Science General Education Perspective: Maximum Enrollment: 20 Time: I1 Room: Old Main 27 POL 250-A POL 450-A Instructor: Einar Vetvik The course objective is to give knowledge of the political systems and the most important policy issues in modem Scandinavia. This will include party systems, elections, political institutions, public administration, and the welfare state. The course will include a comparative approach linking the Scandinavian system to the development within the European Community. Reference to the situation in the U.S. will also be made. The model of teaching is based on lectures, but emphasizes student participation in discussion and group work. Assignment 250: Readings, short essay paper, and a final exam. Assignment 450: More demanding exam, additional reading, and a more extensive paper. Distribution: Economics/Political Science Liberal Arts Perspective: Maximum Enrollment: 25 Time: I1 Room: Library 1 PSY201-A lnstructoc Victoria Littlefield The methods of psychology are used to study behavioral and social influences on health, including the interaction of behaviors, thoughts, emotions, and biological systems. Consideration is given to life styles, stress management, illness prevention and treatment, and the role that proactive behaviors play in health. Evaluation is based on class participation, homework assignments, papers, and quizzes. Prerequisites: PSY 10 1, 102, or 1 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Science 2 12 PSY 335-A Instructor: Nancy Steblay U.S. law and the legal system will be investigated from the perspective of psychological theory and practice. A speclfic focus will be on the social psychology of courtroom procedures with consideration of such topics as jury selection, eyewitness evaluation, and jury decision-making. Class readings and discussion will also cover such broader areas as morality, justice, ethics, and victimization. Evaluation methods include tests and written work; students will also be responsible for contribution to class discussion. Prerequisites: PSY 7 02 or 1 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 73 PSY 340-A lnstructor: Norm Ferguson This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of myths and symbols will be examined to gain knowledge about how they function as representations of the "self." The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of "self" are molded by a variety of social, cultural, and historical influences. The content of the course will include topics such as: the impact of science on myth; the mythologies of romantic love, war, and peace; the process of individuation; and metaphors of psychological transformation. Class time will be devoted mainly to the discussion of assigned readings. Students will be expected to be prepared for class by doing the readings and to be actively involved in the class discussions. Students will be given some of the responsibility for leading discussions. Evaluation will be based on class participation and five short (600-900 word) papers. Prerequisites: PSY 102 or 105 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: 1 Room: Foss Center 43 PSY 370-A lnstructoc Duane lohnson Inquiry into the nature and presence of idealism in the life of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other persons and society will be the main focus. +â-h This course will be conducted as a wmina&th h,+I~i!: level of student contribution and participah. i\~I&il~rI ~ ,ltF each class session is required. Ppf!kIu 1 t wi l I inr-tucic class discussion frequent s h ~ r $ ~ ~ i l ~ i < f r ~v <n oral l reports. Typewriting or quiylcfil w o ~ png~.cxv,ing l will be r e quired. ~ ' ? U R As i*lrkl)rau&pl. 111%i i hrm1students are required lo read r The Mnr,rf Lifi I?t '/rilllnj~I by Robert Coles before the start of the i n l ~ ~ l ' book l t i ~(in paperback) will be available in the Augsburg Ik~okstore by November 1.An additional text may be required and Iibrary reference work will be a part of the course process. This course is offered only on PIN basis. Prerequisites: PS Y I 02 or PS Y 7 05 Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Old Main 25 REL 330-A lmtructoc Philip Quanbeck I1 This course will approach parts of the New Testament from the perspective of the social world. It will examine the world of cultural conflict, accommodation and change and determine how that shaped the New Testament message and how the church responded to the challenge. Topics will include concepts of cultural anthropology such as honor and shame, the social structures of the family and the city in the Grawo-Roman world. Social status will be addressed in the ways it affected women, men, free persons, and slaves. Special attention will be paid to the relation between early Christianity and Judaism. In the New Testament there will be particular focus on LukeActs, the Letters of Paul (Romans and I Corinthians) and First Peter. Evaluation will be by exam and a research paper. Prerequisites: REL I 1 1 or REL 22 7 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Science 2 1 3 REL 343-A lnstructoc Cathy Paulsen Marriage has been described in terms of a free fall, a decision that we often make with a portion of our brain and all of our heart. This course will take nothing from the heart, whether you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life with a partner. In the context of Christian teachings, many theories will be studied, with particular attention given to the work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily. There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one paper, and two tests. Two books will be required. Prerequisites: REL 7 7 7 or REL 221 or permission of instructor Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 25 Time: I Room: Music 24 REL 345-A Instructoc Eugene Skibbe The Lutheran Church is the largest Protestant church in the world. We will not only examine the Lutheran Church as it is at the present time, but also study its origin in the 16th century, its development over about 450 years, and its cultural influence. An anthology, which includes several monographs and the professor's lectures, will be used. Some important readings will be done from the reserved shelf of the library. Lecture and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, philosophy, sociology, and theology. Requirements include four exams. Prerequisites: Religion 1 1 1 or 22 1 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Old Main 18 REL 374-A Instructors: john Benson, Mark Engebretson For some in our society, science is the driving engine of a better, more secure life and the basis for a philosophy of life. For others, science and its associated technologies, along with its invitation to become a global world view, constitute a grave threat. Some Christians particularly feel threatened by science. This course will address these matters in two ways. First, it will begin with a historical overview of the relations between science and the Christian faith, emphasizing three periods: the origins of the Christian faith, the development of "modern" science and mechanistic philosophy, and the reevaluation of science and nature in the 20th century. Second, it will study systematically the world views of science and religion to see how they compare. Class time will be divided among a variety of activities including lectures, whole class discussions, small group tutorials, and an extended simulation exercise in developing a space colony, drawing from the ideas developed in the course. Course evaluation will be based on two short exams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthe sis paper based on the group project and course materials. Prerequisites: One religion course, one science course, and junior or senior standing Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 60 Time: I1 Room: Old Main 7 8 REL 385-A lnstructoc Lynne Lorenzen This course is an introduction to process theology which is based on the philosophy of A.N. Whitehead and is a critique of "Classical Christianity." Issues such as theodicy, christology, sin and salvation will be considered. An 8 to 10 page paper will be written and presented to the class. Class sessions will include video and discussion. Prerequisites: REL 1 1 1 or REL 22 1 Distribution: Religion (only one interim course may be used to meet religion requirements) Liberal Arts Perspective: Maximum Enrollment: 20 Time: I1 Room: Science 3 19 SWK 257-A lnstructoc Mary Lou Williams Experiential learning occurs as stydents volunteer 80 hours (in a services agency or institution which students select). The placement must be approved by course faculty and supervised by agency staff. In the context of this volunteer experience students have opportunity to interact with human service professionals, clients, and communities of diverse culturelethnic heritage and special concerns (age, socio-economic status, lifestyles, developmental/physical abilities, gender, etc.).The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions which assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Distribution: Liberal Arts Perspective: The City Maximum Enrollment: 30 Time: I Room: Murphy Place 7 S WK 4 66-A (full course) SWK 4 6 6 4 (.5course) Instructor Vincent Peters This is a continuation of Field Work I1 -educationallyfocused field placement in a social service agency. Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in a faculty-facilitated supportive seminar held on campus. Evaluations will be made in writing by the field instructor using previously developed contract and social work evaluation forms. Prerequisite: SWK 462 (Field Work 11) Distribution: Liberal Arts Perspective: Maximum Enrollment: Open enrollment for senior social work students Time: I Room: Murphy Place 2 SOC 232-A lnstructoc Rita Weisbrod In American culture, we have gone from nostalgia and romanticism regarding children in the early decades of this century to an increasingly widespread neglect of child welfare. We will examine the social status of children in Western society focusing on understanding problems in the current social relationships of children in American society. Students will develop a journal of their readings and complete an individual project selected from several options, including a child observation assignment or a libray research assignment, and give an oral report to the class followed by a written summary of their findings. Distribution: Liberal Arts Perspective: Maximum Enrollment: 25 Time: 11 Room: Old Main 25 SOC 265-A lnstructoc Jerry Cerasimo The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (P/N grading only) Distribution: Minority/Women/Urban Studies Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Foss Center 20 SPA 777-A lnstructoc Cabriela Sweet Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but secondary goals are to develop reading and writing skills as well. After Interim, students will be prepared to continue with Spanish 112 in the spring. The approach used in class will be proficiency oriented, and grammar explanations will be given as needed to clarify those in the text. Evaluation will include class participation, a test on each chapter, and a written and oral final exam. Distribution: Modern Languages Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 27 SPC 348-A lnstructoc Deb Bart This course is an advanced television production course which combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program. Prerequisites: Broadcast Production I or consent of instructor Distribution: Liberal Arts Perspective: Maximum Enrollment: 20 Time: I Room: Foss Center 175 (Media classroom) Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Additional information about the following courses can be obtained from Kathleen Lutfi at the International Programs Office, 620 2 n d Avenue S. (Tel. 33@1655)or from the Interim Office (Tel. 330-1025). Registration for these Interims ends October 29,1993. These courses are offered on a P/Nbasis only and generally cany a lower division number. Ancient Greece:Myth and Monuments Art and Architecture of Ancient Egypt China and Its Artistic Heritage The Church in Brazil: Comforting the Afflicted, Afflicting the Comfortable contemporary European Business and Economic Systems Coral Reefs in The Philippines and Hawaii Cultural Conflict in Renaissance ltaly English School and Family Environmental Issues: East and West Europe and The Rise of Modern Science Hawaii: Cross Cultural Transmission and lntegration Literary Ventures by Train: England and Scotland Nairobi and Arusha: The Tale of the Church in Two Cities The Natural History of the Galapagos Islands and an Ecuadorian Rainforest Post-Colonial Namibia: A land of Liberation and Peace Making Readings of the Bible ReJections in a Clouded Mirror: The Performing Arts and Iapanese Culture Russia, Ukrania and Poland after Communism Social Work and Social Welfare in Sweden Sounds and Sights of Europe Spanish Art and Culture of the Siglo De Oro Work Life in the Information Age: Action Research in Nonoay and Sweden These courses are offered by institutions or groups not connected with Augsburg College, but have been approved for credit by the College. Most cany a tuition cost plus other expenses which are the responsibility of the student. They are offered only on a P/N basis. Fuller descriptions and details for registering are available in the Interim Office. SAILING IN THE VIRGINISLANDS (JANUARY 4 - 20, 1994) HPE 455-A Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat mising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43 to 46 foot fixed keel sailboat with 5 to 6 other people and will function as an active crew member. Actual on-thewater instruction will be the major part of the course. Sailing will include mises to the various islands and cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $2,600, which includes airfare, for Augsburg day students and qualifying 41-4 students. Others will have to pay regular Interim tuition in order to receive academic credit. Prerequisite: Permission from loyce Pfaff of the Health and Physical Education Department (6 12) 330- 1247. Distribution: Lifetime Sports; also one course credit. Graduation Level Skill: Lifetime Sports OUTWARD BOUND HPE 212-A Check for information in thehterim Office on dog sledding and snowshoeing on the Minnesota-Canadian border or for whitewater canoeing and desert camping on the Rio Grande in the December 27 through January 26 period. There is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available). POL 398-A POL 398-A POL 398-A Students are required to take the full three week program (January 3-21). Segments I and I1 meet from January 3 to January 14,1994. Segment I11 meets from January 17 to January 21,1994. Campus liaison is Professor Milda Hedblom. Applications for financial assistance from the college are available i n Memorial Hall 117A; telephone is 33B1197. The following activities are available to students during interim and students may register for these classes as well as for a regular course. These activities do not carry course credit, but do meet the lifetime sports requirement for graduation. HPE 002-A lnstructoc Wayne Niles The form, basic techniques, and practical usage of American Karate, taught by a certified Third Degree M K A Black Belt inshctor. Fee of $30. Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: Unlimited Time: 12:OO-1:00 p.m. Mondays, Wednesdays, and Fridays Room: Melby Gym HPE 002-A lnstructoc Brian Ammann Practice and playing of badminton. Grading: P I N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 16 Time: I M, W/alternate Fridays (1/3, 1/Sf 1/lo, 1/12, 1 /14, 7/17, 1/19, 1/24, 1/26 - 9 meetings) Room: Melby, north court HPE 002-A lnstructoc Brian Ammann Practice and playing of racquetball. Grading: P/N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 8 Time: I T, Th/alternate Fridays (1/4, 1/6, 1/7,1/7 1,1/13, 1/78, 1/20, 1/2 1, 1/25 - 9 meetings) Room: Melby, north court HPE 002-A lnstructoc leff Swenson Grading: P/N only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 15 Time: I M, W,F - all term Room: Melby, weight room HPE 002-A lnstructoc ]eff Swenson Grading: PIN only Distribution: Lifetime Sports Graduation Level Skill: Lifetime Sports Maximum Enrollment: 15 Time: I1 M, W,F -all term Room: Melby, weight room
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Title: Master of Social Work (MSW) Catalog, 1993-1994
Collection: Course Catalogs
Search Result: MAST.ER 0 F SOCIAL WORI( AUGSBURG COLLEGE 1993 1994 .. . .'· 11rr. .L he good we secure for ourselves is precarious and uncertain ... until it is secured for all of us and incorporated into our common life." -Jane Addams Augsburg College 731 21st A venue South Minneapolis, MN 5...
Show more MAST.ER 0 F SOCIAL WORI( AUGSBURG COLLEGE 1993 1994 .. . .'· 11rr. .L he good we secure for ourselves is precarious and uncertain ... until it is secured for all of us and incorporated into our common life." -Jane Addams Augsburg College 731 21st A venue South Minneapolis, MN 55454 612/330-1307 Introduction to the Master of Social Work Program .............. .4 Curriculum Design ...................................................................... 6 Course Descriptions ..................................................................... 9 Library ......................................................................................... 15 Accreditation and Affiliations .................................................. 15 Student Rights ............................................................................ 16 Admission Requirements .......................................................... 17 Application Procedures ............................................................. 18 Evaluation Standards ................................................................. 20 Academic Policies ....................................................................... 21 Fee and Payment Schedule ....................................................... 22 Financial Aid ............................................................................... 24 About Augsburg ......................................................................... 27 Campus Guide ............................................................................ 28 Campus Location ....................................................................... 29 Faculty and Administration ...................................................... 30 .mntroduction to the Master of Social Work Program Philosophy The Master of Social Work program at Augsburg College is based on the following: ..- Understanding of and respect for diverse people and cultures ..- A tradition of excellence in its programs, faculty and students ..- Its metropolitan location which attracts students from diverse backgrounds ..- Access to many challenging and rewarding field placements I. ..- A commitment to educate the whole person ..- A solid foundation in and integration with the liberal arts ..- Responsibility and service to and with the broader community in the interests of social justice ..- Commitment to oppose oppression ..- A focus on client empowerment ..- Preparation for ethical, competent, professional practice ..- A framework for practice of problem-solving within a systems perspective. Dual concerns of the Augsburg Master of Social Work Program are the delivery of service to families in all their diverse forms and the planning, development and administration of services. Social justice is a particular focus throughout the program, while individuals are recognized as capable of adaptation, growth and change. Intellectual, physical, spiritual, emotional and psychosocial issues are addressed with clients in relation to their locus, be they within the individual, the family, the community or the larger societal systems. Client self-determination, growth and empowermen t (personal recognition of one's ability, rights and place in the social change process) are recognized and fostered through support and education. In the interests of constructive social change that promotes social justice, students are educated to address institutional oppression (e.g. , age, gender, race, disability and religion). Professional preparation at the Master of Social Work level at Augsburg is founded on the following assumptions: .., Analysis and presentation of complex social issues and solutions must be based on solid research. Augsburg MSW students will develop competencies to conduct, analyze and present practice-based research . .., The world is interdependent in all areas, including human needs and the services to address them. Students will become knowledgeable of social welfare policies and programs that address changing needs of the world community. Accommodating the Needs of Adult Learners The Master of Social Work Program is designed to meet the needs of adult students, (e.g. ,students who are employed, have family obligations and/or must travel distance to obtain graduate social work education). Augsburg College takes pride in its focus on adult learners throughout its programs. TI1e College is committed to education for experienced working people. The Weekend College now equals the size of the traditional day program. The library, student center, computer center, counseling, parking, food service and many other support services are open to accommodate students. Faculty arrange office hours to meet student needs. Inexpensive oncampus accommodations are available for students who travel to attend the program and wish to stay overnight. Classes meet during alternate weekends in four hour blocks: Friday evening, Saturday morning and Saturday afternoon. Students meet one Sunday afternoon per trimester for a program seminar that addresses specific professional issues related to ethics. The MSW Program builds on the liberal arts base of the College and supports the College's mission statement: To dt.>velop future leaders of service to the world by providing high quality educational opportunities wl11'ch are based in tlie liberal arts and shaped by tlte faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. The courses of study include the Core, the Concentration, one elective and the Thesis seminar. Students must complete 18 courses (twelve, if the Foundation Core is waived). The complete program includes: nine core courses (six Foundation; three Advanced) seven Concentration-related courses; one elective and a Master's Thesis Seminar. This includes 900 hours of professionally supervised, MSW Program-approved social work field experience. The Foundation Core begins the Augsburg MSW Program. These six courses, including 420 hours of MSW Program approved field work, must be successfully completed prior to enrollment in the Advanced Core or concentration courses. These courses may be waived for persons who hold a baccalaureate degree in Social Work from a CSWE accredited program. • I The Pre-Concentration Core consists of three courses, which are required of all students. These courses are the enrry point in the program for persons with baccalaureate degrees in social work from institutions accredited by the Council on Social Work Education. Concentrations Concentrations are in two areas: Family Practice and Prognm Development, Policy and Administration. These concentrations include six courses beyond the Pre-Concentration Core, including 480 hours of college approved, professionally-supervised field work. Research II focuses on practice of the concentration. Family Practice Family, in its diverse forms, is central to society. ''Pamily,"in this context, is interpreted broadly as the nurturing system surrounding people. It is inclusive of many areas of need. As a growing number of family-related challenges face society, there is an ever-increasing need for professionals who base their professional practice on in-depth study of the broad spectrum of issues that confront the family. In the Family Practice concentration, students will concentrate on promoting empowerment of the family nurturing systems from a developmental and holistic perspective. Program Development, Policy and Administration Social change is necessary for fostering policies and service that respond to human need. Tile Program Development, Policy, and Administration concentration has been developed in response to the growing demand for creative leadership and administration. Effective services require participative development, competent practitioners, strong leadership and effective administration. Students following this concentration will develop the abilities and skills necessary to promote and achieve needed change, and develop, lead, guide and administer programs that will serve diverse people in a variety of settings. Electives Students must select a minimum of one elective in their course of study toward the MSW degree. Students are encouraged to select other electives to develop special interests. Master's Thesis and Seminar The thesis is intended to represent the capstone of the student's work. All students complete a Master's thesis based on practice in their area of concentration. A thesis seminar supports students in developing their theses. .A. SWK 589 THESIS SEMINAR I \ ELECTIVES A SWK 560 TOPICS CONCENTRATION IN PROGRAM DEVELOPMENT, PouCY & ADMINISTRATION CONCENTRATION IN FAMILY PRACTICE .A. SWK 540 FAMILY PRACI1CE I • SWK541 FAMILY PRACTICE ... SWK 550 PROCESSES OF PROGRAM PLANNING AND DEVELOPMENT II .A. SWK 551 ORGANIZATIONAL DEVELOPMENT • SWK 542 F AMJLY ThvERSITY • SWK 543 CREATNE PROBLEM SoLVING FOR SUPERVISION ... SWK 552 INTER-ORGANIZATIONAL, COMMUNITY AND POLITICAL RELATIONS .A. SWK 553 ADVANCED SocIAL POLICY III AND SWK 524 FIELD WoRK IV SWK 527 REsEARCH II A SWK 523 FIELD WORK • I \ CORE PRE-CONCENTRATION A SWK 520 INTRODUCI10N TO FAMILY PRACTICE • SWK 504 REsEARCH I A SWK 521 INTRODUCTION TO PROGRAM DEVELOPMENT, POLICY AND ADMINISTRATION FOUNDATION • SWK 500 HUMAN BEHAVIOR IN THE Soc!AL ENVIRONMENT A SWK 501 HISTORY OF SocIAL WELFARE POLICY .A. SWK 502 FIELD WoRK I AND SWK 503 FIELD WoRK II A SWK 505 METHODS AND SKILLS OF Soc!AL WORK I .&. swK 506 METHODS AND S1<1LLS OF SocIAL WoRK II .Dourse Descriptions Core Foundation SWK 500 Human Behavior In The Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle, and of the interplay of sociocultural, biological, and psychological factors which influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturing environment" in relation to human growth, the impact of the "sustaining environment," and other special stresses relevant to growth. Growth related to populations and groups which represent ethnic and/or life-style diversity is a focus. Students gain self-understanding through use of their own experiences. SWK 501 History of Social Welfare Policy This course emphasizes the dynamic nature of social welfare history and current social systems and social policy as they relate to all our lives and especially to the lives of clients, communities and social workers. Comparisons are made internationally, with a focus on England's influence on early U.S. "poor law''and social welfare. Special emphasis will be placed on analyzing the major assumptions, ideas and events which contributed to the rise of the welfare state and the profession of social work. The profession's values, ethics and historical development are also reviewed. Both theoretically and practically, this course enables students to assess the development of social welfare with an understanding of the influence of social work and of the development and impact of social policy. SWK 502 Field Work I Students select their own field placement from a list of Programapproved agencies. Beginning supervised professional experience in a social work setting focuses on interviewing experience and relationship building. Supportive seminars coordinate integration of theory and practice, as well as providing the supportive setting for raising social work practice issues with peers. SWK 503 Field Work II Continuing supervised professional experience in the same social work setting, consecutive to Field Work I, focuses on refining previous skills and understanding and moving into new tasks. Initiative and progressively more independent work over time is supported. - ·_. ·:-.. SWK 505 Methods and Skills of Social Work I This course identifies basic features of the helping process: theoretical foundation, principles and techniques of Social Work intervention. It provides role play and simulation experience necessary for social work practice with individuals, families and groups. Throughout the course, work with a diversity of professional, natural helping networks and client groups is stressed. SWK 506 Methods and Skills of Social Work II This course emphasizes systems and social change through a focus on community organization, social planning and social change and their connection to social policy. A focus on group work continues into the macro setting with task oriented groups. Other theories and methods appropriate to these macro approaches are studied. Skills are developed using role plays and actual work with a community group. Throughout, the focus is on work with diverse groups. Pre-Concentration SWK 504 Research I Research plays an important role in building knowledge for social work practice. This course provides an overview of methods commonly used in social science research, in addition to the ethical and applicability concerns in social work research. Research design is studied using both qualitative and quantitative approaches. Methods of program evaluation are discussed. Students have beginning hands-on experience with the use of computers to analyze data statistically. SWK 520 Introduction lo Family Practice Theories and concepts underlying holistic professional social work practice with families are explored. This course addresses concepts of families in their diverse forms and function in the context of the life cycle of their members, family systems theory, the dual perspective, and stressors which may shape or alter family development. Ethical issues of professional social work practice with families are integral to this course. SWK 521 Introduction to Program Development, Policy and Administration Social services are commonly carried out through organizations; thus social workers are usually members of organizations. Organizations and the effective functioning of social workers within them is the focus of this course. With an assumption of "organizations as communities," an overview of theories of organizational development, maintenance and communication are presented. The contributions of diversity in the agencyI community is an important focus. Social workers' important roles in agencies, as well as professional, ethical, effective functioning in organizations are explored. Concentrations SWK 523 & 524 Field Work III & IV The purposes of the Field Support Seminars are (1) to provide the student opportunities to share experiences from his/her practice in a confidential setting; (2) to give and get support, honest feedback, and valid encouragement on issues regarding field placements, in particular, and social work practice with families or in administration/program development, in general; (3) to discuss and help the student integrate theories and methods from other social work classes into the practice experience; and (4) to promote the development of students' leadership roles in organizations. These seminars accompany the 480 hours of professional supervised field work in the area of concentration. SWK 527 Research II This course offers a practice-oriented exploration of the range of research methods used in social work, a critique of the role of research in assessing effectiveness in the social service delivery, and identification with the responsibility of social workers "to expand the knowledge base" of social work. Building on the basic research skills developed in Research I, students actively adopt the researcher's role in relation to both their current agency experience and their preferred practice setting. The course will enable students to use basic statistical methods for organizing, interpreting and analyzing quantitative data, plus creative techniques for qualitative data. Family Practice SWK 540 Family Practice I This course builds on content initiated in the Introduction to Family Practice course, focusing in-depth on the "normal" developmental crises of the family across the lifespan, and in relation to the larger environment. Problem-solving methods and cross-cultural models of practice are studied as well as policies that affect families and practice. This course is a prerequisite to SWK 541 Family Practice II and must be taken prior to or concurrent with SWK 523 Field Work III. SWK 541 Family Practice II This course is a continuation of Family Practice I. It further explores the family as cause and effect in the community in benefitting from or changing social policy. Students will study issues for further discussion, culminating in development of their own service delivery models. Ethical and religious dilemmas (e.g. abortion, euthanasia) will be raised. Advanced study of family developmental issues focuses on catastrophic events and on empowering families and the profession to take leadership in developing appropriate intervention strategies and policies. SWK 542 Family Diversity This course examines the various theories underlying professional practice with families in their many diverse forms. Recognizing that the family is the basic institution through which one is socialized, this course will also examine how family membership shapes one's understanding and appreciation of ethnicity, gender roles, sociological script. The course also explores the impact of policies, discrimination and political, social, and economic disorder on diverse families. SWK 543 Creative Problem Solving for Supervision This course examines how social workers can discover their own creative abilities in relation to innovation in social work supervision and practice. The course examines the relationship of creativity and self-esteem. This course also explores ways to help others, e.g. workers, clients, agencies and communities to eliminate barriers which inhibit creative responses to problemsolving and practice. Program Development, Policy and Administration SWK 550 Processes of Program Planning and Development Building on the community organization and research foundation (including needs determination and program evaluation), the primary processes of program development study in this course are: techniques of program planning and budgeting, development of necessary community and larger public support, identification and mobilization of resources, and funding proposal preparation. SWK 551 Organizational Development and Administration The activities and skills necessary for effective program administration are studied including short- and long-range planning; leadership; program implementation and management; personnel recruitment, allocation, supervision and management; social work values and ethics in the workplace; analysis of financial statements; administrative policy, board relations and agency policy implementation. SWK 552 Interorganization, Community and Political Relations The development and maintenance of constructive relationships with external organizations in both the public and private sectors are critical to successful implementation and management of social service programs. An organization's power to influence social policy is related to such relationships. The development and maintenance of these relationships so critical to the provision of services that address community needs, and the influence of social policy to effect social change are the foci of this course. Among topics included are: interorganizational relations, public relations, public information, political activity and leadership. SWK 553 Advanced Social Policy All social workers have impact on the development and modification of social policy whether intentionally or unconsciously. This course provides an in-depth focus on the development and implementation of social policy at the various levels of the public and private sectors. The various means by which social workers can have intentional impact on policymaking and exercise leadership roles is studied. Reading, seminars and an internship in the policy area are included. Topics Topics 560 Topics such as the following are offered for students to choose as electives: SWK 560 Old Age: Identifying and addressing creatively, the physical, psychological and socioeconomic needs of elderly people, their families and the communities in which they live. A variety of racial, cultural and life-style perspectives are studied. Values and ethical considerations which accompany geriatric knowledge and its technological advances are explore together with existing and proposed public policies. Methods of developing and changing social policy related to this population to promote social justice are studied. SWK 560 Child Welfare: History Policy and Practice. An overview of child welfare services. Permanency planning and family-based services are the underlying themes through which current child welfare policies and practices are examined. The course will concentrate on ethnically sensitive practice to address the disproportion of oppressed groups and persons represented in the child welfare system. SWK 560 Dual Diagnosis: Mental Health and Substance Abuse. Focusing on individuals who suffer from both addictive behaviors and mental health disorders, a broad array of related topics are considered. The challenges involved with assessment; comparisons and contrasts; psychopathology and the outcome of psychoactive substances abuse; management approaches in the human services delivery system; the effects of and response to dual diagnosis cross-culturally; and available services are among topics explored . ..· '. . . SWK 560 Poverty, Equality and Income Support Policy: Program and policy issues around poverty, income distribution and social welfare reform are examined. Among issues explored are equality and income distribution, the changing composition of the poverty population, causes and politics of poverty, existing and proposed strategies. Current federal, state and local approaches as well as new initiatives are studied such as the social insurance program, child support policies, the Earned Income Tax Credit concept, etc. SWK 560 Contemporary Practices in Developmental Disabilities: The nature of developmental disabilities and services needed by persons with developmental disabilities and their families are studied. Current systems of services, legal perspectives, responsibilities and roles and functions of the various disciplines which provide services are explored. SWK 560 Social Work with Involuntary Clients: Clients who are required by legal mandates or other forces to have contact with social workers and the involuntary transactions therein are the foci of this course. Social work theory, ethical principles, research findings and practice skills needed to help involuntary clients are studied and applied. Thesis SWK 589 Master's Thesis and Seminar The study of research, like all of social work, comes alive in the implementation. A thesis is required of all Master of Social Work candidates so they may experience and learn the utility of research to social work practice, and so they can contribute to the knowledge of social work practice and to the building of social work theory. The thesis is based on an area of the student's practice focus. The research- selected by the student in consultation with the thesis advisor - focuses on an area of social need, practice, service and/or policy. The thesis seminar is described in the Thesis Guidelines, which all students must review. The seminar provides a forum for students to develop their thesis plans, consult with each other and the faculty leader, present research methodology and identify how they will accomplish completion of the thesis. The Augsburg library houses over 160,000 books, periodicals, records, tapes and films. Music, Chemistry and Art History libraries are located within the departmental areas. Access to over 1,000,000 volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. Alccreditation and Affiliations The Augsburg Master of Social Work program is in candidacy with The Council on Social Work Education (CSWE), part of accreditation by CSWE. Augsburg is accredited by the North Central Association of Colleges and Schools. The college is a member of the Associated Colleges of the Twin Cities (ACTC), the Lutheran Education Council in North America and the Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. ~tudent Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Any student who wishes to identify appropriate procedures for a complaint should contact the Vice President for Student Affairs (330-1160). The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except where a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age. m amission Requirements The Augsburg Master of Social Work Program promotes the widest possible diversity within its student and faculty populations and across its curriculum content. Therefore, the admissions policies ensure educational opportunities that include persons from a range of abilities, backgrounds, beliefs and cultures. Because of the particular nature of the Master of Social Work Program, a strong liberal arts background in the behavior sciences is required. A course in biology, physiology or anatomy that includes studies of the human systems is required. A course that includes basic statistics is strongly recommended. Applicants who have completed majors in areas other than the behavioral sciences are encouraged to apply and will be given consideration based on their composite assets. Students who do not hold a Bachelor's degree in social Work should apply as Foundation Level students. Students who meet all of the criteria for Advanced Standing may apply for PreConcentration consideration. Applicants to the program will be assessed on an individual basis according to the following guidelines. Strengths in some areas may balance other areas for development. Foundation Core: Admissions deadline: March 1 Notification of Admission: Early May Matriculation date: Early September Requirements: Bachelor's degree from an accredited college or university; a minimum grade point average of 3.0 on a 4.0 scale (B average) for the last two years of an undergraduate program; a minimum of two years employment or volunteer experience, one of which is in the human service area; a course in human biology, physiology or anatomy; a solid foundation in the liberal arts. Pre-Concentration Core: Admissions deadline: October 1 Notification of Admission: Early December Matriculation date: Early April Requirements: Bachelor's degree in Social Work from a CSWE accredited college or university; a minimum grade point average of 3.0 on a 4.0 scale (B average) for the last two years of an undergraduate program; a course in human biology, physiology or anatomy. Alpplication Procedures To apply, students must submit the following materials to the Master of Social Work Program: 1. Completed application form with $25 (non-refundable) application fee. .·. · 2. Written personal statement, the length of which is open (typically 3-8 pages in length), that addresses: why the applicant is interested in social work as a profession; the reasons for seeking an MSW, at Augsburg, in particular; what strengths the applicant brings to the Augsburg community; and what the applicant intends to do with the MSW once the degree has been completed. 3. Three letters of reference, including checklists, that address the application evaluation criteria in relation to the applicant. 4. Official transcripts of undergraduate and graduate work, which indicate degrees conferred, from each institution attended. 5. Possible interview with admission committee members. Application Evaluation Criteria Applicants will be evaluated on the following criteria: 1. Academic strengths and potential 2. Professional, volunteer and life experience 3. Professional orientation a. Understanding of social work, including values and ethics b. Motivation for pursuits of the Masters degree in Social Work c. Relationship of past experience to decision to enter the field d. Applicant's perception of relationship of MSW to longterm career plans 4. Understanding of roles and functions of diversity in a multicultural society and global environment 5. Commitment to social action and social justice 6. Ability to cope successfully with the stress inherent in a graduate professional program. lllvaluation Standards Evaluation of academic performance for the Master of Social Work degree will be based on number grades using a 4.0 point scale with these definitions: 4.0 3.5 3.0 2.5 2.0 Achieves highest standards of excellence P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum passing standard (no credit and non-punitive -not computed in grade point average) W Grade given when course is dropped I Incomplete grade given in case where 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 Graduate Program staff stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor, and any other necessary documentation.) Achieves above basic course standards Achieves the minimum passing standard No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade below 2.0 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. A)cademic Policies Academic Probation and Dismissal 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 Nin a course, the student must petition successfully with the MSW Program Committee before being permitted to continue in the program. A plan for the student to follow would be outlined at that time. If the cumulative grade point average again falls below 3.0, the student may be dismi ssed from the program by the MSW Program Committee. Students also may be dismissed by the MSW Program Committee for behavior d etrimental 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 and Contact Hours Each graduate course in the Master of Social Work program is the equival ent of four semester credits or six quarter credits. Students meet in class a total of 32 hours and are responsible for a significant amount of individual study and preparation. An additional four-hour Sunday Seminar is required each trimester. Enrollment Policy/Leaves of Absence Students may take either two or three courses each trimester. All students are required to complete the program within four years. Students who leave the program for more than one term must request a leave of absence in writing from the MSW Program Committee. Residency Each student must be enrolled in the MSW program for the equivalent of the last year or nine courses. Transfer Students Up to eight courses from a C.S.W.E. accredited MSW program may be transferable if the grades are 3.0 or better. Transfer students must meet the admissions and residency criteria. Advisement The Augsburg Social Work Program Director assigns advisors whose purpose it is to promote student growth, development, and the achievement of personal goals and professional education. Faculty office hours are posted on office doors; students may meet with faculty at other times by appointment. In addition to to the academic advisor, all social work faculty are accessible to students. Social Work faculty consider advising time a high priority and work to be available. m ee and Payment Schedule Application Fee (payable once, non-refundable) ................ $25.00 Tuition (per trimester course) .............................................. $884.00 (one course= 6 quarter credits or 4 semester credits) Enrollment Reservation Deposit (non-refundable) ......... $100.00 late Fee ...................................................................................... $25.00 (charged to any student registering after the scheduled registration date.) Late registration per day includes incomplete registration as defined: a. Unsigned Registration Form or b. Unapproved Payment Plan Registration Change after First Class Meeting ..................... $5.00 (cancel/add/change grade option, or combination at one time) Transcript Fee (per copy after first, which is free) ................ $2.00 Finance Charge: A finance charge is applied at a simple rate of 1% per month on any account with an open balance of 30 days or more. Fees The application fee ($25) is due on or before the application deadline for a given term. The $100 non-refundable deposit reserves a place in the program in a given term, once a person is accepted. Tuition is due at the time of registration. Refund Schedule A per-course tuition refund will be made on the following basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.) Prior to the first scheduled class meeting - 100% Prior to the second scheduled class meeting - 80% Prior to the third scheduled class meeting - 60% No refund after third scheduled class meeting. Payment Options* 1. Payment in Full: Due Day of Registration. 2. Payment Plan: Upon application and after college approval, a 3-pay plan is available each trimester. Payment plans will be offered only if previous plans have been adhered to. 3. Company Reimbursement: Full courses, or equivalent, which are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 45 days after the end of the term. A finance charge is applied at a simple rate of 1% per month on any amount with an open balance of 30 days or more. Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. 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 all student accounts are paid in full. This also applies for student loan funds administered by the college (Perkins Student Loan); they must be current according to established repayment schedules. *A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. m inancial Aid Students may receive assistance in meeting Graduate Program costs in a number of ways. Enrollment in three courses per trimester allows the student to be classified as full-time. Two courses is considered part-time enrollment. The Office of Student Financial Services (330-1046) will assist students in assessing financial aid eligibility and offering financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have financial need. Funded Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables 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. 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 applying please contact Augsburg's American Indian Support Program Director at 330-1138 or your tribal agency. Federal and State Aid Programs The Office of Student Financial Services determines eligibility for any Federal or State financial aid programs available to graduate students. Determination of eligibility is based on standard nationally accepted methodology. Federal Perkins Student Loan -A joint Augsburg College-federally funded program administered through the 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 the principal (at the minimum of $40 a month) begin six months after you leave school (nine months for new borrowers after 7-1-87). Repayment may extend up to 10 years. The maximum which may be borrowed for combined undergraduate and graduate study is $30,000. The Federal Family Education Loan Program 1) Federal Stafford Loan. Available to students based on a financial eligibility determination. Annual loan limits are up to: $2,625 per year for first year undergraduates $3,500 per year for second year undergraduates $5,500 per year for third year and beyond $8,500 per year for graduate students. Aggregate loan limits are $23,000 for undergraduates and $65,000 for graduates (including undergraduate borrowing). Interest rates for new borrowers with loan periods beginning 10/1/92 or later are determined annually by the 91-day T-Bill+3.1 %, with a cap of 9%. Students with outstanding balances on Stafford Loans (Guaranteed Student Loan) will continue with the interest rate on the previous loan. No interest accrues to the student borrower while enrolled at least half-time in an eligible program. The federal government subsidizes the interest during this time. 2) Federal Stafford Loan - Unsubsidized. Program characteristics (loan limits, interest rate, etc.) are the same as the above subsidized Stafford Loan, except that the interest accrues to the student borrower while enrolled. This loan is available to those who do not qualify for the subsidized Stafford Loan. A normal financial aid application is required. 3) Federal Supplemental Loan for Students (SLS). Available to independent students who are enrolled at least half-time. Variable interest rate is set annually (on July 1) with a cap of 11 %. Payment usually begins within 60 days of disbursement. Annual loan limits are $4,000 for first and second year students and $5,000 for third year and beyond. Graduate students may borrow up to $10,000 per year. Aggregate loan limits are $23,000 for undergraduates and $73,000 for graduates (including undergraduate borrowing). SELF (Student Educational Loan Fund) -A Minnesota State loan program. Students may borrow up to $4,000 per year ($16,000 cumulative) as an undergraduate and $6,000 per year for graduate students with a $25,000 aggregate maxiumum when graduate study is included ($1,000 minimum). Interest rate is variable, paid by the borrower quarterly while in school. Principal payment begins 13 months after leaving school. Students must apply for financial aid and be enrolled at least half-time. To Apply for Financial Aid 1. Complete the Application for Admission and indicate your desire to also apply for financial aid. 2. The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up in the Office of Student Financial Services, 152 Science Hall, or the Graduate Program Office). 3. All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if you did not receive aid. Forms are available from the College. 4. Complete and return the financial aid forms by the deadlines indicated. 5. Accept the financial aid offered, in whole or in part, within the deadline stated. .B)bout Augsburg College History Augsburg College was founded in 1869 in Marshall, Wisconsin, and moved to Mipneapolis in 1872. The name Augsburg College and Seminary changed in 1963 when the Lutheran Free Church merged with The American Lutheran Church. Location Augsburg's 23-acre campus is in the heart of the Twin Cities metropolitan area, only blocks from downtown Minneapolis and the intersection of Interstate Highways 94 and 35W. Adjacent to the campus are the Riverside Medical Center, the West Bank campus of the University of Minnesota and the Mississippi River parkways. Campus Skyways, tunnels and elevators provide accessible connection between 10 of the 15 major buildings - student housing towers, College Center, main academic and administrative halls, the Library, Music Hall and Foss Center for Worship, Drama and Communication. Accessibility We have made a major effort to become one of the most accessible campuses in the region. Our skyway-tunnel system lets you reach any of 10 major buildings without going outside. In addition to building changes, we have a student-run program to increase awareness and provide extra help for students with disabilities. Church Affiliation Augsburg is a college of The Evangelical Lutheran Church in America. About 51 percent of the students are Lutheran, 15percent other Protestant and 15 percent Roman Catholic. Several other affiliations are represented among students and faculty. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities, and employment practices. D ampus Guide 1. 2. 3. 4. 5. 6. 7. 8. 9. Admissions House George Sverdrup Library Science Hall Old Main West Hall Mortensen Tower Urness Tower Christensen Center Sverdrup-Oftedal Memorial Hall 10. Music Hall 11. 2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. Stage II Theatre 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Minority Education Partnership 22. Site of new residence hall A. Admissions Parking B. Student Parking C. Visitor Parking D. The Quad E. Faculty /Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview/St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only K. Student/Commuter Parking 6. Accessible Entrance N I • I I I I ...... ...... DOWNTOWN MINNEAPOLIS ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... ...... From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at Augsburg sign. Parking All posted Augsburg College parking lots are free and open for student use from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd Avenues and on Butler Place between 24th and 25th Avenues South. Most street parking is four hour parking, seven days a week. Additional parking is available for a fee in the Riverside Medical Center ramp, or U ofM parking lots on the north side of Riverside Avenue. Aicultyand Administration Anthony Bibus, Assistant Professor of Social Work B.A., College of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Vern Bloom, Assistant Professor of Sociology, MSW Fieldwork Coordinator B.A., M.S.W., University of Minnesota. Nancy Brennan, Associate Professor of Social Work B.A., M.S.W., Ph.D., University of Minnesota. Maria Brown, Assistant Professor of Social Work, BSW Program Director B.A., M.A., American University; M.S.W., University of Minnesota. '· Elizabeth Bruch, Associate Dean of Graduate and Non-traditional Programs B.A., Elmhurst College; M.S., Indiana University; Ph.D., University of Wisconsin. Francine Chakolis, Assistant Professor of Social Work, MSW Program Director B.S., Augsburg College; M.S.W., University of Minnesota. Patrick Clemens, MSW Program Coordinator B.A., Macalester College; M.T.S., Harvard University. Blanca-Rosa Egas, Associate Professor of Social Work M.D., M.Ed. and Psychiatry Residency, Universidad de Guayaquil; M.P.H and Substance Abuse Fellowship, University of Minnesota. Kathy Enger, Reference Librarian B.S.W., College of St. Catherine; M.L.I.S., University of Iowa. Edwina Hertzberg, Professor of Social Work, Director of Faculty Development A.B., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Rosemary Link, Associate Professor of Social Work, Department Chair B.A. Southhampton University; C.Q.S.W., London University (Bedford College); Ph.D., University of Minnesota. Sharon Patten, Associate Professor of Social Work B.A., St. Olaf College; M.S.W., M.A. (Public Affairs), Ph.D., University of Minnesota. Curt Paulsen, Associate Professor of Social Work B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Douglas Perry, Assistant Professor of Social Work B.A., M.S.W., University of Minnesota. Vincent Peters, Assistant Professor of Social Work B.A., Loyola College; M.S.W., University of Madras. Edward Skamulis, Associate Professor of Social Work B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Mary Lou Williams, Assistant Professor of Social Work B.F.A., M.S.W., University of Pennsylvania. 12/92/5.SM Augsburg College_; 731 21ST AVENUE SOUTH MINNEAPOLIS , MN 55454
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Title: Augsburg Weekend College Catalog Supplement, 1993-1994
Collection: Course Catalogs
Search Result: A ACADEMIC CALENDAR A INFORMATION SESSIONS A TUITIONAND FEES A CLASSSCHEDULES Academic Calendar.....................................................................................2 ..................................................................3 1993-1994Tuition and Fees ................
Show more A ACADEMIC CALENDAR A INFORMATION SESSIONS A TUITIONAND FEES A CLASSSCHEDULES Academic Calendar.....................................................................................2 ..................................................................3 1993-1994Tuition and Fees ........................................................................4 Program Information Sessions General Education Guidelines .................................................................. 5 Graduation Requirements ......................................................................... 6 Class Schedule, Fall 1993-1994..................................................................7 Class Schedule, Winter 1993-1994...........................................................ll Class Schedule, Spring 1993-1994.. .........................................................15 NOTE: Class schedule changes may occur after this schedule is published. Students should consult the course list each term for the most current schedule of classes. Fa12 Trimester Winter Trimester Spring Trimester Aue 27 Dec 3 Mar 14 Applicant File Completion Deadline Sept 3 Dec 17 Mar 28 New Student Orientation Sevt 11 Tan 3 Aur 4 Registration Begins Ends June 4 July 30 Oct 29 Nov 24 Jan 28 Feb 28 Payment & Registration Conhation Mail Deadline Aug 27 New StudentsIMake-up Sept 11 Dec 17 Jan 3 Mar 25 Apr 4 Classes Begin Jan 7-9 Apr 8-10 Application Deadline Sept 17-19 Last Day to Add or Drop Class Without Record Notation Sept 19 Jan 9 Apr 10 Last Day to Change Grade Option Oct 31 Feb 13 Mav 23 Last Day to Drop a Class Nov 15 Feb 21 Tune 6 Classes End Dec 10-12 Mar 25-27 Tun 24-26 Final Grades Due Dec 20 Apr 4 July 5 Classes Meet Sept 17-19 Oct 1-3 Oct 15-17 O d 29-31 Nov 12-14'' Nov 19-21 Dec 3-5, Dec 10-12 Jan 7-9* Jan 14-16 Jan 28-30 Feb 11-13* Feb 18-20 Mar 14-6 Mar 18-20* Mar 25-27 Apr 8-10 Apr 22-24 May 6-8 May 2@221Y June 3-5 June 17-1Y June 24-26 + One week between classes ** Classes scheduled on Sunday, May 22, will meet Monday night, May 23,from 6-10 p.m. to allow students to participate in graduation ceremonies. The college reserves the right to change one or more of the above dates should it be necessay. In such cases, suficient adwnce notice will be given. Program Information Sessions Adults who are interested in Augsburg Weekend College are encouraged to attend one of the information sessions that are scheduled throughout the year These information sessions are free of charge and are approximately two hours in length. Please call the Weekend College Ofice (330-1782) to receive further details on these information sessions or to sign up for one of the following dates: For Fall Trimester, 1993-1994 -- Tuesday, May 25 Saturday, June 12 Tuesday, June 29 Saturday, July 17 For Winter Trimesteq 1993-1994 Tuesday, October 12 Saturday, November 13 For Spring Trimester, 1993-1994 Tuesday, January 25 Saturday, February 26 For more information write or call: Augsburg Weekend College Office Augsburg College 731 21st Avenue South Minneapolis, Minnesota 55454 Phone: 6121330-1782 FAX. 6121330-1649 - 5:30 p.m. 9:00 a.m. 1993 - 1994 Tuition and Fees Application Fee (payable once, non-refundable) Tuition (per course) ($221.25 per semester credit) Tuition (per summer course; 1993) Activity Fee (per trimester) Audit a Course Lifetime Sports: Fee for course Fee for Assessment of Previous Learning Nursing Clinical Fee Student Teaching Fee (per course) Late Fee (per day) Registration change after first class meeting (cancel/add/change grade option, or combination at one time) Transcript Fee (first is free, per copy after first) Finance Charge: A finance charge is applied at a simple rate of 1%per month on any account with an open balance of 30 days or more. Augsburg College resmes the right to adjust charges should economic conditions necessitate. General Education Guidelines Students who entered Augsburg during the 1991-1992academic year and transferred in seven or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than seven Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. Students who entered Augsburg during the 1992-1993academic year and transferred in 16 or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than 16 Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. Students who entered Augsburg during the 1993-1994academic year and transferred in 25 or more Augsburg course equivalents will follow the General Distribution requirements; students who transferred in less than 25 Augsburg course equivalents will follow the Liberal Arts Perspectives along with the requirements for their major. A list of courses that fulfill Liberal Arts Perspectives is made available with registration materials or may be obtained from the Registrar's office. Graduation Requirements Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's Office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). 1. Students under general education distribution requirements must complete 35 courses? 2. Students under Liberal Arts Perspectives requirements will follow the guidelines listed below: If you matriculated at Augsburg between September 1,1991, and December 31,1992, you must complete 34 courses: meet the full Liberal Arts Perspectives requirements, Entry Level Skills Assessments, and Graduation Skills Requirements. If you matriculated at Augsburg on or after January 1,1993, and transferred fewer than 14 Augsburg equivalent courses, you must complete 33 courses: meet the full Liberal Arts Perspectives requirements, Entry Level Skills Assessments and Graduation Skills Requirements. If you matriculated at Augsburg on or after January 1,1993, and transferred in 14 or more courses, you must complete 33 courses*, meet the advanced-transfer Liberal Arts Perspectives, Entry Level Skills Assessments, and Graduation Skills Requirements. * At least 11 course credits must be Uppe~Division, numbered in t he 300s or 400s. Included in the number of courses requiredfirgraduation must be the completion of a major. Fall Trimester 1993-1994 Friday Evening, 6:00-9:30 ART 240 BIO BUS BUS BUS BUS CSC ECO EDE 102 242 355 362 391 271 112 350 EDE 379 EDE 382 EDS EDU EDU ENG ENG GST HPE NUR NUR NUR PHI PHI PHY PSY PSY PSY REL REL SOC SOC SPC SPC S W 350 210 264 331 271 140 114 305 350 403 230 350 101 105 361 399 356 472 231 265 111 345 260 Art History Survey Biological World* Principles of Management Marketing Communications International Business Business Law Cobol Principles of Macroeconomics Creating Learning Environments:Kindergarten-Elementary (9117-11/12) 5 Kindergarten-Elementary Curriculum: Art (9117-10115) 2.5 Kindergarten-Elementary Curriculum: Mathematics (10129-12/10) .5 Reading in the Content Areas (9117-11/12) .5 Learning and Development in an Educational Setting Orientation to Education in an Urban Setting (9117-11/12) .5 British Literature: Medieval to Elizabethan European Literature: Homer to Dante Introduction to Liberal Arts (9117-11112) .5 Safety Education (9117- 11/12) .5 Contemporary Nursing I: Communication * Introduction to Nursing Research Contemporary Nursing 111: Families Logic Philosophy of Religion (same as REL 350) Astronomy * Principles of Psychology Personality Psychology Internship History of Religions Theology of Paul Family Systems: A Cross Cultural View Culture: Ethnicity, Gender and Race Public Speaking Organizational Communication Humans Developing Saturday Morning, 8:30-1200 BIO 103 Human Anatomy and Physiology * BUS 221 Principles of Accounting I BUS BUS CHM CSC ECO ECO ECO EDE EDE 331 391 100 330 112 113 313 377 387 EDE 388 EDE 389 ENG ENG ENG INS MAT MAT MIS MIS PHI POL PSY REL REL SOC SPC SWK 111 227 245 232 103 124 175 279 110 342 381 221 440 211 355 463 Financial Management Business Law Chemistry for Changing T i e s Theory of Computation Principles of Macroeconomics Principles of Microeconomics Intermediate Microeconomics Kindergarten-Elementary Curriculum: Science (9/1&10/16) -25 Kindergarten-Elementary Curriculum: Language Arts (10/30-12/11) .5 Kindergarten-Elementary Curriculum: Health (11/20-12/11) .25 Kindergarten-ElementaryCurriculum: Physical Education (9/18-11/13) .5 Effective Writing Journalism Introduction to Literature African American Experience in America Basic Mathematics (no credit toward graduation) * Calculus I Computer for Business, Economonics and MIS Quantitative Methods for Business, Economics and MIS Introduction to Philosophy Mass Communications in Society Psychology in Historical Perspective Biblical Studies Varieties of Christian Spirituality Human Community and the Modem Metropolis Small Group Communication Community Organization and Development Saturdav Afternoon, 1:15-445 BIO BUS BUS BUS BUS BUS BUS CSC ECO EDE EDS EDU EDU The Biology of Aging Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Managerial Cost Accounting Human Resource Management Structured Programming Intermediate Macroeconomics Kindergarten-ElementaryCurriculum: Music (11/20-12/11) .25 Creating Learning Environments: Secondary Orientation to Education in an Urban Setting (10/3@12/11) .5 Media Technology (9/18-11/13) .5 ENG ENG HIS HPE PHI POL POL REL REL SOC SOC SPC SWK SWK 251 350 103 116 120 160 342 111 370 121 375 354 257 466 Readings in America Literature American Literature to 1920 The Modern World Health Concepts for Educators (10/3&12/11) .5 Ethics World Politics Mass Communications in Society Introduction to Theology American Indian Spirituality and Philosophical Thought Introduction to Human Society Social Psychology Interpersonal Communication Exploring Human Services Field Work 111 Sunday Afternoon, 1:15-445 ART 132 Photography BUS 252 Principles of Marketing BUS 322 Accounting Theory & Practice ECO 313 Intermediate Microeconomics EDE 351 Techniques for Teaching Reading EDE 495 Topics: Kindergarten-ElementaryInterdisciplinary StudiesISocial Studies (9119-11114) .5 EDU 388 Human Relations (10-31-12112) .5 ENG 225 Intermediate Expository Writing HPE 115 Health and Chemical Dependency Education (10131-12/12).5 HPE 482 Coaching Theory of Sport INS 233 Women in Cross-Cultural Perspective MIS 175 Computers for Business, Economics, and MIS MIS 279 Quantitative Methods for Business, Economics and MIS MIS 375 Management Information Systems in Organizations REL 441 Feminism and Christianity SOC 265 Culture: Ethnicity, Gender, Race SPA 111 Beginning Spanish I SWE 111 Beginning Swedish I SPC 352 Persuasion SWK 361 Social Response to Human Needs To Be Arranged EDE 263 Kindergarten-ElementaryClinical Experiences .5 EDS 252 Clinical Experience .5 Evening Classes (meet weekly, September 8 through December 16) CSC CSC ECO ENG EDS EDS EDS HPE MIS PHY POL POL POL SPA 145 Computing for the Liberal Arts, Thurs 6-9 pm 340 Digital Communication and Computer Networks, Thm 6-9 pm 414 Labor Economics, Tues 6-9 pm 345 Introduction to English Language, Tues 6-9 pm 364 English Methods, Thurs 4:50-8:00 pm 366 Foreign Language Methods, Thurs 4:50-8:00 pm, .5 374 Natural Science Methods, Thurs 4:50-8:00 pm .5 002 Racquet Sports, Tues 5:30- 7:30 pm (9121, 9/28, 10/5,10/12,10/19,10/26) Intermediate Quantitative Methods for Business, Economics 479 and MIS, Thurs 6-9 pm 116 Introduction to Physics, Thurs 6-9 pm 325 Public Administration, Thurs 6:30-9:30 pm 370 Constitutional Law, Tues 630-930 pm 421 Topics in American Politics, Wed 690-9:30 pm 111 Beginning Spanish I, 6-9 pm, evenings TBA Student Teaching (Prereq: Approval and Placement by Education Dept.) * ** EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481A K Student Teaching 481B K-El Student Teaching 481C El Student Teaching 482A K Student Teaching 482B K-El Student Teaching 482C El Student Teaching 48341 K Student Teaching 483B K-El Student Teaching 4 8 X El Student Teaching 484 El Student Teaching 481 Student Teaching 482 Student Teaching 483 Student Teaching 484 Student Teaching * Extra class or lab sessions required **Additionalclinicalfee required Winter Trimester 1993-1994 Friday Evening, 6:OO-9:30 ART BUS BUS BUS BUS BUS CSC ECO EDE 102 242 252 331 340 391 345 113 364 EDE 495 EDS EDU ENG HPE MUS NUR NUR PHI PHY POL PSY PSY REL REL SOC SOC SPC SWK SWK 477 341 226 116 130 306 310 380 106 122 105 373 263 343 121 265 354 260 363 Design Principles of Management Principles of Marketing Financial Management Human Resource Management BusinessLaw Principles of Computer Organization Principles of Microeconomics Kindergarten-Elementary Curriculum:InterdisciplinaryStudies (3143125) .25 Topics: Kindergarten-ElementaryCurriculum: Language Arts/Childrenls Literature School and Society Media Technology (117-2/18) .5 Introduction to Creative Writing Health Concepts for Educators (2111-3/25) .5 Introduction to Music in the Fine Arts Contemporary Nursing I1 Community Health Nursing Ethics of Medicine and Health Care Introductory Meteorology Metropolitan Complex Principles of Psychology Organizational Psychology World Justice and Hunger Theology of Marriage Introduction to Human Society Culture: EthnicityIGender and Race Interpersonal Communication Humans Developing Methods and Skills of Social Work Saturday Morning, 8:30-12:OO BIO BUS BUS BUS BUS BUS CSC 231 221 222 352 425 433 320 The Biology of Women Principles of Accounting I Principles of Accounting I1 Marketing Research and Analysis Advanced Accounting Financial Theory: Policy and Practice Algorithms ECO ECO ECO EDE EDE 112 313 318 351 376 EDE EDE EDU EDU ENG ENG INS MAT POL 379 382 264 388 223 438 320 104 342 B Y 105 REL 353 REL 363 SPC 111 SPC 355 SWK 465 Principles of Macroeconomics Intermediate Microeconomics Management Science Techniques of Teaching Reading Kindergarten-Elementary Curriculum: Social Studies (118-1/29) .25 Kindergarten-Elementary Curriculum: Art (118-1129) .25 Kindergarten-ElementaryCurriculum: Math (2112-3126) .5 Orientation to Education in an Urban Setting (2112-3126) .5 Human Relations (21123126) .5 Writing for Business and the Professions Shakespeare American Indian Women Intermediate Algebra (no credit toward graduation) * Mass Communications in Society Principles of Psychology Denominations and Religious Groups Religion in America Public Speaking Small Group Communication Social Policy Saturday Afternoon, 1:15-4:45 BUS BUS BUS BUS CSC ECO ECO ECO EDE 222 252 323 465 210 113 312 415 350 EDE EDS EDU ENG ENG HIS HPE MAT MIS MIS PHI 377 375 370 245 351 222 115 121 175 279 120 Principles of Accounting I1 Principles of Marketing Accounting Theory & Practice I1 International Management Data Structures Principles of Microeconomics Intermediate Macroeconomics Managerial Economics Creating Learning Environments: Kindergarten-Elementary (118-2119) .5 Kindergarten-ElementaryCurriculum: Science (118-1129) .25 Social Studies Methods (2112-3126) .5 Classroom Management (118-2119) .5 Introduction to Literature American Literature since 1920 U.S. History since 1877 Chemical Dependency Education (2112-3126)-5 Finite Mathematics Computers for Business, Economics and MIS Quantitative Methods for Business, Economics and MIS Ethics PSY REL REL SPA SPC SPC SWK SWK 362 Behavior Disorders 111 Introduction to Theology XXX Upper division -to be announced 111 Beginning Spanish I * 329 Intercultural Communication 351 Argumentation 364 Field Work1 469 Field WorkIV Sunday Afternoon, 1:15-445 ART BUS BUS BUS ECO EDE EDU EDE EDE EDE ENG FRE GER HIS HPE HPE INS MIS MIS REL SOC SPA SPA SWE SWK 118 Painting 242 Principles of Management 326 Tax Accounting 440 Operations Management 315 Money and Banking 375 Discovery in the World of Kindergarten (2113-3127) .5 282 Introduction to Special Education 380 Kindergarten-Elementary Curriculum: Music (119-1130) .25 388 Kindeqarten-Elementary Curriculum: Health (316-3127) .25 389 Kindergarten-Elementary Curriculum: Physical Education (119- 2/20) .5 111 Effective Writing 111 Beginning French I * 111 Beginning German I * 102 The Shaping of Western Civilization 114 Safety Education (2113-3127) .5 353 Kinesiology & Physiology 105 Introduction to American Indian Studies 175 Computers for Business, Economics and MIS 475 Systems Analysis and Design 221 Biblical Studies 375 Social Psychology 111 Beginning Spanish I * 112 Beginning Spanish I1 * 112 Beginning Swedish I1 * 260 Humans Developing To Be Arranged EDE EDS HPE REL 263 252 489 366 Kindergarten-Elementary Clinical Experiences .5 Clinical Experience .5 Coaching Practicum .5 The Church and Social Change in Latin America Tentative trip date to Mexico: January 1522 - - - - -- - - Meets Weekly, WEC Winter Trimester, Jan 7- March 30 ENG HPE NUR SPA 337 002 423 112 British Literature: Romantic to Victorian, Tues 6-9 pm Lifetime Fitness, Thurs 5:N-7:N pm, 8 weeks Pradicum in Nursing I, Thurs 6-9 pm Beginning Spanish 11, Thurs, 6-9 pm Meets weeklapring Day Schedule Jan 31-May 19 ART ENG ENG ENG ENG ENG HIS 225 101 216 341 399 480 370 Communication Design, Tues 6-9 pm Developmental Writing, Tues 6-9 pm American Indian Literature, Wed 6:N-9:30 pm Advanced Creative Writing, Wed 6-9 pm Internship (DevelopmentalWriting), Tues 6-9 pm Criticism, Thurs 6-9 pm The Late Middle Ages to 1560, Wed 6-9 pm student Teaching W e q : Approval and Placement by Education Dept) * " EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481A K Student Teaching 481B K-El Student Teaching 481C El Student Teaching 48241 K Student Teaching 482B K-El Student Teaching 482C El Student Teaching 483A K Student Teaching 483B K-El Student Teaching 483C El Student Teaching 484 El Student Teaching 481 Student Teaching 482 Student Teaching 483 Student Teaching 484 Student Teaching * Extra class or lab sessions required **Additionalclinical fee required Spring Trimester 1993-1994 Friday Evening, 6:OO-10:OO ART BUS BUS BUS CSC EDE 290 242 270 466 445 350 EDE 376 EDE EDS EDU ENG ENG HPE MUS 380 353 388 272 361 114 272 MUS 472 NUR NUR POL PHI PHY PSY REL REL SOC SPC SPC SWK 330 404 158 241 101 105 111 XXX 121 111 480 260 Tribal Arts and Culture Principles of Management Business Ethics International Marketing Operating Systems and Computer Architecture Creating Learning Environments: Kindergarten-Elementary (418-5120) .5 Kindergarten-Elementary Curriculum: Social Studies (613-6124) .25 Kindergarten-Elementary Curriculum: Music (418-516) .25 Creating Learning Environments Human Relations (418-5120) .5 European Literature: Renaissance to Modern Modern Fiction Safety Education (418-5120) .5 Human Identity through the Creative Arts (meets concurrently with MUS 472) Human Identity through the Creative Arts (meets concurrently with MUS 272) Trends and Issues in Nursing * Contemporary Nursing IV:Leadership and Management * ** Political Patterns and Processes History of Philosophy Astronomy* Principles of Psychology Introduction to Theology Upper Division to be announced Introduction to Human Society Public Speaking Publication/ Promotional Communication Humans Developing Saturday Morning, 8:OO-1200 BIO BUS BUS BUS CHM 101 252 331 391 100 Human Biology Principles of Marketing Financial Management BusinessLaw Chemistry for Changing T i e s CSC 450 Principles of Programming Languages ECO 113 Principles of Microeconomics ECO ECO EDE EDE EDS EDU ENG ENG HIS HPE MAT MIS PHI POL PSY REL REL SOC SPC SWK SWK 313 318 351 377 350 341 111 423 104 115 114 175 125 342 485 231 339 211 351 461 467 Intermediate Microeconomics Management Science Techniques for Teaching Reading Kindergarten-Elementary Curriculum: Science (419-517) .25 Reading in the Content Areas (5121-61251 .5 Media Technology ( 419-5121) .5 Effective Writing British Novel The Modern Non-Western World Chemical Dependency Education (419-5121) .5 Elementary Functions * Computers for Business, Economics and MIS Ethics and Human Identity Mass Communication in Society Counseling Psychology Religion in African American History Television and Religion Human Community and the Modern Metropolis Argumentation Advanced Methods and Skills of Social Work Social Worker as Professional Saturday AÂ£ternoon, 1:OO-500 BIO BUS BUS BUS BUS CSC ECO ECO ECO EDE EDE EDU ENG ENG INS MIS PSY REL REL SOC SOC 105 221 222 355 438 170 112 311 360 379 386 264 223 245 260 370 493 221 345 231 349 Biology and Society Principles of Accounting I Principles of Accounting I1 Marketing Communications Investments Structured Programming Principles of Macroeconomics Public Finance International Trade and Finance Kindergarten-Elementary Curriculum: Art (614-6125) .25 Children's Literature (419-5121) 5 Orientation to Education in an Urban Setting (419-5121) .5 Writing for Business & Professions Introduction to Literature Contemporary American Indians Advanced Computing for Business, Economics and MIS Psychology Seminar Biblical Studies Lutheran Heritage Family Systems: A Cross Cultural View Complex Organizations SPA 112 Beginning Spanish I1 * SPC 352 Persuasion SWK 462 Field Work I1 Sunday Afternoon, 1:OO-500 ART 250 Ceramics BUS BUS BUS EDE 242 423 450 364 EDE 375 EDE 388 EDE 389 ENG 225 FRE 112 GER 112 HPE 116 INS 233 MAT 131 MIS 279 MIS 476 REL 221 REL 483 SOC 265 SPA 112 SPA 211 SWK 365 Principles of Management Auditing Marketing Management Kindergarten-Elementary Curriculum: Interdisciplinary Studies (4110-518) 2.5 Discovery in the World of Kindergarten (5122-6126 ) .5 Kindergarten-Elementary Curriculum: Health (4110-518) .25 Kindergarten-Elementary Curriculum: Physical Education (51224126) .5 Intermediate Expository Writing Beginning French I1 * Beginning German I1 * Health Concepts for Educators (4110-5122) .5 Introduction to Women's Studies Math for the Liberal Arts Quantitative Methods for Business, Economics and MIS Information Systems Projects Biblical Studies ChristianEthics Culture: Ethnicity, Gender and Race Beginning Spanish I1 * Intermediate Spanish * Quantitative Methods and Program Evaluation To Be Arranged EDE EDS NUR NUR 263 252 311 427 K-El Clinical Experience .5 Clinical Experience .5 Community Health Nursing I1 * ** Practicum in Nursing I1 * Meets Evenings HPE 002 Lifetime Fitness, Thurs pm, meets weekly for eight weeks HPE 475 Prevention and Care of Athletic Injuries (Thurs., 6-10 pm 4/14,4/28,5/12,5/19) .5 Student Teaching (Prereq:Approval and Placement by Education Dept) * ** EDE 481A K Student Teaching EDE 481B K-El Student Teaching EDE 481C El Student Teaching EDE 482A K Student Teaching EDE 482B K-El Student Teaching EDE 482C El Student Teaching EDE 483A K Student Teaching EDE 4838 K-El Student Teaching EDE 4 8 X El Student Teaching EDE 484 El Student Teaching EDS 481 Student Teaching EDS 482 Student Teaching EDS 483 Student Teaching EDS 484 Student Teaching * Extra class or lab sessions required **Additional clinical fee required Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehbilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices
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Title: Master of Arts in Leadership (MAL) Catalog, 1993-1995
Collection: Course Catalogs
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Show more . . .. . .. . ~.,. .·~ . .,. ., .' r" • ., ·~J. :.... I' ·. ~· :. . ... f • • •• • • =u ~ 1 .,·:: 0~ :-. 1 .· ~ '·. ., ~ . . . .. ~. . ·:·z. : '. t ~ • • : • . ...... .,, . . . . en··t· .. · . \ '.· . . ... . : .... ." ·· ~ ~- · . '· "" . . ~ · · ~ "'. <..' . ' .. ·.JI..( ~ .:· ·P ·· • ·..~· .. . . . . I •• .. · ~ .. .~~b .· .oo_·:. . . • .. • . . ... • • •• 1 .. ..,. .. .. .' ..• . !• . .... .,. .... ·. .•., ~ ~ ,. .. . I • . • rationally and intuitively the people who might be ? • their followers, and the society in which they we embedded. They had better comprehend the values of our common ... culture, past and present, know how our political and j ·.. economic systems work, and understand how and why .• science has changed the world. .. Leaders need specialists :.. ~ . .. . t' • -~ 1• • . .. ~ as advisers and staff members. But leaders themselves are .... generalists . .. At higher levels of leadership they cannot achieve their full potential without considerable breadth of '• . knowledge. Only this way can they shape the contexts for decisions where expert knowledge is used. • •" • .. ' . .. - . .. • •• John Gardner , .. :. ~· .. I. . . . ,' . ... . llf I .tl-UGSBURG C•O•L•L•E•G•E Graduate Programs Office 2211 Riverside Avenue Minneapolis, MN 55454 612/330-1786 ....., .. ·."', ' I . . I .. . .. . ·1 '• .. . ... : •· .. .. .."·~ . .. ,.. '• . .. • ~ ~· .· '• ·.·-. · . : %~LE OF CONTENTS j . ~ ..... . .· : ,. ;~ : I ' ..:.. . . .. , I .... Introduction to the Master of Arts in Leadership ......................... 3 Leadership Development Model ................... ............................... 5 .•' I Curriculum Design ..................................................... ..................6 ' • Thesis/Leadership Application Project Requirement.. ................. ? Course Descriptions ...................................... ............... ................. 8 •• t I• .... .'I'.':.~ · ·:. ' ... .•••. · .. ·'· .. ' ' •. !>'•' . . . ' . . •:.: .· " ., : .~ • I .·..... "'· •\ .. •• . .. .. ~ Accreditation and Affiliations .................................................... 12 Student Support Services ....................... ........................ ............. 13 Student Rights ................................... ...... ..... ............... .. .... ... ....... 13 Admission Requirements ........... ................... .... .. ....... .... .... ......... 14 Attendance Policies ............. .... .... ............. ....... ..... ...... ................ 16 .. •· International Applicants ......................... ....... ............ ................. 15 Evaluation Standards ................... .. ............... .. ..... ....... ................. 16 ',:.." •: Library ..................................................................... .. ................. 12 Application Procedures ................................. ...... ..... ................... 14 ~ ,, Graduate Faculty ....................................... ....... .. .. .. .. ................... 12 Academic Policies ........................................................... ........... 17 ' '.; ~· Fee and Payment Information ..................................................... 18 .,., ....... .. :'· •. '; ..... . • . • •4 · ·:·. ... '. . .. ~ .··:··.... ...... .f,. : .. ·~· ; . •' .. j :::.~ ~ ' ·,. · : . .. ~ ·' . About Augsburg .......................................................................... 22 Campus Location Map ................................. ~ .............................. 23 •: '•-,. -. Financial Aid .............................................................................. 19 ' Campus Map ............................... ..... ..... .. ........... ... ................... ... 23 Faculty and Administration .............. ............... ............... ... .........24 . ·... . .... . ·- ·. •"' • ~TRODUCTION •, • • I ..:· ' ' . .. I . Developing Leaders for Organizations and the Community The Master of Arts in Leadership responds to the leadership development needs of profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: • a vision which 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 Master of Arts in Leadership provides a means by which individuals may discover and refine these and other abilities and awareness fundamental to effective leadership. Accommodating the Full-Time Work Schedule The Master of Arts in Leadership program is designed .. . .. .... to meet the needs and preferences of working adults. The program is based on the assumption that the men and women who enroll are employed, self-disciplined and well-motivated individuals who seek a balance of classroom experience, group interaction and individual study. Each course is, therefore, divided into periods of study, group efforts and class preparation. To accommodate this format for learning, each class meets on alternate Saturdays for three-and-one-half hours and alternate Thursday evenings for one-and-one-half hours. Leadership Development Model . • t . The Master of Arts in Leadership program promotes leadership as a process which I) 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. ... .. '. ...... ·:·. .. ...·· . t .. . 1· f ~· ·: · : ., •' • ; I ' -1 ' • • • I , ' .~ . .. . l., . 4 ... . :.;' . •. ·. ... . . ...,• . • .. -.• ·, . ·. ' •I ~TRODUCTION Underlying these attributes is a broad range of abilities and awareness. These abilities and awarenesses, outlined in the diagram on page 5, serve as specific outcomes for the Master of Arts in Leadership. Augsburg's model of leadership development is designed to assess, promote, enhance and refine these capabilities within the individual. Community of Learners . .. ~ ' ; ..,..•'•· , - .. ', I. ·• .. ·.. ~. .•. • .. . ' ·• ·'·" . , Essential to the goals of the Master of Arts in Leadership is participation in a community of learners gathered together on the Augsburg campus. Learning is enhanced when the student is involved in a stable community that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be enriched by the presence of men and women who bring to the program a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages graduate students to make use of college facilitates such as the library, computer labs and the Christensen Center; to take the opportunity to share meals and coffee breaks; to participate in optional lunch time seminars; and to attend other college activities such as music and dramatic presentations, and athletic events. Individual Professional Development Master of Arts in Leadership students enroll in a half course called Leadership Practicum. Students are required to enroll in this professional assessment and development course for six tenns during their graduate work at Augsburg. Upon completion of the entire practicum, students receive a half course credit. In each tenn, specific activities related to the practicum are scheduled. Early in the program a major component of this practicum is a full-day professional assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model (see page 5). Assessment instruments include paper and pencil exercises, and simulation and group experiences. Following the assessment, students meet individually with a trained assessor who provides guidance in personal goal-setting and in the creation of a professional development plan or "blueprint". Augsburg has contracted with Personnel Decisions, Inc. (PDI) to organize and facilitate the practicums. PDI is a professional consulting firm providing the full range of psychological and human resource services to enhance individual and organizational effectiveness. The practicums work on a rotating series of six, one per trimester. The practicums are designed to meet the needs of the students in the following areas: effective persuasion, communication techniques, identifying and defining problems, decision making, interpersonal skills required for leadership and other professional development topics. Each practicum will focus on a specific topic and use mini-lectures, small group exercises and experiential learning. Students are required to participate in the practicum workshop with PDI during the same term they participate in the professional assessment. • r • ;·, .._.,. '. ·.. ~ADERSHIP DEVELOPMENT MODEL • ' ' :\ .•.•: . . .. ·~ • ·. ... •. ' Leadership Sense of Vision Orientation Toward Action / Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity .• . Facility for Persuasion / Creative Communicative + Long-term perspective + Flexibility • Adaptability • Innovativeness • • • • 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 .. ' IJ • .,. ·. ~ .. .... .. I ' .. .. J Risk Assumptive \ l . Decisive I •.... • Curiosity + Achievement motivation • Self-esteem • Self-confidence • Analytical ability + Ability to think critically • Understanding of research • Ability to manage conflict . ". . . .;' ..... "· .. ' .. . • .. · • • •• I '· •"'•. ,, ~ ~ I ,• • .. ..·:. ··. . . ·"' .: . .... ,• .... ·. WuRRICULUM DESIGN ,• l- ·' • ~ f • .. .. ... J •• •• .. • : .~ • . l 'f • .... ... ·- • ·~ .. ....··. - ' ' .. ' '· . . ... ' .·'·. ,' -.. t . ~ ,. . .. ... . •! • • ...... . .,.• .. ' ~ The Master of Arts in Leadership program is comprised of 12 course credits made up of 10 full credit courses and four half credit courses. Unless otherwise indicated, each course is equivalent to one course credit. Elective Courses (6 - 8 course credits) The. following core courses are required of all students in the Master of Arts in Leadership program: The Master of Arts in Leadership program requires that a minimum of six of the required eight elective courses be selected from the following ML 500 Leadership Practicum (A half course which spans six trimesters.) ML 5 I 0 Foundations of Leadership (To be taken during one of the first three trimesters.) ML 514 Research Methods OR EDU 514 Evaluation and Documentation (To be taken during one of the first three trimesters, preferably after the student has taken ML 510 Foundations of Leadership.) course list: ML 51 l Creativity and the Problem-Solving Process (Student may not receive credit for both EDU 515 and ML 511.) ML 520 Self-Identity, Values, and Personal Growth ML 521 Methods of Critical Thought ML 530 Ethics in Communication ML 531 The Dynamics of ML 593 Leadership Research Seminar I (.5 course) Ml 594 Leadership Research Seminar II (.5 course) (These Change ML 540 Politics, History, and Leadership two seminars are to be taken in a student's last two consecutive terms or when the student has completed at least six electives.) ML 545 Decision Making I: ML 592 Thesis/Project Technology Consultation (.5 course) (To be taken simultaneously with ML 594 and in the term in which the thesis/project is completed.) ML 560 Developing a Multi- Qualitative Process and Application ML 550 Decision Making and Cultural Perspective (Student may not receive credit for both EDU 513 and ML 560.) ML 596 Women and Leadership ML 598 Independent Study Other courses as added . ; .'..-.. have had demonstrated success in advanced courses, develop targeted leadership abilities and understandings. Continual reinforcement occurs as students employ these capacities in multiple courses. Students are encouraged to see abilities and understandings as cross-disciplinary and to see content areas as integrated. The very form of the program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative ability. Core Courses (4 course credits) ML 599 Special Topics .. . ·:-. The Master of Arts in Leadership students are required to complete 12 course credits and a thesis or leadership application project. Each course unites 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 are varied, such as case study, debate, written and oral presentations, and group activity. These techniques, which ··.. ~ , : :··' . .. . . . .: . . ,·. Master of Arts in Education - Leadership Elective Courses (0 - 2 course credits) The Master of Arts in Leadership program will allow for the selection of up to two electives from the Master of Arts in Education - Leadership program. The electives can be selected from the following list: EDU 510 Ethics and Leadership EDU 511 Legacy of Education EDU 512 Models of Teaching and Learning EDU 513 Diversity and Education (Student may not receive credit for both EDU 513 and ML560.) EDU 515 Creativity and Problem Framing (Student may not receive credit for both EDU 515 andML511.) EDU 516 Models of Educational Process EDU 517 Politics and Public Policy of School Offerings EDU 599 Special Topics (.5 or I course) Please see the Master of Arts in Education - Leadership program bulletin for detailed descriptions of these courses. Thesis/Leadership Application Project Requirement At, or near, the completion of the course work for the Master of Arts in Leadership program, students are required to develop and carry out a study of some aspect of leadership or leadership related topic. This research based study affords the student the opportunity to "tie together" what has been learned from the study of leadership in the course work, course related activities and the practicum sessions. Students in the Master of Arts in Leadership program have the option to do either a Thesis or a Leadership Application Project for completion of the Master of Arts in Leadership degree. The decision as to which of these capstone alternatives is selected depends on the interests and orientation of the student. Some students express a theoretical interest in the study of leadership and identify topics which lend themselves to a more traditional thesis project. Other students express interest in a more applied approach to leadership and wish to pursue investigations which are not appropriate for more traditional thesis topics. Students with more practical topics in mind are likely to select the Leadership Application Project. Both the Thesis and the Leadership Application Project should be seen as the culmination of the Master of Arts in Leadership program, offering participants the opportunity to either investigate some aspect of leadership in depth or explore the application of what has been studied. The principal distinction between these two options lies in their underlying orientation. The Thesis will have a more theoretical orientation, while the Leadership Application Project will be based on a more practical applied orientation. The difference between these two options will be explored in more detail in the ML 514 Research Methods course, taken during the first year of the student's program. ·~ . ' ~· .. . ., 1 ·,. • '· ( · t '. .. I .~. ~ : ~ , . .. " .. ' > " .. - ~: •.· . ... . ·- ·. ·' .. ~t • t.' , . t. . . ... : . WouRSE DESCRIPTIONS .. •• variety of disciplines and perspectives. The role of the liberal arts, various learning styles, methods of research and inquiry, student outcomes and program expectations are examined. Must be taken during one of the student's first three trimesters. 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. (Students cannot receive credit for both this course and EDU 5 I 5 Creativity and Problem Framing.) , .. . ·. · . ·. . .ii. ' • . • ' .. t .... ·., i.· '· • ' . .•. .· . , ': ~ ~ . . ....1 .. · : .. .......' ~ . ·. ; . ... ' ;: ' ML 500 Leadership Practicum A professional assessment and development course which spans six terms. This course includes a full-day professional assessment and six workshops in the following areas: Leader as Communicator, Leader as Problem-Solver, Leader as Diplomat, Situational Leadership, Leader as Coach/Counselor and Leader as Adaptor/ Achiever. The workshops are offered in conjunction with Personnel Decisions, Inc . Students are expected to participate in both an Assessment Center and a workshop during their first term of registration. Half credit. Graded on a P/N basis. (Students in the Master of Arts in Leadership program are required to take this course. Credit will not be granted for EDU 500 Assessment and Leadership Practicum.) ML 510 Foundations of Leadership Introduction to the concept of leadership, providing an historical and philosophical framework for the program. This course views the nature and purpose of leadership from a 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. Must be taken during one of the first three trimesters, preferably after the student has taken ML 5 I 0 Foundations of Leadership. (Students can not receive credit for both this course and EDU 514 Evaluation and Documentation.) .'. . .. .-· •. ; ., ,. ~ . .. ·, ·. ·, . ' .. .. ML 520 Self-Identity, Values, and Personal Growth sensitivity to ethical conflicts which arise in social and organizational settings. ML 545 Decision Making I: Qualitative Process and Application Study of the concepts of self-identity, values and personal growth ML 531 The Dynamics of Change Decision making is fundamental to all human endeavor, particu- as related to professional and personal life. This course may employ psychological, philosophical and theological perspectives to explore the role of the individual in the larger social context. Major topics include the acquisition, development and evolution of self-identity and values, the influence of sex roles and the relationship to spiritual growth. ML 521 Methods of Critical Thought Investigation of the processes of critical thinking drawing from philosophy and other disciplines. This course focuses on the relationships between ideas and the expression and application of ideas. Students apply dialectical processes in the effective formation, presentation and use of ideas in organizational structures. 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 a 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 540 Politics, History, and Leadership Analysis of the political aspects of nation-states and other organizations. This course focuses on the process of achieving individual, group or national goals. Drawing on a variety of cultures and nations, it examines significant historical events and the leaders who shaped them. larly in leadership. Leaders, regardless of their field, are continually held accountable for decisions in settings characterized by incomplete information and limited time. The constrained nature of the typical decision making environment necessitates the use of a systematic and objective decision making process. Drawing on various disciplines, course participants will examine the different stages of the decision making process including: analysis of the decision setting and its relevant boundaries, identification of acceptable decision outcomes, definition of the implementation of the decision and appraisal of potential contingencies. While emphasis is given to the qualitative rather than quantitative aspects of decision making, about 20 percent of the course will include the development of some basic analytical concepts: data collection, graphs and charts, measuring central tendency and dispersion, and association. .... .. .. ..., . ... . . . .. .. ...: . . ..:. .. . . . . .. ... ... ·• . ·. •' ~ ~, ....... I • . ,. : ... ·. .,. .. ... ... . .. . .· •.'• ' •I .. .. ' '•. . . . ::· ·- '• . ~,,, ... .,1 .. .· '. . .... : ' . ··.! I . •.. ... . .. .. "' . •. \ . ~. ,.,' . .....•.. ...·~ ~ ... ••.. ' ·, ~ ' f> WouRSE DESCRIPTIONS ML 550 Decision Making and Technology • .11 : Historical analysis of the decision making and problem solving process. This course focuses on the development of technology as both the cause and the solution of problems by investigating various cases. ML 560 Developing a Multi-Cultural Perspective ... . ,fl ~ . ' ..... .. . • I • ··~ . " •· ••• .: 4.. .. Investigation of inter-cultural issues. This course enhan~es the 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. (Students can not receive credit for this course and EDU 513 Diversity and Education.) ML 592 Thesis/Project Consultation A series of meetings with a faculty thesis/project adviser simultaneous with ML 594 Leadership Research Seminar II: Synthesis of Findings and during the trimester in which the thesis/project is being prepared for final submission. Half credit. Graded on PIN basis. Students not completing the thesis/project during the same term in which they are enrolled in ML 594 are required to pay a thesis/project continuation fee of $100 during each subsequent term until the thesis/project is completed. (Students in the Master of Arts in Leadership program must take this course . Credit will not be granted for students present their final results orally and submit a written thesis or leadership EDU 592 Thesis Consultation.) application project. Half credit. Graded on a PIN basis. (Students in the Master of Arts in Leadership program must take this course. Credit will not be granted for EDU 594 ThesisResearch Seminar II: Synthesis of Findings.) ML 593 Leadership Research Seminar I: Research in Leadership First half of a two-course "capstone" sequence for the Master of Arts in Leadership Program to be taken in a student's last two consecutive terms or after the completion of at least six electives. This course provides each individual the opportunity to develop a research topic to synthesize previous study and work experience and to demonstrate an understanding of the program's principles. Half credit. Graded on a PIN basis. (Students in the Master of Arts in Leadership program must take this course. Credit will not be granted for EDU 593 ThesisResearch Seminar I: Research in Leadership.) ML 594 Leadership Research Seminar II: Synthesis of Findings Continuation of the "capstone" seminar, taken in the term immediately following the student's registration in ML 593 Leadership Research Seminar I: Research in Leadership. This seminar focuses on the methods of inquiry and results of individual projects. At the completion of the seminar, ML 596 Women and Leadership A seminar exploring the theory and practice of women and leadership - political, entrepreneurial and social. Opportunity for research on a topic and area of interest will be provided. An interdisciplinary approach to issues of women and leadership with an emphasis on literature developed by political scientists will be taken. The course ·is intended to enhance the critical thinking skills of the students and to enhance the leadership skills of those dealing with women and of the women themselves. ML 598 Independent Study 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. The proposal then must be approved by the Associate Dean for Graduate and Special Programs prior to final registration for the course. Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. ' t" ' ..• . 1.-• ,·. ... ..• . ..... ... . . .:-·. . ~ADUATE FACULTY taught by bringing together faculty from different disciplines or combining a faculty member with professionals from relevant fields. In these situations, at least one member of the team has a Ph.D. and substantial teaching experience. All of the program faculty have extensive experience teaching adult learners. Graduate faculty are listed at the end of this bulletin. The Augsburg library collection includes over 175,000 books, periodicals, films, audio and video cassette tapes, and microforms. Access to the collection is provided via a computerized library catalog that includes the holdings of Augsburg and six other private liberal arts college libraries in the metropolitan area. Daily courier services among these libraries facilitates accessible through MINITEX, a regional library network, and through OCLC, an international library network. Remote, off-campus computer access to all these services is provided via a telecommunications link. Students who successfully complete Augsburg's Leadership program will receive a Master of Arts degree. Augsburg is accredited by the North Central Association of Colleges and Schools. The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Faculty who teach in the Master of Arts in Leadership program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team •, ~BRARY .. r ' Ii •. . ·• • . ~ ' q ~ .. I .. ; . "· . ...,. "•·.' the sharing of these resources. Additional library resources are ': I.• ' · ~·- ' .. . .' : .. ... .... ·If; .f .. ' ! • Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (neces- sarily) mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs wou Id meet the standards of every student, educational institution or employer. .. .' . ·, ~ . . ·" ,• ~DENT SUPPORT SERVICES The Augsburg Master of Arts in Leadership Program assists students in making education and career plans, in working on their personal development and in participating in activities beyond the classroom. Some of these services are: Academic Planning In addition to the faculty who provide consultation and advice, academic planning is guided by the Leadership Practicum assessors, thesis advisors and Master of Arts in Leadership staff. Career Services Available Include: • Development of a resume and a career-search plan through the Career Services Office ' ,. •. • • I ·.. . ~ • 4l .; '· ;~· • Work experience related to a student's field of specialization through the Cooperative Education Office (330-1148) • Professional assessment through Leadership Practicum • Self/career assessment counseling through the Career Services Office (330-1162) ,, ~DENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Students who wish to identify appropriate procedures for complaints should contact the Vice President for Student Affairs (330-1160). •.: The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except where a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age . •• .-·. .. : .... . .. J I ...... ' :• • •.• •.: '.. ... , .. · . ... . . . ·.. .. ·... .. . '# '• •.• .. • I ', .. . ·f • • I .,,. \ .. .....• .. .... .. ·~ ' • ·~ , • , t .. ". ~ . ' ..•. . •. .. nMISSON REQUIREMENTS Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university. Applicants are expected to have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A- 4.0) OR a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university, with a possible probationary tenn. Applicants holding a Master's or other advanced degree from an accredited college or university are academically admissible. ' . ~ A ,. Applicants to the program must have five years of experience (or equivalent) with one or more organizations in a position(s) of leadership or position(s) demonstrating leadership potential. Decisions about admission to the program will be made on an individual basis by the Master of Arts in Leadership 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, • Miller Analogies Test scores, for applicants who do not meet the published admissions standards, • For applicants whose native language is not English, a minimum score of 550 on the Test of English as a Foreign Language (TOEFL), • Written statement, and • Possible interview . APPLICATION PROCEDURES • • !,. • ; . ... To apply, the following materials must be submitted to the Graduate Programs Office: • Completed application fonn; • $25.00 application fee (nonrefundable); . • A brief ( 1-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations; ·.•., . .. ••• .. • Letter of recommendation from an immediate supervisor, assessing leadership potential; • Letter of recommendation from a co-worker (at the same level) describing the applicant's work style and potential as a leader; • 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; • Official set of results on the Miller Analogies Test will be requested directly of applicants by the Graduate Programs Office, who do not meet the published admissions standards; • Official Test of English as a Foreign Language (TOEFL) score with a minimum score of 550, for applicants whose native language is not English; • Applicant may be asked to participate in an interview with graduate programs faculty and/or staff member . .. " . .. ~· ·....· . ··. .. .. . .. . . .. . :- . ' -. :, ._%TERNATIONAL APPLICANTS ·~ .~ ~ Augsburg College Graduate Programs Office encourages qualified applicants from other countries and feels that they contribute significantly to the program. International applicants should keep in mind that classes meet on alternating Thursday evenings and Saturdays. Students can take only two classes plus a practicum per trimester for a yearly total of six classes and three practicums. With this schedule students can complete the required course work in two years. Please see the section under Admission Requirements for a general description of the admission process, selection criteria and work experience requirements. Application materials required for international applicants are: • Completed application form; • $25.00 application fee (nonrefundable) payable in U.S. dollars; • A brief ( 1-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations; • Completed Declaration of Finances (see below for additional information); • Letter of recommendation in English from an immediate supervisor, assessing leadership potential; • Letter of recommendation in English from a co-worker (at the same level) describing the applicant's work style and potential as a leader; • Official marksheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and any degree(s) conferred (diploma(s)); • Official marksheets with certified translations from all graduate institutions attended listing 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 550; and • Applicant may be asked to participate in an interview with graduate programs faculty and/or staff member, if applicant is in the United States. As a first step toward application, all international students must arrange for their own financial sponsorship, because limited financial aid from Augsburg College may or may not be available. Students and their sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. Students will need to provide proof of availability of funds for tuition, books and living costs. For the 1993-1994 academic year, we require students to provide proof of a minimum of $10,000 in U.S. funds for living expenses and the cost of tuition must be added to this amount. Students wishing to have spouses and/or children accompany them, must plan on having additional funds available for their support. . " ..... ,, . . ··.· ... ··.., . •; . : . ... . I ,. .....: ,. :. • I I ~· I .. • NOTE: Additional information may be required, as requested by Augsburg College, to more accurately evaluate educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J -1 for students admitted to the Master of Arts in Leadership program. Information requested for the 120 or J- 1 will not be used to make an admission decision. . .. : ... ",, .' . • . .. " ... .... .. !( • . ..• • I ', '. .. ... I I ' ~ ' .I • • . \ _.'~. l ~t • .... ·" ~ALUATION STANDARDS .. ·~ ' Evaluation of academic perfonnance in the Master of Arts in Courses not offered on the numbered grading system are Leadership will be based on number grades using a 4.0 point scale noted in the course descriptions with these definitions: in this bulletin as being graded on a P/N basis. In order to receive a .. ..... ·, ,, 4.0 Achieves highest standards of excellence. 3.5 3.0 grade of P, a student must Achieves above basic course standards. achieve at least a grade of 2.0. Achieves the minimum passing standard. No more than two courses with a grade below 3.0 will count 2.5 2.0 1.5 1.0 Performance below basic course standards. toward the degree. Students who Unacceptable performance (no credit for the course). receive an Nor 0.0 in a course must successfully petition the 0.5 0.0 P N w .. .. .. . ". ·• ~ I ~ Committee before being Does not meet minimum course standards (no credit and allowed to continue in their non-punitive - not computed in grade point average). program. If a second grade of N or 0.0 is received, the student Grade given when a student withdraws from a course after the deadline for dropping without notation on the record . .. . A ., . . '·· '., , 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 Graduate Programs Office stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor and any other necessary documentation.) ~ ·- ; .' M'; ..... • ' Master of Arts in Leadership ,• ... . . Achieves at or above the 2.0 level (not computed in grade point average) . may be dismissed from the program. 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. TTENDANCE POLICY Because leadership issues are presented, discussed and important and should be considered a responsibility, not only to Irregular attendance may, at the discretion of the instructor, analyzed in the classroom, regular attendance is highly one's self, but to one's class- adversely affect one's grade. mates and course instructor. ' . ..~. . .~ I i· A I ,- 'f ... cADEMIC POLICIES • 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 Nor 0.0 in a course, the student must petition successfully with the Master of Arts in Leadership Program 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 Master of Arts in Leadership Program Committee. Students may also be dismissed by the Master of Arts in Leadership Program 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, Training and Experience Due to the interdisciplinary nature of the courses in the Master of Arts in Leadership program, it is unlikely that courses taken elsewhere may be substituted for a particular course in the curriculum. Students may petition the Associate Dean of Graduate and Non-traditional Programs 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 Leadership program. No more than two courses will be accepted for transfer credit. • Credit and Contact Hours Each full credit graduate course in the Master of Arts in Leadership program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 31.5 hours and are responsible for a significant amount of individual study and preparation. '" .. ." ..:. .. .. .; ... · Enrollment Policy/Leaves of Absence Students may take either one or two courses per trimester plus a Leadership Practicum. Enrolling in two courses per trimester enables a student to complete the course work in the program "-'· . • ,, ...•··. ... . _ ... • ,!t1 • .. I . . ·:. ..• .. ' •"" . .: ":' . .. . . ' . : .~ .' ~ . A :..•·. ...... .. .·:·. , ·. ' \ • .. .. ,•, I co• cADEMIC POLICIES in 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 Master of Arts in Leadership Program Committee. • Students who leave the program for more than one trimester must request a leave of absence in writing from the Associate Dean of Graduate and NonTraditional Programs. A leave of absence may be granted for one calendar year. Time spent on an official leave of absence will not count toward the five year deadline for degree completion. 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 Leadership Program Supplement. .. . ' .....•.. , ' . .... . ·" .. ,. ' !'"• • " '· ...... ··. ,, 'a ' ;• "'• ~E AND PAYMENT INFORMATION ; . .. If .... ..: ! A schedule of fees is published separately in the Master of Arts in Leadership Program Supplement. Tuition is set on an annual basis. ML 592, ML 593 and ML 594 are half credit courses and are charged half of the current full credit tuition. ML 500 Leadership Practicum is a separate charge. Please refer to the current supplement. Various Payment Plans are Available: * 1) Payment in Full: Due day of registration. . .. .. ··.-• .. ~ .... ,, . ··.•. I, .. .... . . I ' , 2) Payment Plan: Upon application and after college approval, a three-pay plan is available each trimester. Payment plans will be offered only if the student has adhered to previous plans . 3) Company reimbursement: Full courses or equivalent which are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 45 days after the end of the tenn. A letter from the employer, stating the company's reimbursement policy, must be annually filed with the Business Office. 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 all student accounts are paid in full. This also applies for students loan funds administered by the College (Federal Perkins Student Loan); they must be current according to established repayment schedules. * A non-sufficient-funds check will declare your registration invalid and could affect further credit extended by the college. Refund Schedule In order to be eligible for a refund, students are responsible for canceling courses with the Registrar's Office. A per-course tuition refund will be made on the following basis: Prior to the first scheduled class meeting - 100% Prior to the second scheduled class meeting - 90% Prior to the third scheduled class meeting - 80% Prior to the fourth scheduled class meeting - 70% Prior to the fifth scheduled class meeting - 60% Prior to the sixth scheduled class meeting - 50% . . .. ·, ·.. : SlfNANCIAL AID In a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two full credit courses per trimester allows the student to be classified as full-time. One course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have financial need. Sponsored Scholarships Augsburg actively pursues outside 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 several payment plans by which employees may handle tuition reimbursement. 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 Support Program Director at 330-1138 or your tribal agency. Federal and State Aid Programs The Office of Student Financial Service determines eligibility for any Federal or State financial aid programs available to graduate students. Determination is based on standard, nationally accepted methodology. • Federal Perkins Loan ProgramJoint 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 $3,000 per year as an undergraduate with a $15,000 undergraduate maximum ($30,000 as a graduate student). .•.• JNIEREST AND REPAYMENT: Simple interest of 5% and repayment of principal (at a minimum of $40 per month) begins 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 " t• I ,, t ... .. ' three years of military, Peace Corps or VISTA. Contact our student loan coordinator if you think you are eligible for a deferment. • Federal SLS (Supplemental Loans for Students) Federal SLS is a federally sponsored loan program which permits independent students to borrow to finance their cost of education. Applications are available from the Office of Student Financial Services anct must be completed and returned to Financial Services for processing. Checks are delivered co-payable to the College and the student. BORROWING LIMITS: Undergraduates may borrow up to an aggregate maximum of $23,000. Graduate students may borrow up to $10,000 per year with an aggregate maximum of $73,000 (including undergraduate). JNIEREST AND REPAYMENT: Variable interest rates are adjusted each July !st with an • Iii' .... . .. ·' ·' • 11' • • . ... 11 . •. •. . . ... .. . ' , .. ... , i' .. ···... ··. ' . .. . . . . .. . ,. .." . . SlfNANCIAL AID L• , ......• .· .. .... ." . •' ·. . .' ··'·' ..... ~ "· .. ..: l . ·~ .. .... .. ~ ... .:.t . '" N· .. • • . • ~t'! ....•. .' ·.~ ... ··· ·.... ··.-,··' .•· ••••• 4 • ..... . ... .. . 11 % cap. Interest payments begin 60 days after the loan is disbursed, but in many cases, interest can be allowed to accrue and is added to the principal. Repayment begins 60 days after you leave school or cease to be enrolled at least half time. (For 7/1/92 - 6/30/93 the rate is 7.36%.) DEFERMENTS: Deferments exist for continued education or disability. Contact your lender for details. • SELF (Student Educational Loan Fund)The SELF is administered through the Minnesota Higher Education Coordinating Board. Applications are available from the Office of Student Financial Services and should be completed by the borrower and co-signer and returned to Student Financial Services for further processing. Loan checks arrive once per term and are made co-payable to the student and Augsburg College. BORROWING LIMITS: Graduate students may borrow up to $6,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing cannot exceed $16,000 ($25,000 including graduate). The minimum loan amount per year is $1,000. 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 Coordinating Board regarding special circumstances and repayment. • Federal Stafford Loan Program Common Loan Provisions: BORROWING LIMITS: Effective with enrollment periods beginning after October 1, 1993, graduate students may borrow up to $8,500 per year with an aggregate of $65,500. A student may borrow from either the unsubsidized or subsidized programs or a combination of both, but cannot exceed the annual loan limits. INTEREST RA TES: The annually variable interest rate is determined by the 91-day TBills +3 .1%, capped at 9%, and changes each July I st for new borrowers (those borrowing for enrollment periods beginning after October I, 1992). The interest rate for enrollment periods beginning between October I, 1992 and June 30, I 993 is 6.94%. Repeat borrowers will continue at the same interest rate as their previous outstanding Stafford Loans (7%, 8%, 8/10%, or 9%) . REPAYMENT TERMS: Repayment begins six months after you ceased to be enrolled at least half-time in an eligible program leading to a degree or certificate. Repayment may extend up to ten 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. Program Specific Provisions: FEDERAL STAFFORD LOAN (SUBSIDIZED): The Office of Student Financial services has determined that based on the financial information that you submitted, you qualify for up to the amount listed on your Award Notice. INTEREST: No interest accrues during the time the student is enrolled at least half-time. FEES: An origination fee of 5% and a guarantee fee of up to 3% will be deducted from the loan check before you receive it. FEDERAL ST AFFORD LOANS (UNSUBSIDIZED): You may borrow up to the amount listed on your Award Notice. INTEREST: Interest accrues during the period of enrollment and may be capitalized. FEES: An origination fee of 6.5% will be deducted from the loan check before your receive it. To Apply for Financial Aid I) Complete the Application for Admission and indicate your desire to also apply for financial aid. 2) The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up at the Office of Student Financial Services, 152 Science Hall, or at the Graduate Programs Office, 2222 Murphy Place). 3) All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if they did not receive financial aid. Forms are available from the College. 4) Complete and return the financial aid forms by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, by the deadline stated. . ..• ~ I ·. I .. ·.:~ ; ' ,1/. . • ~ . . f . I 41/1ll , ' ," '· . " .. ... ·..• ' A BOUT AUGSBURG 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 between nine of 14 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 and physical disabilities. Church Affiliation Augsburg is a college of the Evangelical Lutheran Church in America. We are a diverse community, with many strong religious traditions represented among the students, faculty and staff, including Lutheran, Protestant, Roman Catholic, American Indian Spirituality and Thought, Buddhist and Islamic faiths. .. : .. . '· .•. . . .:~·,, ' 'ii , •. I ~' ••• . .... ,., History Campus Location 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. Augsburg's campus is located in the heart of the Twin Cities surrounding Murphy Square, the oldest of 155 parks in the "City of Lakes." Adjacent to the campus are Riverside Medical Center, the West Bank campus of the University of Minnesota and Mississippi River parkways. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments of Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities and employment practices . • • 'I • I .; .... ·' ~MPUS LOCATION MAP N e From St. Paul Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at _Augsburg sign. Parking From Minneapolis Interstate 94 east to 25th A venue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. All posted Augsburg College parking lots, with the exception of resident parking lots in front and behind the residence halls, are free and open for student use from 4:30 p.m. Friday through I .,. ··, ' ' . .•.• .: Sunday evening and Monday through Thursday evenings after 4:30 p.m. until 8:00 a.m. Lots are located on Seventh Street between 21st and 22nd A venues and north of Eighth Street on 21st Avenue. Most street parking is four hour parking and available seven days a week, except for the parking meters on Riverside A venue. The parking meters are as posted by the City of Minneapolis. Additional parking is available in the Fairview Riverside Medical Center ramp. .. • •'! •' • .. ·,' ~MPUSMAP • '· .t I.~ , ~- • • • • . ·1 • • • . .i" /_ 2. 3. 4. 5. 6. ~ ..·.' . .. . .. 7. • - '·f ,. .. .; . ~ .. '· 19. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Minority Education Partnership 22. Oscar Anderson Hall 23. East Hall A. Admissions Parking B. Student Parking c. Visitor Parking D. The Quad E. Faculty/Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview/St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only K. Student/Commuter Parking 6. Accessible Entrance ' 11,'. . . .. ''· 1 .. ~ . . :... :... ..1•• .~ ,. . ,.. .. .~ ... . . ... ' '· .. .. ~CULTY AND ADMINISTRATION .. : ' ' .• I ....,.. .. •.. ' . "• •' I Larry Crockett • • .. . .., .. . .. ... .• , . .: 11··... '.:· . ;,. ·-·~ ' I • tJ .. ... ! •.: •\ ' ' ':·ti ... ' ~ .·.,... .... . .. ..• .. ..· •: "'· •' ·.. . . •' . ... \ . .t ~.• . '' •' : .... . . . ··-. ... . . ,. - Norman Ferguson Instructor of Speech, Communication and Theatre. B.A., Augsburg College; M.A., University of Minnesota. •' ' Assistant Professor of Education. B.A., M.A. , University of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph.D., University of Minnesota. Dan Hanson .... ., ., Laura L. Ericksen Coordinator of Graduate Programs in Leadership. B.S., Illinois State University; M.A., University of Arkansas . Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. .. ~ Associate Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div ., Luther Theological Seminary; Ph.D., University of Minnesota. Joseph A. Erickson ... .; ..., ..... John Benson Professor of Religion. B.A., Augsburg College; B.S., Luther Theological Seminary; M.A., Ph.D., Columbia University. . :· '· The following faculty and administrators are currently involved in the Master of Arts in Leadership Program: . Garry Hesser Professor of Sociology, Director of Cooperative· Education Program, Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Ryan LaHurd Vice President for Academic Affairs, Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph .D., University of Wisconsin . David Lapakko Larry Ragland Assistant Professor of Speech, Communication and Theatre. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Associate Professor Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Thomas Morgan Milo A. Schield Associate Professor of Business Administration/MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Associate Professor of Business Administration/MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. William D. Morris William Swenson Instructor of Philosophy . A.B., Ph.D., University of Chicago. Instructor of Political Science. B.A., Oakland University; Ph.D., Carnegie-Mellon University. · Richard Nelson Professor and Department Chairperson of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota . Beverly Nilsson Professor and Chairperson of Nursing. B.S.N., M.S., Ph.D., University of Minnesota. Norma Noonan Acting Director of Master of Arts in Leadership Program and Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University . Michael O'Neal Instructor of Sociology . B.A., University of Missouri; M.A., Ph.D., University of Minnesota . Magdalena M. Paleczyny-Zapp Assistant Professor of Business Administration/MIS. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Alisa Potter Instructor in Sociology. B.A., Concordia College; Ph.D., University of Minnesota . Diane Pike Associate Professor and Department Chair of Sociology. A.B., Connecticut College; Ph.D., Yale University. The provisions of this document are not to be regarded as an irrevocable contract between the student and the College. The College reserves the right to change the provisions or requirements at any time within the student's term of residence .
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Title: Augsburg College Summer Catalog, 1994
Collection: Course Catalogs
Search Result: Starting April 18 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a...
Show more Starting April 18 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a course is cancelled. When this happens, you may elect to receive a deposit refund or substitute another course. To avoid disappointment in course selection, schedule as soon as you can. Many courses with limited enrollment fill early. Conversely, courses with low preregistration enrollment may be cancelled before the first day of the term. Students must confirm registration in person at the Business Office or they will be dropped from the course. Term I Summer School students are required to finalize their registrations on May 31 or June 1. Term I1 registrations must be finalized on June 27 or 28. This procedure applies to all courses, including internships and independent studies. Finalizing registration will take place at the Business Office, 114 Science Hall, between the hours of 8:30 a.m. and 6:00 p.m. on May 31 or June 1, and June 27 - 28. The balance owing for tuition must be paid before registration is finalized. Augsburg students please note: (Balance due on Augsburg account from previous termls must be paid in full before you can finalize registration.)A late fee of $50.00 will be assessed for Term I registrations completed on June 2. A late fee of $50.00 will be assessed for Term I1 registrations completed on June 29. Registrations will not be accepted after these dates. To change your registration, cancel your registration, add a course, or drop a course and enroll in another course, fill out a Cancel/Add form at the Registrar's Office. There is a charge of $50.00 for changing a registration after the second day of each term. This must be done by 3:30 p.m. on June 2 for Term I courses and by 3:30 p.m. on June 29 for Term I1 courses. This procedure applies to internships and independent studies as well as scheduled courses. Any refund or adjustment of fees is determined according to the "Tuition Refund Policy." @ Printed on recycled W e r I --- '~o@mg-L -2 &edultnne &*-&.* April 18 April 18 May 31 -June 1 June 27-2f (must be confirmed in person at the Business Office) Classes begin Balance of tuition due May 31 May 31-June 1 Last day to: I Change grading option *Drop class without notation *Register with late fee of $50 June 27 June 27-21 I . June 13 June 2 June 2 1 July 15 June 29 June 29 (noregistrations will be I accepted after this date) Holiday Last day to withdraw from class (W) Classes end Grades due in Registrar's office - May 30 June 17 June 24 July 1 -- July 4 July 22 August 5 August 12 - NONDlSCRlMINATION POLICY It is the policy of Augsburg College not to discriminate on the basis of race, color, creed, religion, sexual or affectioml preference, national or ethnic origin, age, marital status, sex or status wlth regard to pubhc assistance, or disability as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, education programs, activities and employment practices. The tuition charge for 1994 Summer School courses is as follows: $776.00 for full-credit courses, $390.00 for half-credit courses, and $195.00 for fourth-credit courses. Audits are charged at the tuition rates listed above. Tuition Refund Policy The $50.00 per course deposit is not refundable. Refund of all or part of the remaining fee is calculated from the date of the student's official course cancellation at the Registrar's Office. Schedule of Refunds: *Prior to the second scheduled class meeting - 100%of the refundable portion of the fee. *Prior to the fourth scheduled class meeting - 75% of the refundable portion of the fee. *Prior to the sixth scheduled class meeting - 50% of the refundable portion of the fee. Courses with fewer than 12 scheduled class sessions will use a prorated version of the schedule of refunds. Financial Aid Financial aid is limited to the Guaranteed Student Loan. Any student taking one course is regarded as a halftime student for the summer and is eligible to apply for a Guaranteed Student Loan. Contact the Financial Aid Office to make loan arrangements (3301046).The deadline for applying for Financial Aid for Summer School is April 15,1994. You must have a complete file in the Financial Aid Office by April 15 in order to receive an award for Summer. Please pick up a Financial Aid Application from the Financial Aid Officer. I 1. Admissions House 2. George Sverdrup Library 3. Science Hall 4. Old Main 5. Quad 6. Mortensen Tower 7. Urness Tower 8. Christensen Center 9. SverdrupOftedal Memorial I3all 10. Music Hall 11. 2222 Murphy Place 12. Si Melby Hall 13. Ice Arena 14. S t m I1 Theatre - 15. College Relations 16. Nordic Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Center for Global Education 19.. Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American IndianSupport and Black Student Affairs 22. Oscar Anderson Hall 23. East Hall 24. Murphy Square 25. Anderson-Nelson Athletic Field . -- - - Campus Location 26. Husby-Strommen Tennis Courts A. Admissions Parking - B. Faculty/Staff/Commuter/ Residence Parkine E. F. G. H. Parking Commuter - Sheet Parking Resident Parking Visitor Parking Fairview/%. Marv's Parkine .. rn rn 35W from the North - I rn Take Washington Avenue exit and turn left of washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. I 1-94 East from Minneapolis Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. . 1-94 West from St. Paul Take Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 1 F ' 35W from the South Follow the 1-94 St. Paul signs (move to right lane after each of two mergers). . Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. I Augsburg College is a four-year, fully accredited liberal arts college affiliated with The Evangelical Lutheran Church in America and is located in the heart of Minneapolis. The small college environment, about 3,000 students during the academic year, is enriched by the many cultural, sport and recreational activities found in this vibrant metropolitan area. $n active summer combining classes and participation in metropolitan events is a delightful and broadening experience. Augsburg College provides a diverse summer curriculum including regular courses, internships and independent studies. Term I runs I . l f r o m May 31 -June 24, Term II runs from June 27 - August 5. This brochure presents the Summer School Program and was correct at the time of publication. 1 Summer students may take one course during Term I and two courses during Term 11. Unless otherwise indicated, all courses carry a value of one course credit, the equivalent of four semester credits or six quarter credits. Courses fulfilling Augsburg distribution and perspective requirements are so noted in the course descriptions. r Course levels are inaicated by tne first digit of the three digit course number: 1 or 2, lower division, primarily for freshmen and sophomores; 3 or 4, upper division, primarily for juniors and seniors; and 5, graduate level. Courses regularly taught during the academic year are more fully described n the Augsburg College Catalog. If you leed more information about a special -ummer offering, please contact the Summer School Office. Independent study and internships, in addition to those listed, may be pursued during the summer in a number of departments. Internships involve work experience related to the academic program in an agency, government or industry. Consult the Summer School Office for information. Students who need housing may obtain information from the Director of I Residence Life. Call 330-1109. .. b The College reserves the right to cancel listed courses. I. Y Information and Forms Additional information and registration forms may be obtained from: AUGSBURG COLLEGE SUMMER SCHOOL OFFICE Murphy Place 2211 Riverside Avenue Minneapolis, MN 55454 Call 61W330-1786 or call toll-free 1-8OOff88-5678 Ryan LaHurd, Director Barbara Pappenfus, Coordinator 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 Summer School. Good standing implies that the student has been admitted and not subsequently dropped by that institution. Other persons wishing to take summer school work should contact the Coordinator of Summer School to ascertain eligibility under special circumstances. Acceptance as a summer student does not imply admission as a regular student of Augsburg College. Those wishing to begin a degree program at the College should apply for admission though the Office of Admissions or Weekend College. .. . ART ART 389-A AMERICAN ART Anderson A study of early Colonial through contemporary American art, architecture, and folk arts. Dist.: Art/Music; Persp.: Aesthetics 1:00-4:00 p.m. M,T, W,Th Foss 43 B10 101-A Mickelberg HUMAN BIOLOGY Basic biological concepts from an anthropocentric point of view. An attempt to answer such questions as: What makes a human just another member of the biotic fold? Do humans have a niche in the ecosystem? What influence do humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (A student may not receive credit for both 101 and 103. Does not apply to the major or minor.) Dist.: Biology /Chemistry; Persp.: Na tural World 2 12:00-3:00 p.m. M,T, W,Th,F SC1205 ACC 221-A PRINCIPLES OF ACCOUNTING I Stoller Inkoduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. 8:30-10:50 a.m. M,T, W,Th,F OM 10 ACC 322-A ACCOUNTING THEORY & PRACTICE I Kader An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: BUS 222, ECO 113) 9:30-11:50 a.m. M,T,W,Th,F OM 23 BUS 242-A PRINCIPLES OF MANAGEMENT Cerrito Development of the theory of management, organization, staffing, planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager. 6:00-9:00 p.m. M,T, W,Th . . OM 10 BUS 301-A BUSINESS LAW Schield An introduction to law and a survey of different areas of law as they relate to the conduct of business. Topics covered include contracts, torts, employment discrimination, and labor law. (Prereq.: BUS 221,222,252; ECO 112,113 recommended) 6:00-9:00 p.m. M,T, W,Th 0~-29 BUS 331-A FINANCIAL MANAGEMENT LaFave Theory of acquisition, allocation, and management of funds within the firm. Sources and uses of long and short term funds, cost of capital, capital budgeting, leverage, dividend policy, and related topics. (Prereq.: Bus 222, ECO 113) M,T,W,Th, F OM I1 8:30-10:50 a.m. ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problems facing a metro-urban environment. By independent study. Students need signature of instructor before Term One begins (call 330-1152). P/N only. Dist.: Urban/Women's/Minority Studies or Economics/Political Science; Persp.: Social World 1 or 2, or the City Arranged ECO 112-A PRINCIPLES OF MACROECONOMICS Gupta Introduction to macroeconomics, national income analysis, monetary and fiscal policy, international trade, economic growth. Dist.: Economics/Political Science; Persp.: Western Heritage 1 or 2 M,T, W,Th,F OM 16 9:30-11:50 a.m. EDUCATION EDE 382-A KINDERGARTEN-ELEMENTARY CURRICULUM: MATHEMATICS Drewlow Examination and preparation of materials and resources for mathematics instruction at the kindergarten and elementary levels. (Prereq.: P E T ) (1/2 course) T,Th L1 6:00-9:00 p.m. EDU 388-A HUMAN RELATIONS Mueller Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Required for all elementary and secondary education majors. Open to all. P/N only. (1/2 course) M ,W OM 18 6:00-9:00 p.m. ENG 219-A AMERICAN DIALECTS: DIFFERENCES AND ATTITUDES Schrnit This course will examine the dialeck of various English-speaking communities and attempt to describe and understand their rules of speech: their grammatical rules, phonological rules, and their rules of discourse. Dist.: Urban/Women/ Minority; Persp.: Intercultural Awareness 1 M,T,W,Th OM 27 6:00-9:00 p.m. ENG 245-A INTRODUCTION TO LITERATURE Swanson In this course students are initiated into the formal study of narrative, drama, and poetry in order to appreciate more fully the pleasures of literature. The course aims to expand students' exposure to literature and therefore draws on works from several periods, from different cultures and races, from male and female writers. As the prerequisite for all upper courses in literature, Introduction to Literature aims in particular to develop students' critical and analytical skills in reading about literature. Dist.: Literature; Persp.: Aesthetics M , T , W , Th,F OM 18 9:30-11:OO a.m. HPE 499-A INDEPENDENT STUDY Staff Independent study for Upper Division credit. Arranged. HISTORY HIS 348-A RUSSIA AND THE SOVIET UNION IN THE 20TH CENTURY Kimball The course offers an introductory historical survey of the Soviet Union. It begins with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the Civil War and Lenin's consolidation of power. Later topics include: the rise of Stalin, his Great Terror, World War 11, the Cold War and the slow rejection of Stalinism culminating in an examination of recent even$ since the emergence of Gorbachev. The course will emphasize political, diploma tic, economic and cultural history by focusing on Soviet political practices and institutions. M,T, W,Th,F OM 13 9:30-11:50 a.m. INTERDISCIPLINARY INS 199-A1399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. May fulfill the City Perspective. Consult instructor for clarification. Arranged - MODERN LANGUAGE GER Ill-A BEGINNING GERMAN I Quanbeck Classroom practice speaking, understanding and - reading basic German for students with no previous background in German. Dist.: Language Level 1; Persp.: Intercultural Awareness 2 M,T, W,Th OM 23 6:OO-9:00 p.m. SPA I l l - A (Section I) SPA I l l - P (Section 11) BEGINNING SPANISH I Kingsley Aims to develop four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Dist.: Language Level 1; Persp.: Intercultural Awareness 2 8:30-10:50 a.ni. M,T,W,Th,F (Section 1) OM 25 5:30-7:50 p.nr. M,T,W,Th,F (Section 11) OM 25 MUSIC MUS 271-A MUSIC THERAPY TECHNIQUES AND MATERIALS Metzler Study of non-symphonic instruments, OrffSchulwerk, applications of recreational music activities to clinical settings. (1/2 course) 6:OO-9:OO p.nl. T,Th Music 3 PSY 105-A PRINCIPLES OF PSYCHOLOGY Hanson An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Application of psychological concepts to everyday situations is emphasized. Dist.: Psychology/Sociology; Persp.: Human Identity REL 385-A PROCESS THEOLOGY AND CHRISTIANITY Lorenzen This course is an introduction to process theology which is based on the philosophy of A.N. Whitehead and is a critique of "Classical Christianity." Issues such as theodicy, christology, sin and salvation will be considered. An 8 to 10 page paper will be written and presented to the class. Class sessions will include video and discussion. (Prereq.: REL 111,221, or consent of instructor.) Dist.: Religion; Persp.: Christian Faith 2 or 3 6:OO-9:OO p.m. M,T, W,Th Music 23 SWK 260-A HUMANS DEVELOPING Staff This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of sociocultural, biological and psychological factors which influence the growth of individuals and families in contemporary American society. Emphasized is the role of the "nurturi,ng environment" in relation to human growth, the impact of "sustaining environment" and other special stresses relevant to growth. Growth related to populations and groups which represent racial, disability and sexual minorities is also a focus. Students will gain selfunderstanding through use of their own experiences. Persp.: Human Identity 9:30-11:50 n.in. M,T,W,Th,F Foss 2 l A SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arrnnged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to department guidelines. (Prereq.: SWK 257 and consent of instructor) Arranged SOC 199-Al399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. May fulfill the City Perspective. Consult instructor for clarification. Arranged SPEECH, COMMUNICATION AND THEATRE . A D'"S SPC 352-A PERSUASION Holmquest Theory of how people are influenced to change attitudes and behavior. Topics include obstacles to persuasion; logical and psychological appeals; empirical research; persuasion in politics, sales, advertising and interpersonal contexts; mass movements and campaigns; impact of the mass media; and ethical issues. Includes speech and promotional projects. 5:OO-8:OO p.m. M,T,W,Th Music 22 (These courses are available only to graduate level students.) EDU 510 ETHICS AND LEADERSHIP: ISSUES AND VALUES FOR TODAY'S SCHOOLS Study of leadership withb thc cantext afpawnal and professional ethics and velum, Introductpt-y mrse for MEL pro$rarri. Offered a t dtscounM .ition. Available to special students and fully enrolled MEL students. 1.0 graduate course credits (equivalent to 4 semester fledits or 6 quarter credits) EDU 513 DIVERSITY AND EDUCATION World concerns and cultural diversity as they impact the field of education. Approval pending. linnesota Human Relations licensure .-.quirement. Open to special students and fully enrolled MEL students. 1.0 graduate course credits '2quivalent to 4 semester credits or 6 quarter .edits). For informa tion on dates, times, tuition, ~structors,please call the Graduate Program Iffice at 330-1786. EDU 599 SPECIAL TOPICS: DEVELOPING A MULTICULTURAL PERSPECTIVE: LEADERSHIP IN A LATIN AMERICAN CONTEXT A graduate course for educators sponsored and coordinated by the Center for Global Education, and held on site in Cucrnavaca and Medco City, Mexico, June10- 21,1994.?hts mme C daigncd to developan appkatlon hmltuml di&rek@ and to assist in broadening your world view through face-to-faceencounter with the people of the third world. 1.0 graduate course (equivalent to 4 semester or 6 quarter credits). For more informa tion, call Center for Global Education at 612/330-1159. - ! tangible and intangible fixed assets, liabilities and reserves, actuarial topics. Additional emphasis on income determination considering price level changes. (Prereq.: BUS 322) M,T,W,Th,F OM 23 10:05-11:30 a.m. BUS 340-A HUMAN RESOURCE MANAGEMENT Cerrito Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the of the firm and society. (Prereq.: BUS 242) BUS 440-A OPERATIONS MANAGEMENT Concepts and principles related to the Cerrito mimagemen! of apemlng hhcftons. b m p l m horn swim bdwrries. no-gofit orpnimtions , ART107-A DRAWING Bollman An intrahction to and d e 6 r i h of drawing methods and media. h w i n g h piwentdas a diverseartformwMchmnbeeqwknceclina wkty of wya. TradIbml and WR-tradttrml media are used. Dist.: Art/Music; Persp.: Aesthetics T,Th OM 17 5:30-9.00 p.m. I 1 I , ART 118-A PAINTING I Bollman Painting in opaque and transparent color. A variety of subjects and approaches illustra te the versatility of paint as an expressive medium. Dist.: Art/Music; Persp.: Aesthetics T,Th OM 17 5:30-9:00 p.m. ART 132-A (SECTION I) ART 132-P (SECTION 11) PHOTOGRAPHY Friederichsen The camera used as a tool for visual creativity and expression using black and white photographic processes. Students need access to a 35mm, single lens reflex camera. Estimated cost of film, etc.: $175-$200. Dist.: Art/Music; Persp.: Aesthetics M , W (Section 1) OM 4 1:30-5:00 p.m. 5:30-990 p.m. M,W (Section 11) OM 4 ADMlNlSTRATIONNIS .BUSINESS ACC 222-A PRINCIPLES OF ACCOUNTING I1 Solnick Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. (Prereq.: BUS 221) M,T, W,Th,F Music 23 10:05-11:30 a.m. ACC 323-A ACCOUNTING THEORY AND PRACTICE I1 ~~d~~ A continuation of BUS 322. An analysis of accounting theory pertaining to investments, and rnanuItlctwrhg.Taught ma managerla1 poht of v l w . Topi- indudean overview of knceptsof quality, invcntury management, prlncfplesofscfr&uling and operations1control [&anation system. ( P r e q . :BU5242 or m w n t of instrrrctor) PRINCIPLES OF COMPUTING FOR BUSINESS Schwalbe An InWducKon to mmpu!jq mnrepts and mlcrocumpucer-bsed inhmtltmsystem Study k;l$aes of W w a r e , operahg g.stems, Ianguages and m n t a p p h l W . Ltmm k,use MSDOS, Word Perfect, Lotus 123, and dBase HI+. May study other applications (M~crosoftWord, Excel). The completion of MIS 370 with a passing grade will serve as a substitute for MIS 175. (Prereq.: MPG 11 or a Pass in MAT 103, a self-paced Foss 20 gOMPUTER SCIENCE CSC 160-A INTRO T O COMPUTING AND COMMUNICATIONS Staff Basic computer applications using word processing, spreadsheets, and databases; files and disks; simple programming; use of e-mail, Internet, news, and information services. (Prereq.: MAT 114 or MAT 122 or MIS 379 or Math Placement Group IV) Foss 20 ECONOMICS - 3- -F- - -- - ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problems facing a metro-urban environment. By independent / study. Students need signature of instructor before Term Two begins (call 330-1152).P/N only. Dist.: Urban/Women's/Minority Studies or Economics/Political Science; Persp.: Social World 1 or 2, or the City Arrnnged resources for language arts at the kindergarten and elementary levels. Laboratory experiences. Graduate Level Skill: Writing (Prereq.:PFST, EDU 265) (1/2 course) 6:OO-9:30p.m. T,Tli LI Dntes: June 28,30; July 5,7,12,14 ECO 113-A PRINCIPLES OF MICROECONOMICS SabeIIa Introduction to microeconomics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. Dist.: Economics/Political Science; Persp.: Social World 1 or 2 6:OO-9:30p.m. M,W OM 29 EDS 390-A COMMUNICATION SKILLS IN THE ENGLISH CLASSROOM LaDuca This course is for English-Education majors who plan to teach high school English. It is designed to improve students' skills in public speaking, oral interpretation, listening, and small group discussion as well as to explore methodologies for teaching and incorporating these skills in the high school English curriculum. 6:OO-9:30p.m. T ,TI1 L 17 ECO 315-M (SECTION I) ECO 315-T (SECTION 11) MONEY AND BANKING Gupta Monetary and banking systems, particularly commercial banks, and the Federal Reserve System; monetary theory and policy. (Prereq.: ECO 112,113) 6:OO-9:30p.nr. M,W(Section 1) Foss 42 6:OO-9:30p.m. T,Th (Section 11) Foss 42 EDE 375-A DISCOVERY IN THE WORLD OF KINDERGARTEN Graves Kindergarten curriculum, materials, teaching approaches. Prerequisite to student teaching at kindergarten level and to obtaining a license for teaching at that level. Lab arranged. (Prereq.: Consent of instructor and PPST) (1/2 course) 6:OO-9:30 p.m. T,Th L 20 Dotes: June 28,30; July 5,7,12,14 EDE 377-A KINDERGARTEN-ELEMENTARY CURRICULUM: SCIENCE Stangl Examination and pre~aration of materials and * resources for science at the kindergarten and elementary level. (Prereq.:PPST) (1/4 course) IO:05-12:OO p.m. T,Th OM 4 & July 19,21;luly 26,28; Aug~rst2,4 EDE 386-A KINDERGARTEN-ELEMENTARY CURRICULUM: CHILDREN'S LITERATURE Parker Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Lab experiences. (Prereq.:PFST) (1/2 course) 5:30-9:00 p.m. T EDE 387-A KINDERGARTEN-ELEMENTARY CURRICULUM: LANGUAGE ARTS Themes Examination and preparation of materials and EDS 391-A TEACHING MASS MEDIA LaDuca This course is for English-educa tion majors who plan to teach high school English. Students will explore the nature of the media as "consciousness industries," examining the whys of teaching the media, how to effectively go about it, what kind of assumptions media education has been based on in the past, and how to incorporate media education into the English curriculum. The students will become familiar with all forms of mass media and will understand the impact of media on their lives. Students will learn how to be discriminating users of mass media and how to teach others to be the same. (Prereq.:PPST) (1/2 course) 6:OO-9:30p.m. M L 17 EDU 341-A MEDIA TECHNOLOGY Hackney Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production and evaluation of effective audio-visual materials for teaching/learning situation. Computer training will be included in this course. ( Prereq.:PPST) (1/2 course) 6:OO-9:30p.m. W Foss 175 EDU 388-A HUMAN RELATIONS Clemmons Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Required for all elementary and secondary education majors. Open to all. P/N only. (1/2 course) 10:05-11:30 a.m. M,W L 17 ENGLISH ENG I l l - A EFFECTIVE WRITING Castor Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is givcn to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically, and revising for clarity and style. Minimum passing grade for credit is 2.0. Entry level skill: Writing 6:OO-9:30p.m. T,Th OM 18 ENG 241-A INTRODUCTION TO CINEMA ART Mitchell An investigation of the citl~mmticqualities, theoretical principles~lsdb t o f i c d evo!ubllm of the film medium. fi*! empbals Is on film A6 an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the international development of film form and selected aesthetic movements such as the American studio film and its gcnres, German expressionism, Soviet montage, Italian neorealism and the French New Wave. Because of film lengths, some classes will go to 10 p.m. Persp.: Aesthetics 6:OO-9:30 p.111. M,W Foss 175 I I 1 ENG 282-Al482-A TOPICS IN LITERATURE: THE CITY: GARDEN AND WILDERNESS Griffin In the city, remarks A h h dt! T o c q u ~ v i k "humanity attains ils most mmplete development and its most brutish here dvihtion works its miracles, and civilized man is turned back almost or into a savage." The power of thP dty to &b corrupt the human d is a persistmt heme in western tradiliom milmune viu s a d y primarily Amerimn mvcls, p m s , essays and films that explorc th& theme. Tab will be supplemented by &e rnewrcesof the Twin Cities. Course work will involve discussion of texts, papers, exams, and an out-of-class experiential component. Dist.: Literature 6:OO-9:30 p.m. M,W OM 16 HIS 115-A Zehnder MODERN MIDDLE EAST This is a survey of the volatile Middle East from the rise of nationalism and the decline of the Turkish Ottoman Empire in the 19th century to the current crisis hot spots in the Persian Gulf and the Levant. The goal is a better understanding of how the Middle East reached its contemporary complexity, and its role in the wider world. 6:OO-9:30 p.nr. M ,W INS 199-Al399-A INTERNSHIP Hesser A work-based learning experience in which a student deslgns a Iearing a p m e n t with a hrutty member which links the idmsand methods of theL major to t h ~ - n p p o r found ~ L ~ in the p~amm~nr. hrtrdpation in a weHy geminsr Is ertpfftrd, May Idfill the City Pmpective. Consult instructor for clarification. Arranged INS 225A Kader INTRODUCTION TO ISLAM This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari' ah), Islamic economic and political systems, and Islamic patterns of life. There will also be a consideration of the differences between the Islamic sects (Sunnis, Shi'ites, Sufis, etc.). There will also be some effort to deal with the similarities and differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin Cities. Dist.: Urban/Minority/Women's Studies; Persp.: Intercultural Awareness 1 11:40-1:25 p . ~ n . M,T, W,Th OM 16 MAT 163-A INTRODUCTORY STATISTICS Kaminsky FOR THE LIFE SCIENCES The course includes treatments of some or all of the following: descriptive statistics, elements of probability, basic probability distributions, point and interval estirna tion, test in^ of hypothesis, regression, amlysb -of-uadance, cohiingcncy tables and nonparamctric methods with appli,-atiom chosen prhdP~l~y from pmblems in-the life scknms: biology, mcdiclnr. anthropology, ecology and agriculture. Students will learn to use a statistical computer package to solve problems. (Prereq.: Math Placement Group 111) Dist.: Ma th/Physics; Grad Skill: Quanhta tive Reasoning 6:OO-9:30p.m. M,W SC1112 - - GER 112-A Quanbeck BEGINNING GERMAN I1 Classroom practice in speaking, understanding and reading basic German. Dist.: Language Level 2; Persp.: Intercultural Awareness 3 6:OO-9:00p.m. M,T,W,Th OM 27 SPA 112-A (SECTION I) SPA 112-P (SECTION 11) Kingsley BEGINNING SPANISH I1 Aims to dEvelup the four b s i c skills: undetsbnding,spmking, reading, and wr~tingof elementary Spanish. Inimductlon b culture of Spnishdspeirking world. &it.: Language Level 2; Persp.. Intercultural Awareness 3 M,T, W,Th OM 25 8.10-9.55 a.m. 5.30-735 p.m. M,T, W,Th OM 25 PHYSICS ---: - - PHY 101-A ASTRONOMY Staff A descriptive course covering our solar system, stars and galaxies. The course also traces the ,development of scientific thought from early civilization to the present day. The necessary optical instruments are explained and use is made of 12 inch reflecting telescope, an eight-inch Celestron and a three-inch Questar. Night viewing and lab sessions are important components. Additional viewing and/or lab sessions are required. (Prereq.: Mathematics Placement Group 11) Dist.: Math/Physics; Persp.: Natural World 2 6:00-9:30 p.m. M,W SC1123 REL221-A , BIBLICAL STUDIES Quanbeck 11 The origin, literary character and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. Dist.: Religion; Persp.: Christian Faith 1 or 3 1:30-3:15 p.?rr. M,T, W,Th OM 10 REL 373-A RELIGIONS OF CHINA AND JAPAN Benson A study of the chief traditions of China and Japan that are usually associated with religion, including the popular religious traditions of China, Confucianism, Taoism, Buddhism, and Japanese Shintoism. (Prereq,: REL 111,221, or consent of instructor) Dist.: Religion; Persp.: Christian Faith 3 5:30-9:00 p.nr. T,Th OM 29 1 I REL 440-A VARIETIES OF CHRISTIAN SPIRITUALITY Holt A study of selected spiritualities from the Christian tradition and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spiritualities, especially prayer and meditation. (Prereq.: REL 111,221, or consent of instructor) Dirt.: Religion; Persp: Christian Faith 2 or 3 5:30-9:00 p.nl. M,W OM 10 SOCIOLOGY SOC 199-A1399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement with a faculty member which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. May fulfill the City Perspective. Consult instructor for clarification. Arranged SOC 356-A ISSUES IN CONTEMPORARY CORRECTIONS Bloom Analysis of adult correctional programs and processes. Lectures, discussion, and site visits to prisons, half-way houses, courts, etc. 1:30-5:00 p.m. T,Th OM I1 SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arranged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to department guidelines. (Prereq.: SWK 257 and consent of instructor) Armnged I EATRE ARTS SPC 351-A ARGUMENTATION Lapakko Application of standards for sound evidence and reasoning in public speaking, discussion and debates. Key objectives include increasing skill in analyzing argumenta tive claims, being able to distinguish between strong and weak arguments, understanding tests for evidence and fallacies in reasoning and learning to apply principles of argumenta tion to contemporary public issues. Students have the opportunity to enhance their skills in debate and discussion and also learn to analyze and critique arguments they encounter in their daily lives. Grad. Skill: Critical Thinking 5:30-9:00 p.m. T,Th Foss 42 SPC 355-A SMALL GROUP COMMUNICATION Gaetano A study of group dynamics and leadership with emphasis on factors related to decision-making, styles of leadership and conflict management. This course combines lecture with practical experience to help the student become a more effective and productive member of a small, task oriented group. (Prereq.: SPC 354) 5:30-9:00 p.m. M,W Murphy Ploce 1 SPC 414-AIINS 414-A FEMINIST RHETORIC NilssonlStratton The rhetoric of selected American feminists will be analyzed in order 1) to develop a rhetorical perspective on American feminism, and 2) to develop skill in rhetorical criticism. Dist.: Urban/Women's/Minority Studies 5:30-9:00 p.m. T,Th OM 10 Augsburg ,r -itas= .I
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Title: Augsburg College Interim Catalog, 1993
Collection: Course Catalogs
Search Result: ...................................................................... 2 ..........................................................................3 ..........................................................4 .....................................................4 ............ .................
Show more ...................................................................... 2 ..........................................................................3 ..........................................................4 .....................................................4 ............ ................................................................5 ................................................................-6 ................................................................39 .................................................................40 lntroductlon Calendar About Thls Catalog optlons . . . . . . Vlsltlng Students lnterlm Courses UMAlE Courses Other Courses Augsburg Ufetlme Sports ...............................................42 Contents Interim is an integral part of the school year at Augsburg College. The College follows a 41-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-courseload during Fall and Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale.Students generally have the option to register on a Pass/ No Credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered with either upper or lower division standing. Such Interim courses have two numbers listed and the student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard. To graduate, an Augsburg student is required to complete 35 courses of which at least three must be Interim courses. The number of required Interim courses is adjusted for transfer students. Transfer students should refer to their transfer credit evaluation form, or consult the registrar. It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title D( of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973,as amended, in its admissions policies, educa tional programs, activities and employment practices. Interim Office (Memorial 230) - Interim Secretary, Kay Thomsen, 330-1025; Interim Director, Dr. Diane Pike, 3301025. October 26 - October 30 ............................Interim Registration November 30 ...................................Late Interim Registration t Day of Interim January 4 ............................................. Class 1990 a.m. (first day only) Class I1 1:00p.m. Last Day for CancellAdd January 5 . Last Day for Determining Grading System ........... January 15 with Registrar January 15 ..............Last Day for Withdrawing from Courses A Ends January 27 .................... February 1................... S P M Semester Begins February 5 .............................................. Interim Grades Due The time and number and length of meetings as well as the beginning time will be arranged the first day of class.The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to Noon (on the first day Time I classes will begin at 9:00 a.m.) Time 11: 1:00 p.m. to 590 p.m. Note: Martin Luther King Day will be o b d at Augsburg with a special convocation on Monday,January 18, at 1:OOp.m. Check with your instructor for class scheduling on this day. I The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Additional descriptions and information about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the lifetime sports listed at the end of the catalog. International Interim -Students are invited to be part of one of the 24 international interims offered by the Upper Midwest Association for InternationalEducation(UMAlE).Thesecourse opportunitiesare listed near the end of this catalog. Internships: Deadline: Friday, December 11.January Interim internships must be planned in advance. Students electing an internship must meet departmentalrequirements and present a signed internshiplearning agreement plan to the Internship Office (Murphy Place, Rrn. 8) no later than the last day of Fall classes (Friday, December 11).The Learning Agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office. Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim.Studentschoosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the Introduction I direded/independent study registration form. These forms must be submitted by November 30. Appropriate study proposal and registration forms can be obtained in the Interim Office. Interims at Other Schools -Augsburg students may enroll at any other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim Office. The Interim Secretarywill help students in applying for registration at other schools. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during theInterim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the religion requirement. Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing or board costs. Other students will be charged $825 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the interim office at their own school. There is an application processing feeof $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. I Introduction 1 Alt 247-A lnstructoc Norman Holen A study of undraped figures for art students and non-art students. The figure will be depicted in various settings. The poses will extend from 3minutes toan hour.You willbe introduced to the 2B and 4B pencils, colored pencils, and the felt tip pen. Grades will be based upon quality and improvement. There will be a fee of $35 to be paid on the first day of class. Dlstrlbution:Alt/Muslc General Educatlon Perspectlve:Aesthetics Maxlmum Enrollment:25 77me: I Room: Old Maln 17 610 102-A lnst~ctocErwln Mlckelberg A discussion of the many contributions and impacts made by plants in almost every area of society. Historically, plants have influenced explorationof the planet, militarycampaigns,health care, religious beliefs, crime, and many other areas. We will look at everything from the spice trade to the Lindbergh kidnapping and the influence of plant life on each occurrence. Two multiple choice examinations will be the evaluative instruments. Dlstrlbutlon: Blology/Chernbtry General Educatlon Perspectlve: Natural World I or 2 Madmum Enrollment: 30 lime: 1 I Room: Sclence 205 BIO 105-A Instructor Esther McLaughlln This class will develop an increased understanding of the current environmental and health implications of such topics as nuclear power (fission and fusion), genetic engineering, waste disposal, biological warfare, carcinogens, agricultural fertilizers, and pesticides. Additional topics of class interest may also be discussed. Three written examinations, of equal point value, will be required. A four to six page referenced research paper on a p r e approved topic may be substituted for one examination. The papers will be evaluated on style and content, reflecting a thorough understanding of the subject. Photocopy fee of $10. Dlstrlbutlon: Blology/Chemlstry or Urban/Women/ Mlnorlty General Educatlon Perspective: Natural World-2 Madmum Enrollment:20 lime: I Room: Sclence 2 13 BUS 22GA Instructor: Stuart Sfoller Extensive use of the board game Monopoly to introduce nonbusiness students to the fundamentals of accounting and finance. The game is somewhat modified, requiring students to record Monopoly transactions on double entry accounting ledgers. Financial statements must be prepared to obtain money from the banker, and a banking committee must r e view these financial statements to approve all loans. The outcomes of this course will provide non-business majors with the basics to: record business transactions, understand and use financial statements and communicate effectively with financial institutions. Evaluation by quizzes, assignments to be handed in, and a final. Madmum Enrollment:25 Tlme:1 I Room: Old Maln 10 BUS 30 1-A Instructor Mllo Schleld An analysisof ethical arguments which uphold the morality of a market-based economy. The course has three components: a review of critical thinking (with emphasis on ethical concepts), an indepth review of two author's arguments, and a review of market failures, their causes and their remedies. Students will complete worksheets on critical thinking, prepare written analysis of each authors' arguments, take three quizzes, prepare a final report, and take a final comprehensive exam. Since class participation is necessary to demonstrate verbal fluency with this subject, attendance is a factor in grading. Students will not be judged on their individual beliefs or ideologies. Students will be judged on how well they can analyze, defend, and attack the arguments. Prerequlsltes: One course In ethlcs or upper class status or Instructor's permlsslon General Educatlon Perspectlve: Crltlcal ThlnklngSklll Madmum Enrollment:20 Tlme:1 I Room: Old Maln 23 BUS 368-A Instructor Steven LaFave An examination of current Japanese business practices using a cultural perspective. A multimedia approach will be em- ployed, involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text material. A seminar model will be used, with substantial participation expected on the part of students. Students will be evaluated based on a paper, two 20 minute sessions of seminar leadership, class participation, and a midterm and final examination.This class should be of interest to anyone majoring or minoring in International Business or any field of Business Administration, as well as anyone with an interest in Japan. Prerequlsltes: BUS 242 or consent of Instructor Madmum Enrollment:20 Time: I Room: Muslc 22 INTRODUCTION TO COBOL CSC 27 1-A Instructoc Noel Petlt A study of the COBOL programming language for students with some previous knowledge of programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of COBOL together with programming techniques for using those features. This course will include lectures and programming assignments in COBOL. Evaluation will be based on the programming assignments and examinations. Prerequlslte: One course wlth a study of computer language (e.g., CSC 170) Madmum Enrollment:20 rime: I Room: Foss 42 Computer Science ECO 112-A lnstructoc Jeanne Boeh An introduction to macroeconomics, national income analy- sis, monetary and fiscal policy, international trade and economic growth. Application of elementary economic theory to current economic problems. Dlstrlbutlon: Economlcs/Polltlcal Science General Education Perspectlve: Maximum Enrollment:25 rime: I Room: Fos 43 ECO 1 13-A lnstructoc Ed Sabella An introduction to microeconomics, the theory of the house- hold, firm, market structures and income distribution. Application of elementary economic theory to market policy. Dlstrlbutlon: Economlcs/Polltlcal Sclence General Educatlon Perspectlve: Soclal Wodd Maximum Enrollment: 25 77me: 1 I Room: Old Maln 29 ECO 495-A Instructoc Magdalena Paleczny-Zapp Students will critically review the failures and successes of the Soviet Planned Economy from 1917-1985. The main focus of the coursewillbe Perestroika-restruduringtheSoviet economy - and evaluating Gorbacheds economic program in terms of economic growth, income distribution, consumer welfare, technological performance, military power and environmental quality. The historic events of August 1991and their impact on the future of the Soviet Union will be discussed in an interdisciplinary manner. Method of evaluatlon: Actlve class parflclpatlon; flnal take-home research essay. Prerequlslte: ECO 1 12 or consent of Instructor Madrnum Enrollment: 15 Tlme:I Room: Foss 43 EDE 375A Instructor: Bruce Drewlow This class prepares students for the unique experiences and responsibilities of a kindergarten classroom. The course will stress issues associated with adult/child relationships, curriculum design and development, classroom organization, research plans, and developmental instruction practices. Fieldwork is a key component of this course. Guest speakerswill be included to share their unique experiences and perspectives. Grades wlll be based on projects, dlscusslon, and examlnatlon. Thk; Is a one-half credlt course. Madmum Enrollment:20 nme: I Room: Ubrary 1 EDU 353-A lnstructoc Rlch Germundsen This seminar style course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Special attention will be directed toward Scandinavian and Central American models. There will be lectures, discussions, presentations by students, and guest speakers. Student evaluation will be based on class presentations and investigative projects. Madmum Enrollment: 15 Time: I Room: Ubrary 12 EDU 388-A lnstructoc M.I.K. (Mlke) Mueller This course is the study of prejudice, discrimination, and oppression as it affects persons of color, the handicapped, limited English speakers, and females. Topics include racism, sexism, homophobia, and economic issues.Emphasis is placed on preparing potential (or practicing) teachers for classrooms which will include minority students, different religious backgrounds, the less abled and students at risk. Students will be expected to summarize readings, view appropriate films, and complete a project. This coursesatisfies the Minnesota Human Relations requirement for teachers and social workers. This is a onehalf credit course. It is offered only on PIN basis. Prerequlslte:Passlng of PPST and admlttance to Education Dept. In process. Madmum Enrollment:25 lime: I1 Room: Llbrary 1 ENG 2 19-A Instructor: John Schrnlt Language plays an important role in our socialization and acculturation. The way we speak tells others who we are and tells us who others are. Our speech is a reflection of our social and economical standing and our cultural background. For this reason we should expect women to speakdifferently from men. And yet somehow we do not. We should expect anyone from a different background to have differences of language. Even more importantly, we must understand these differences in order to make sure that we understand speakers from different language communities. This course will examine the dialects of various Englishspeaking communities and attempt to describe and understand their rules of speech:their grammatical rules, phonological rules, and their rules of discourse. It will include lectures, student presentations, and student-led discussions. Besides presenting a topic, students will write a paper on the presentation topic and take a final exam. Dlstrlbutlon: Urban/Women/ Mlnoriiy General Education Perspective: Intercultural Awareness Madmum Enrollment:25 rime: 1 I Room: Old Maln 27 ENG 249-A Instructor: Douglas Green Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are vitalizing both contemporary drama and productions of classic texts. We will examine how dramatic works of the late '70s, the '80s, and the '90s, written in English, have been shaped by and have addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such topics, like class, gender and language in 1989, and sometimes concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.)For comparative purposes, we will also view a few films on related topics and try to attend at least two productions in the Twin Cities.There will be moderate fees for the local productions. I Students keep a journal, write two in-class essays, and one short paper. (There may also be occasional quizzes.)A series of group projects, which include a long paper and some performance, conclude the course. Prerequlslte:Engllsh I I I (Effectlve Wrltlng)Is strongly recommended. Dlstrlbutlon: Engllsh/Speech General Education Perspective:Aesthetics Madmum Enrollment:20 Tlme:1 I Room: Old Maln I8 ENG 282-A ENG 482-A Instructor: John Mltchell This course will provide an introductory survey of contempo- rary American poetry by poets whose work has come into prominence since World War IIor mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonableinterpretationsof selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given, and two interpretivepapers about three to five pages in length will be assigned. For upper division credit, the student must also read and give a written class report on a book that discusses contemporary poetry; this choice must be approved by the instructor. Prerequlsltes: lntro to Uterature - for students enrolling for upper dlvlslon credlt Dlstrlbutlon: Engllsh/Speech Madmum Enrollment: 15 Tlme: I Room: Old Maln 21 English I ENG 282-8 Instructor Joan GrlftYn An introduction to the mythology, heroic literature, and poetry of fifth to fourteenth century Ireland and Wales, this course will also be an excursion into the Celtic culture that produced works like the Tain and Mabinogion, stories that influenced later Arthurian literature and modem fantasy. We will consider how Celtic literature preserves ancient IndoEuropean traditions and how those traditions were changed by the coming of Christianity. Finally, we will consider Celtic contributions to medieval civilization. Course grades will be based on participation in class discussion (and attendance), papers, and two exams. Dlstrlbutlon: Englkh/Speech Madmum Enrollment:25 Tlme:1 I Room: Fos 42 THEATREINAND AROUND LONDON ENG 269-A InslTuctoc Ron Palosaad A study of live theatre in London. Students see at least ten performances and visit museums, galleries, historical sites, and other attractionsof London and s m u n d i n g areas including Stratford, Stonehenge, and Oxford. Evaluation will be based on attendance at required plays, participations in discussions, three short papers, and a short final exam. Cost includes travel, accomodations, breakfast daily, ten theatre performances and four group dinners. Dlstrlbutlon: Engllsh/Speech Madmum Enrollment: 30 FRE 243-A lnst~ctocRuth Aaskov What is the attraction of French literature, its human and artistic significance for the reader? With these questions in mind we will read and analyze 8-10 shorter French literary works available to us in English translation. What will we be reading? A bit of Rabelais and Montaigne, of Descartes and Pascal. We will explore the classical theater, the social critic Voltaire, and the 19th century novel. Twentieth century authors like Gide, Codeau, Sartre, and St. Exupery will reveal concerns of life that supersedenational boundaries. We will sample one piece of francophoneliterature from West Africa, reflecting the struggle between indigenous and Westem culture. At mid-point each student will choose another short work for personal study and presentation for the class. Evaluation of your work will be based upon your active participation in class, your timely reading and discussion preparations, four quizzes, your independent study project, and an endaf-the course discussion of the papers. This literature course is intended to help you in further reading, critical thinking, and communication about literature. Prerequlsltes:Sophomore standlng orpemlsslon of lnst~ctor Dlstrlbutlon: Uterature Madmum Enrollment:25 77me: I Room: Old Maln 27 GER 2 B A lnst~ctocDon Stelnmelz What do the works of Sholem Aleichem (which inspired "Fiddler on the Rool"), Isaac Singer (Nobel Prize for Literature), and several other great writers have in common? They were written in Yiddish. How did expressionslike "chuspe," "shnook," "klutz," "kitch," "schmaltz," and "shitik" get into English? Again, the answer is Yiddish. Yiddish is closely related to German and in this Interim you can learn to read Yiddish as well as you can read German. w77y 7'1 ~7ySl i t c 013 Grades wlll be based on performance and at least two tests. Prerequlsltes: One year of college German or pemlsslon of lnst~ctor Madmum Enrollment: 15 nme: I Room: Foss 2 1B HPE 232-A Instructoc Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment, and a written test. This is a one-half credit course. Tlme: I Mondays, Wednesdays,and alternate Fridays Room: Melby 202 HPE 475A Instructor:Ed Saugestad The purpose of this class is to equip students with theskillsand knowledge needed to assist in the prevention and caring for trauma associated with physical activity. Content includes: the identification and care of common injuries related to various sports, procedures for preventing injuries, taping and wrap ping, therapeutic measures, medical resources and legal considerations. Ledure, discussion, demonstration, and A-V r e sources are utilized. Students will practice various training techniques. Evaluation includes both written and practical skill examinations. Small fee for taping materials. This is a one-half credit course. Prerequlslte:BIO 103 Madmum Enrollment:20 Time:I Tuesdays,Thursdays, and alternate Frldays Room: Melby 1 1 1 HPE 477-A lnstructoc Brian Ammann Theory, technique and administrative aspects of coaching basketball. Exams, on-the-floor coaching techniques, and a scouting report will be the methods of evaluation. This is a one-half credit course. Time:I Tuesdays, Thursdays, and alternate Frldays Room: Melby l l l HPE 483-A lnstructoc Marllyn Florian This course deals with the theory, technique, and administrative aspects of coaching volleyball. A small part of the grade will be based on completed assignments; the major portion of the grade will be based on tests. Thls Is a one-half credlt course. Time:1 I Mondays, Wednesdays,and alternate Fridays Room: Melby l l l neurrn urla rnysrcur taucurrorl UPâ¬48 I-A Instructor: A1 Kloppen This course will focus on learning the rules and mechanics of the game of basketball.Therewillbe practicalscperienceonthe floor. Students completing the course should be ready for certification by the MinnesotaHigh SchoolAssociation. Gradeevaluationwill be b a d upon tests, papers prepared and perbrmance on the floor. While there are no prerequisites, it is highly advisable that students have some basketball playing experience. This is a one-half credit course. rime: I1 Mondays, Wednesdays,and alternate Fridays Room: Melby 202 UPâ¬47CFA Instructor: A1 Kloppen This course will focus on developing a philosophy toward sports officiating. Students will acquire a knowledge of: proce dures in umpire certification, rules of slow pitch softball (Federation), rules of fast pitch softball (Federation), the m e chanics of pmper position in umpiring one and two umpire systems, and procedures in securing assignments. Students will apply knowledge in practical game type experiences. There will be a written evaluation and quizzes on rules and mechanics of umpiring softball. Thk Is a one-half credlt course. Madmum Enrollment:20 Time: I Tuesday, Thursdays,and alternate Fridays Room: Melby 202 UPE 487-A lnstructoc Jeff Swenson The Coaching of Wrestling course is designed for individuals who aspire to become wrestling coaches at the elementary, junior high, high school or college level. Philosophies, techniques, strategies, nutrition and weight control, weight training, mental toughness training, and complete organization of program will be covered. This is a one-half credit course. Time:1 I Tuesdays, Thursdays, and alternate Frldays Room: Melby 203 HIS 22GA HIS 32GA Instructoc Khln Khln Jensen This course will focus on Asian immigration to the United Statesin themid-19th centuryand turn of the 20th century. The Chinese, Japanese, Korean, and Filipino experience will r e ceive special attention. The course concludes with a component on the changes in the U.S.immigration laws in the postWorld War I1 period. Students will study the pattern of Asian immigration, the areas they settled in, the contributions made by these ethnic groups to the American economic scene, and the mle of "new Asian immigrants" since the end of the Vietnam war. The course will highlight the politics of the immigration laws and the gradual opening of the United States to some Asian immigration. Inter-active videos will be used. There will be a mid-term and a final project (a paper, topic to be selected the first week of the term in consultation with the instructor) due the last day of the term. Upper division students will be required to complete a longer paper than for lower division credit. They will also be expected to complete a book review on a book related to the course theme and provide an oral progress report of their paper to the class. Prerequlsltes: None for lower level; more requirements for upper level. History Dlstrlbuiion:Hlstory/Phllosophy Madmum Enrollment:25 lime: I Room: Old Maln 13 TOPICS IN U.S. HISTORY: A HISTORY OF HIS 33 I-A lnstructoc Chris Mmball Thepoet Walt Whitmanoncecalledbaseball"Americalsgame." In the century since Whitman uttered those words, baseball has occupied a pmminent (and permanent) place in American life in some ways equivalent to business, politics, religion and race. In this course, then, we will examine the relationship between the United States and its national pastime. Our focus will not be on the game between the lines, the great players and teams. Instead, we will take up several topics which can illuminate the historical evolution of this country. Some of these include: pmfessionalization and its impact on amateur baseball, the mle of ethnicity and ethnic rivalry, the color line, the emergence of the "big" leagues at the expense of the "minor" leagues, women's baseball, labor relations and the empowerment of the players, the impact of television, and the ballpark as an urban place. Special attention will be paid to baseball in the Twin Cities and students will be asked to do a short research paper on some aspect of baseball history in this region. Grading will be based on the research paper, class participation and a final exam. Prerequisites: One (I) hktory course or consent of Instructor Dlstrlbutlon: Hlsto~y/Phllosophy Madmum Enrollment: 30 lime: I Room: Old Maln 29 I History INS 12GA lnstructoc Ann neener Students will participate in a series of seminars, following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates.Studentswill read selected readings, which will then be discussed in Paideia seminars. Students will also view selected films for seminar discussions; develop and/or hone habits of mature, intellectual talk; observe seminars conducted in Minneapolis and St. Paul Public Schools; study the Paideia Proposal; design their own rules and norms for effective seminars and evaluate their own behaviors during seminars and lead seminars. Method of evaluation will include interviews with students and observation of students participating in seminars, reflective writing related to seminar content, and seminar participation. Madmum Enrollment:20 lime: 1 Room: Sclence 3 19 INS 210A lnstructoc Wlllam D. Green This course introduces college students to the experiences of first year law students. We will examine the nature of American jurisprudence and legal theories that law students study in their first year, discuss the academic and emotional pressures that first year students typically face, and explore ways to cope with these pressures. Madmum Enrollment: 15 lime: I Room: Muslc 23 Interdisciplinary INS 225A I n s ~ c t o rAmln : Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economicand political systems, and Islamic patterns of life. There will also be a consideration of the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also be some effort to deal with the similaritiesand differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin Cities. Dlstrlbutlon: Mlnorlty/Urban Studles Madmum Enrollment: 30 Time:1 I Room: Foa 20 INS 245-A lnstructoc Dlane Budco Women assume multiple roles within the work and family domains in contemporary society; for example, the roles of executive, wife, and mother. Each role has related expectations for behavior, presents an opportunity for personal growth and also exerts pressure. When the roles are considered jointly, they may competefor time and energy and require conflicting types of behavior. The subject of this course is the interaction of the work and family roles of women. To investigate this topic, students will read several books related to women's roles in the work and family domains. The assessment of this component of the course is based on written responses to questions assigned for small group discussion. A second component of the course is a group project on the work and family roles of women. The assessment of this project is based on the group's presentation of their work to the class. Examples of past student projects include an historical overview of the work and family roles of women, an overview of the possible choices for the combination of the work and family roles over the life course, a summary of issues related to the work-role, a summary of issues related to the family-role, a survey of the work and family issues most important to women in different age brackets, and an indepth case study of the lives of three women. Dlstrlbutlon: Women/ Mlnorlty /Urban Madmum Enrollment: 30 Time: I Room: Old Maln 10 INS 275A Instructor: Bruce Relchenbach The conquering Spaniards discovered in the Americas highly developed and intricately structured cultures. We will study three of these ancient cultures from the viewpoint of the anthropological archaeologist, analyzing their history, religion, government military codes, agriculturaltechniques, and daily life. The course will be taught with lectures, slides, and student presentations. Evaluations will include objective tests and a paper. Madmum Enrollment: 30 Time: 11 Room: Music 22 Interdisciplinary MAT 173-A lnstructoc Ken Kamlnsky Have you ever wondered why women have been charged more than men for annuities and received lower pension benefits thanmen? Or why women have paid less than men for life insurance? Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or how much money to invest in order to accumulate a certain lump sum or annual payment at a certain date in the future? Then this course may be meant for you. These and other interesting and useful topics in the mathematics of financial transactions will be covered. Evaluation will be based on classroom participationand quizzes. This course should be usehl for students in business and economics or for any students interested in careers in financerelated fields. Prerequlslte:Math Placement Level 111 Dlstrlbutlon: Mathematlcs/Physlcs Madmum Enrollment:20 Vine: I1 Room: Old Maln 16 MAT 253-A Insfructor: Bev Durkee Our objectives are the explorationof this new geometry of fractals, its rules, its visuals, how it reveals the beauty of mathematics, how to create images of such complex forms and experience it as a form of artistic expression via computer graphics. Mathematics The class will observe the pattern of self-similarity and consider the transformationsused to construct fractals such as this fern and the existence of self-similarityregardless of the power of magnification used in examining it. The class will also consider the well known Mandelbrot set and Julia sets in color and in three dimensional rendition. Class lectures will provide introduction to the mathematics, and computer programs will provide students with the opportunity to construct their own visuals. Studentswill be tested on themathematicsthrough a midterm exam. Students will create a portfolio of visuals similar to the one above and from pieces of the Mandelbrot or Julia sets which display the mathematical character of thosevisuals and including a major creative project. Finally students will keep a journal noting their reflections on the interconnections between mathematics and the artistic creations being studied or created. Prerequislte: Math Placement Group 111 or higher Dlstrlbutlon: Mathematics/Physlcs General Education Perspectives:Aesthetics Madmum Enrollment: 15 Tlme: I Room: Science 1 12 MUS 204-A lnstructoc 0. Nlcholas Raths An introductionto the fundamentalsof music and musicology as they occw within the context of Rock's inception (1950s)and maturation (1960s) periods. This course will examine the historical background, musical content and methods of selected artists and their work. Evaluation will be based on class participation, a comprehensive term paperexam and a group performance project. For Music non-music majors. Dlstrlbutlon:Art/Muslc Mcudmum Enrollment: 30 77me: I Room: Choral Room M-2 MUS 129 Instructors: Stephen Gabrlelsen l'Improvisationin Music" meets everyday for three hours, and each student will improvise daily at class meetings, using a variety of improvisational techniques and styles. Prerequlslte:Mlnlmal ablllty on a muslcal Instrument or the Instructor's pemlsslon. Madmum Enrollment:Permlsslon of Inslructor requlred to enroll 77me: I Room: Muslc 4 MUS 394-A Instructor Cynthla Lohman "How can I use my creativity when I sing?" "How can I stop feeling tense and inhibited when I perform?" "How can I reach my full potential as a singerlactor?" These are common questions voiced by performers. To answer these questions it is necessary to acknowledgethat performing is a holistic activity, involving mind, body, and spirit. Because all people possess a creative spirit which can directly empower their performing, this course focuses on exploring each participant's unique ability for selfsxpression. Through exercises, designed to acquaint them with their own performing power, students learn and practice the basic pro- cess of singing/ading, and apply it to the study and performance of scenes from opera and musical theatre. Students will participate in the course through study and re hearsal of the assigned literature, completion of reading and listening assignments, daily inclass experience of singinglacting exercises, and participation in a final paformance of all scenes. Prerequlsltes:Pennlsslon of prlvate volce Instructor, or audlllon. Dlstrlbution: Flne Arts Madmum Enrollment:20 Tlme: I Room: Muslc 10 (Cholr Room) NOR 1 I 1-A Instructor: Frankle Shackelford This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, a midterm, and a final exam. Dlstrlbutlon: Modern Languages General Education Perspecthe: InterculturalAwareness Madmum Enrollment:25 Tlme:I Room: Old Maln 25 PHI 175A lnstructoc Davld Apollonl We will begin by studying some common conceptions and misconceptions of romantic love, and look at some philosophers' definitions of it. We will try to decide what it is to be in love with someone, and how this differs from just being friends, liking that person, and desiring that person sexually. In the remainder of the course, we will consider the following ethical issues concerning sex: (a) Sex and morality -Is there such a thing as ethics for sex? Is there such a thing as sexual immorality? (b) Sex and marriage -Is the use of birth control moral? Is promiscuity bad? What strengths and weaknesses does the institution of monogamy have? Is adultery immoral? (c)The morality of alternative sexual preferences and lifestyles -Is sexual perversion a viable concept? Are homosexuality and lesbianism sexual perversions? Or are they merely alternative sexual preferences? Dlstrlbutlon: Hlstory/Phllosophy General Educatlon Perspective: Human ldentlty Madmum Enrollment:30 Tlme: I Room: Old Maln 16 PHI 2 W A Instructor Mark Fuehrer This course aims to provide an analysisof the natureof human sleep and dreams and relate this analysis to states of waking consciousness. We shall read philosophical texts on these topics by Aristotle, Freud and Malcolm. Evaluation shall be by final examination and reports. Student discussion will also be a factor. Prerequlslte: 1 course In Phllosophy Madmum Enrollment: 15 Tlme: 1 Room: Old Maln 22 mrrosopny PHY 151-A lnstructoc Jeff E. Johnson Spreadsheets (e.g., Lotus 123) have been used extensively in business for years. However, it is also possible to use spread sheets to solve physics problems without using "high-powered" mathematics. Spreadsheetsallow the student, who is not an expert in mathematics, to experience physics on a more intuitive level. We will use Cotus 1-2-3 to solve problems in a wide variety of physics areas including planetary and projettile motion. Some of the problems investigated might be in areasother than physics. Grading willbebased on spreadsheet projects, homework, and a final exam. Prerequlslte: Math Level 111 Dlstrlbutlon: Mathematlcs/Physlcs Maximum Enrollment:20 7ime: I Room: Sclence 30 PHY 325A Instructor Stuart Anderson From the realm of subatomic particles to molecular clusters and beyond, the study and manipulation of matter often demands the nearly total absence of the atmosphere in which we live and breathe. This is the realm of high vacuum, without which most of what we know as modern high technology would be impossible. This course will acquaint the student with the tools and techniques employed to produce, control and monitor high vacuum environments, and allow students to use these to study the behavior of gases and surfaces under these conditions. Experiments will exploit a variety of chambers, pumps and gauges as well as a quadruple mass spectrometer. Considerable emphasis will be placed on laboratory experiences;only one-third of the class period will be used for formal lectures and discussion. Grades will be determined on the basis of weekly evaluation of laboratory notebooks, two exams, and a formal research paper. Prerequlsltes:PHY 121, 122,245 (or equh~~lent), MAT 124/ 125 (or 145/ 146),224 (or 245). Madmum Enrollment: 10 lime: 1 I Room: Sclence 30 POL 359-A Instructor: Maya G. Pankratova The former Soviet Union was, among other things, a huge experiment showing the possibilities and failuresof a totalitarian government to change at will people's traditions, values, and customs. Numerous peoples living in the territory of the former Soviet Union had differing beliefs and customs which influenced women's lives. In the early stages after the revolution, the Bolshevik authorities sought to destroy all the institutions supporting the old regime, including the family and religion. Accordingly, they encouraged women's independence and denied their family obligations. In a later stage, the policy was reversed and family values positively stressed. But, objective situations contradicted the policy in both cases. Students will be expected to read several books, plus some articles. There will be discussion and some written assignments. A final paper will be assigned. Prerequlsltes:Sophomore status; one course deallng wM FSU or number of Department Dlstrlbutlon: Polltical Sclence Madmum Enrollment:20 lime: 1 I Room: Muslc 24 PSY IOSA lnstructoc Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. The field of psychology, including its major sub-areas is emphasized. Lectm, lab, and discussion. Evaluation by tests, lab reports, computer exercises, and class participation. Dlstrlbution: Psychology/Soclology Madmum Enrollment:20 nine: 1 I Room: Murphy Place I PSY 20 1 -A lnsfructoc VlctortaUhYeileld The methods of Psychology are used to study behavioral and socialinfluencesonhealth,includingtheinteractionof though ts, emotions, and biological systems. Consideration will be given to life styles, health system policies, stress management, and illness prevention and treatment. Prerequlslte: PSY 105 MaAmum Enrollment:25 Tlme:I Room: Old Maln 23 REL 343-A Instructor: Cathy Paulsen Marriage has been described in terms of a free fall, a decision that we often make with a portion of our brain and all of our heart. This course will take nothing from the heart, whether you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life with a partner. In the context of Christian teachings, many theories will be studied, with particular attention given to the work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily. There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one paper, and two tests. Two books will be required. Prerequlsltes:REL I I I or REL 22 1 or permlsslon of Instructor Dlstrlbuifon: Rellglon (only one lnterlm course may be used to meet rellglon requlremenis) Madmum Enrollment:25 77me: I Room: Muslc 24 REL 345A lnstructoc Eugene Sklbbe The Lutheran Church is the largest Protestant church in the world. We will not only examine the Lutheran Church as it is at the present time, but also study its origin in the 16thcentury, its development over about 450 years, and its cultural influence. An anthology including several monographs and the professor's lectures, together with reserve reading, will provide an overview. Ledure and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, philosophy, sociology, and theology. Requirements include four exams. Prerequlsltes REL I I 1 or REL 22 1 Dlstrlbutlon: Rellglon (only one lnterlm course may be used to meet rellglon requlremenis) General Education Perspecifve: Chrlstlan Falth Maxlmum Enrollment:25 rime: I Room: Old Maln I8 REL 366-A lnstructoc Brad Holt This course will focus on two regions of Africa: the West and the South. Students will be introduced to traditional African culture and religion, the introduction of Christianity, and the present development of indigenous churches in West Africa. The new "Independent African Churches" will be studied, as well as attempts to formulate "African Christian Theology." A major &ion of the course will focus on contemporary r e sponses of churches in South Africa to the apartheid system of racial segregation. Prerequisite: REL I I I or REL 22 1 Distrlbutlon: Religion (only one lnterlm course may be used toward graduation religion requirements) Madmum Enrollment:25 Tlme:1 I Room: Music 23 REL 445 lnstructoc Phil Quanbeck A study of the use and function of language in the Bible. The importance of recognizing the varied character of language for understanding the biblical text. Grades will be based on class participation, two presentations to the class and an examination. Prerequisites: REL I 1 I or REL 22 1 Distrlbutlon: Religlon (only one Interim course may be used toward graduation rellgion requirements) Madmum Enrollment:25 Tlme: I Room: Old Main I I SWK315A Instructor: Blanca-Rosa Egas This course introduces students to a health system in a developing country.It helps to realize that people in Ecuador prefer holistic health care and facilitates students to develop awareness regarding Ecuadorians' values, attitudes and belief system. The course allows students to experience environmental and psychosocial contrasts in rural and urban settings in the coastal and highland regions of Ecuador. Students witness modem health delivery and folk practices and different health conditions. The visit to Vilcabamba, the world's well-known sanctuary of longevity, allows interaction with individuals over 100 years old. The assessment of the historic and current Ecuador's worth provides a creative perspective, a positive attitude, and abetter understanding of Latinos in the USA. The cost of $2,395 includes travel, accommodations, breakfast daily, two lunches and two group dinners. For more information contact Blanca-Rosa Egas at 330-1713. For registration contact Kathy Lutfi at 330-1655. Students are evaluated on course participation, one final examination and four reflection papers. SOC 23 1-A Instructor: Rlta Wekbrod The human family is examined as a social system within alternative contexts in American society and crosscultural variants. Students will select one crosscultural or subcultural variant for special study and analysis. Family problems are seen within their cultural and institutional contexts. Prerequlslte: SOC 121 prefened General Educatlon Perspective: Intercultural Awareness Madmum Enrollment:25 lime: 1 I Room: Old Maln 13 SOC 265-A Insiiuctoc Gordon Nelson This course examines the nature of human groups who, for reasons of birth, accident, appearance, or behavior, have been "set aside" and viewed as "different" by the larger society. Members of the class are encouraged to reflect on the extent to which suchgroups havedevelopedmeaningful cultures which have made or could make significant contributions to the selfunderstanding of persons who are part of the larger society. In addition to lectures and films presented in class, the course will include an opportunity for off-campus participant observation during which members of the class will be asked to focus on a particular cultural group other than their own. This observation will become the basis for a class presentation by each member, either individually or as part of a group. Members of the class can expect evaluation to be based on a combination of class participation, their respective class p r e sentations, and a final examination.This course is offered on a P/N basis only. Dlstrlbutlon: Mlnorlty./Women/Urban General Education Perspective: intercultural Awareness Madmum Enrollment:25 lime: I Room: Fos 20 socrorogy I BEGINNINGSPANISHI SPA I1 1-A Instructoc GabfielaSweet Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but secondary goals are to develop reading and writing skills as well. After Interim, students will be prepared to continue with Spanish 112 in the spring. The approach used in class will be proficiency oriented, and grammar explanationswill be given as needed to clarify those in the text. Evaluation will include class participation, a test on each chapter, and a written and oral final exam. Dlstrlbutlon: Modern Languages General Educaffon Perspective: Intercultural Awareness 11 Madmum Enrollment:25 nme: 1 I Room: Old Maln 25 SPC 226-A lnstiuctoc Martha Johnson This course will explore principles and styles of movement used in the art of acting. The goal will be to increase the student's ability to communicate through movement, by examining the principles of discipline, spontaneity, clarity, timing, concentration, and rhythm. Movement exercises will be based on short scenes, monologues, and poems. Some principles of Asian theatrical movement will be introduced. Course requirements will include assigned readings, exercises, a written play review of a live, professional performance students will attend, two graded movement pieces, and one final reflective paper. The class is designed for those who desire to increase their skills as actors, and also for those preparing for any field involving public presentation: teaching, law, ministry, etc. Maximum Enrollment:20 lime: I Room: ?j'ornhom-Nelson Theatre SPC 32 1-A lnstructoc James Hayes This "hands-on" course will give students the opportunity to refine their public speaking skills in a contest format.Students will be required to enter three different forensics events at three interscholastic tournaments held during the month of January. In addition, the class will prepare a videotaped program of their work as an instructional aid for future forensics contestants. Evaluation will be based on peer and instructor critiques of written and oral work, selfevaluation, and, to some degree, competitive success. Prerequlsltes:SPC 1 1 1 or consent of Instructor Madmum Enrollment:25 lime: 1 I Room: Foss 2 1a/2 1b SPC 495-A Instructor: Anne Holmquest The focus of this semintir is Conflict Resolution. The purpose is to consider conflict theories which are competing answers to the question: what causes conflict in communication and how should it be resolved? We will simulate small group conflicts in an attempt to study the application of resolution methods. e q wreading (onebook and Students will be evaluated on r articles), a paper, small group performance and occasionally Speech, Communication & Theatre I will be asked to give an oral report on research. Madmum Enrollment: 20 Tlme:I/ Room: Foss 43 UMAIE Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Additional information about the following courses can be obtained from Kathleen Lutfi at the International Programs Office,620 21st Avenue South. (330-1655) or from the Interim Office (3301025). Registration for these Interims ends October 23,1992. These courses are offered on a P/Nbasis only and generally carry a lower division number. Australia's Business Climate Brtaln: Focus on the Evolution of Ow Modern World Vlew The Caribbean:A Reglon of Cultural and Natural Diversity Communicaffon and CuRure in Japan An Ecological Study of Coral Reefs in The Philippines and Hawall Ecuadoc A Study of Hoilsffc Health Attltudes and Services Europe and The Rise of Modern Science Family In Focus: Policy and Servlces in Sweden and Denmark Field Blology In the Galapagos Islands and Mainland Ecuador Geography of the Baltic States A Greek Odyssey Hawaii: MuWCuHural Communicaffon in Organizational Settings The lndustrlal Revolution in England and Scotland International Business and Culture in a European Environment Law In London Uteraw Ireland Museums, Muslc, and Monuments In the Great Cltles of Europe In Search of the Anclent Romans South Afrlca: Cultural Plurallsm and Soclal Change Speclal Programs for Speclal Chlldren In The United Kingdom Theatre In and Around London Thls Is New Zealand 2000 Years In Trier:lntermedlate Geman Vamonos:Spanlsh Language and Culture In Venezuela These courses are offered by lnstltutlons or groups not connected wlth Augsburg College,but have been approved for credlt by the College. Most carry a tultlon cost plus other expenses whlch are the responslbllliy of the student. They are offered only on a P/N basis. Fuller descr/ptlonsand details for registering are available In the Intertm Offlce. HPE 455-A Instructor: Joyce Pfaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cnrising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43-46 foot fixed keel sailboat with fivelsix other people and will function as an active crew member. Actual on the water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and windsurfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $2,600, which includes airfare, for Augsburg day studentsand quahfymg4-1-4 students.Others will have to pay regular Interim tuition in order to receive academic credit. Total payment is due October 31,1992. Prerequlslte: Pennlsslon from Joyce Pfaff of the Health and Physlcal Education Department (6 12) 330 1247. Dlstrlbuiion: Ufeffme Sports: also one course credk HPE 2 12-A Check for information in theInterimOfficefor material on dog sledding and snowshoeing on the Minnesota-Canadian border or for white-water canoeing and desert camping on the Rio Grande in the December 26 through January 26 period. There is a cost of approximately$1,275 (the Outward Bound organization has some scholarships available). POL 398-A POL 398-A Information on either of the above programs, housing, and financial assistance is available from Dr. Milda Hedblom, Memorial 117A, 330-1197. Other Courses lrls @ Printed on recycled paper.
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Title: Master of Arts in Education (MAE) Catalog, 1992-1994
Collection: Course Catalogs
Search Result: MASTER OF ARTS IN EDUCATIONLEADERSHIP AUGSBURG COLLEGE 1992 1994 .. ·1 .. - ·····- · ": - - ~ ,.. ,~.~ ! \... ;~ • I ... f I' , .a - ' n !- i:' 'Jc Jr ~n ~ f- - ----------------------- :-.1 :.~·. • ~ ~ : ~· :·:: ' • F·o;it. . y ProP<)::ir.il i ~' ·1 ':3-: '""-:1! '...
Show more MASTER OF ARTS IN EDUCATIONLEADERSHIP AUGSBURG COLLEGE 1992 1994 .. ·1 .. - ·····- · ": - - ~ ,.. ,~.~ ! \... ;~ • I ... f I' , .a - ' n !- i:' 'Jc Jr ~n ~ f- - ----------------------- :-.1 :.~·. • ~ ~ : ~· :·:: ' • F·o;it. . y ProP<)::ir.il i ~' ·1 ':3-: '""-:1! '•!.,1, ,.. 0tudsnts vvanting Continuino E.ducatiun :_;nit;:, iCi:.:.u ..:;1 i~jli·;,::, ;; 1<'.)ll ciedit fer ::··:1 C::•l!s~JE' '.':!,..:·,!_;Id rec:ists:· fc.r sn Foci:::>! (;:·zdua!e ic· •·=> i r,our.ses at fa:.ir:-1sb· 1 ..... audi\ of each course. - .. e - - - Courses taken as audit cannot be convl':-~ed to graduate Greclit 1n the futU! e. r-.1EL degree-seeki11q or non-dt::9ree Set;,:. ;ng studems can audi~ Focus I. MEL COUl'Se$. 11 ".'<. .,. '..-1 <:S:u!l\.I t'-'d ·. ~/1!'I he gr·;,int 0 d a , ) r:or11pl ..,: .- 0....... _. certificate of attendance by the Graduat.:;; Programs Offlc0 c>nd po;,i.ed on ilie rff;c·1~I b''j 4-hA . . t'""ffi ., ""S -~·.., ,·~;; 1_,\,{ 1rli~r ~1(T~ri· ... l • ;,,...", tr<>nsl"'r'Jpt c,t,. L ..,... Rr--nistr~r• ..::.;;;. "' :;-.. ,_...,..,. ..:J . 1 ~t" . . ..,... ""'\!!'"" ..... -:"- . 0C'J.llldPn"~ ·- l~ )~ \n.tant'111r1 ~ r -...1 _ CE Li's 1;1or cr..t•t <::e·~ ,! - I ~ ~, -..., .~:. ~"> • .._ r.'l ·~I,_,I r ..~,~-· . . ., -·.111-~ ~, ;;.~ i, ~:. W ..,.. v.. - ~ ;\udited courses that are not successfu!lf compioted wiil be inciic:::tted by a grade of '\f\/'. \ Hrr_ 1 he most important key to developing a collective will to overcome many of our commonplace problems is leadership. Certainly leadership is characterized by more than knowing. It is also more than acting. It is ultimately defined in coalescing others to act when they otherwise might not have. Leadership, including teacher leadership, is ultimately proven in the efforts of others to attempt to scale heights of human achievement and plunge depths of human caring not otherwise envisioned." -Ken Howey Augsburg College 731 21st A venue South Minneapolis, MN 55454 612/330-1786 Table of Contents Introduction to the Master of Arts in Education-Leadership ... 4 Leadership Development Model ................................................. 5 Curriculum Design ....................................................................... 7 Course Descriptions ..................................................................... 9 Graduate Faculty ........................................................................ 11 Library ......................................................................................... 11 Accreditation and Affiliations ................................................... 11 Student Support Services ........................................................... 12 Student Rights ............................................................................. 12 Admission Requirements ........................................................... 13 Application Procedures .............................................................. 13 Evaluation Standards ................................................................. 14 Academic Policies ....................................................................... 15 Fee and Payment Information ................................................... 16 Financial Aid ............................................................................... 17 Campus Map ............................................................................... 20 Campus Location ........................................................................ 21 About Augsburg ......................................................................... 22 Faculty and Administration ....................................................... 23 Introduction to the Master of Arts in EducationLeadership Developing Leaders for Education The Master of Arts in Education-Leadership is a program for educators who value and enjoy their direct contact with students and want to retain that focus in their careers. It is a program that at the outset promotes the importance of teaching. It is also a program that values the roles educators can play as leaders in their places of work. People who become part of this Master of Arts program will have opportunities to: • Examine what '1eadership" is and who leads; • Explore who they are as leaders, both within an educational setting and outside of it; • Gain specific knowledge of education and leadership that can support their development; and • Develop skills that can increase the effectiveness of their leadership. This program values the role that good educators play in the lives of students and operates from the belief that educators need to exercise leadership within the workplace without relinquishing the role of teacher. Accommodating the Full-Time Work Schedule The Master of Arts in Education-Leadership program is designed to meet the needs and preferences of working adults. TI1e program is based on the assumption that the men and women who enroll are employed, self-disciplined and wellmotivated individuals who seek a balance of classroom experience, group interaction and individual study. Each course is, therefore, divided into periods of study, group efforts and class preparation. To accommodate this format for learning, each class meets on alternate Saturdays for three-and-one-half hours and alternate Thursday evenings for one-and-one-half hours. Leadership Development Model The Master of Arts in Education-Leadership program promotes leadership as a process which 1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and beyond the educational organization, and 3) works toward progress within the educational community. 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. Th ese abilities and awarenesses, outlined in the diagram on page 5, Leadership Development Model Leadership Sense of Vision Orientation Toward Action ~ / Ethical + Long-term perspective + Flexibility • Adaptability • Innovativeness I Risk Assumptive + Curiosity + Achievement motivation • Self-esteem / Cofflmunicative Creative + Social awareness + Environmental awareness + Tolerance of religious and philosophical differences + Appreciation of situational complexity Facility for Persuasion Effective listener Effective speaker Effective writer Diplomatic ability + Effective team member + Interpersonal sensitivity + + + + \ Decisive + Self-confidence • Analytical ability + Ability to think critically • Understanding of research • Ability to manage conflict ""' Culturally Aware + Appreciation for cultural differences • World-view perspective + Tolerance of individual differences serve as specific outcomes for the Master of Arts in EducationLeadership. Augsburg's model of leadership development is designed to assess, promote, enhance and refine these capabilities within the individual. Community of Learners Essential to the goals of the Master of Arts in EducationLeadership is participation in a community of learners. Leaming can be enhanced when the student is involved in a stable community that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be enriched by the presence of men and women who bring to the program a variety of life and work experiences. -. ' ~· .. To facilitate this kind of community interaction, Augsburg encourages graduate students to make use of college facilities such as the library, meeting rooms and the Christensen Center; to take the opportunity to share meals and coffee breaks; to participate in optional lunchtime seminars; and to attend other college activities such as music and dramatic presentations and athletic events. Leadership Practicum Master of Arts in Education-Leadership students enroll in a half course called "Leadership Practicum." Students are required to enroll in this professional assessment and development course for six terms during their graduate work at Augsburg. Upon completion of the entire practicum sequence, students receive a half-course credit. Early in the program, a major component of the practicum is a full day assessment to determine students' abilities and potential relative to each of the outcomes of the Leadership Development Model. Assessment instruments include paper and p_encil exercises and simulation and group experiences. Following the assessment, students meet individually with a trained assessor who provides guidance in personal goal setting and in the creation of a professional development plan focused on dimensions of leadership. In subsequent terms, "Leadership Practicum" includes workshops designed to meet the needs of students in the following areas: communication skills, self-assessment measures, group processes and other professional development topics as identified and designed by participants. Also included is the opportunity for participants to develop and monitor a leadership project within their workplace. Curriculum Design The Master of Arts in Education-Leadership is composed of ten course credits composed of eight full credit and four half credit courses. Each course uses a variety of learning techniques appropriate to adult learners including case study, debate, written and oral seminar presentations and small group activity. These courses develop targeted leadership abilities and understandings as a boundary crossing endeavor in need of the leadership skills and visions of people from all levels of an organization. The Master of Arts in Education-Leadership will provide opportunities for students to: • • • • • • Reflect • • • • Assess • • Exercise • • Integrate • • Study conceptual frameworks of leadership issues of leadership history of education current issues in education conceptual models of teaching and learning on the various natures of leadership on themselves as leaders options and opportunities for leadership in education on ethics and values in leadership themselves as leaders situations in which they lead programs, projects and ideas creative leadership both individual and collective a variety of thought processes viewpoints on leadership with personal experiences viewpoints on education from a variety of disciplines Core Courses (4 course credits) The following core courses are required of all students in the Master of Arts in Education-Leadership program: EDU 500 Assessment and Leadership (.5 credit course) EDU 513 Diversity and Education OR ML 560 Developing a Multi-Cultural Perspective EDU 514 Evaluation and Documentation OR ML 514 Research Methods EDU 593 Thesis-Research Seminar I (.5 credit course)* EDU 594 Thesis-Research Seminar II (.5 credit course)* EDU 592 Thesis Consultation (.5 credit course) Elective Courses (4-6 course credits) The Master of Arts in Education-Leadership program requires, at a minimum, that four of the six required elective courses be selected from the following list: EDU EDU EDU EDU 510 511 512 515 Ethics and Leadership Legacy of Education Models of Teaching and Leaming Creativity and Problem Framing OR ML 511 Creativity and the Problem-Solving Process EDU 516 Models of Educational Process EDU 517 Politics and Public Policy of School Offerings EDU 599 Special Topics (.5or1 credit course) Master of Arts in Leadership Elective Courses (0-2 course credits) The Master of Arts in Education-Leadership program will allow up to two electives from the Master of Arts in Leadership program to be selected from the following list: ML 510 ML 520 ML 521 ML 530 ML 531 ML 540 ML 545 Foundations of Leadership Self-Identity, Values, and Personal Growth Methods of Critical Thought Ethics in Communication The Dynamics of Change Politics, History, and Leadership Decision Making I: Qualitative Process and Applica tion ML 550 Decision Making and Technology ML 599 Special Topics Please see the Master of Arts -in Leadership program bulletin for detailed descriptions of these courses. *EDU 590 and EDU 591 are now known as EDU 593 and EDU 594, respectively. During program updating, EDU 591 was listed as having a 0 course credit on student transcripts instead of 1 course credit. Course Descriptions EDU 500 Assessment and Leadership Practicum A professional assessment and practicum which spans six terms. Includes a full-day assessment, seminars designed by the participants in the practicum and opportunities to develop and monitor a leadership project within the workplace with the support of peer and faculty coaching. Half credit course. Graded on a P /Nbasis. EDU 510 Ethics and Leadership Study ofleadership within the context of personal and professional ethics, values and faith. Weighing and balancing competing values within an ethical framework will be explored as a part of experiential exercises. Leadership issues of gender, ethnic origins and culture will be explored. Leaders of past and present, recognized and unrecognized, will be studied. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. EDU 511 Legacy of Education Comparative study of education through political, historical, economic and sociological perspectives. This course will provide a knowledge base for students to discharge their leadership responsibilities with wisdom gained from knowing the past. EDU 512 Models for Teaching and Learning Study of the teaching and learning processes. Recent researd1 findings about teaching and learning will be examined. Interpretation of the research findings in light of prejudgments concerning teaching and learning will be explored. Technological applications to the field of teaching and learning will be included. EDU 513 Diversity and Education An exploration of the interrelatedness of world concerns and cultural diversity as they impact on the field of education. EDU 514 Evaluation and Documentation Evaluation and documentation of programs, projects and ideas as they relate to educational policy and practice. Qualitative and quantitative tools will be discussed. Students generally take this course near the end of their graduate program, but before taking Thesis-Research Seminar I. EDU 515 Creativity and Problem Framing Study and application of the thi11king processes as they influence problem solving and decision making will be explored. 'foeories and myths of creativity will be investigated. Framing and examining challenges from a variety of perspectives will be experienced. EDU 516 Models of Educational Process Exploration of supervisory and consultative models, both within and outside the field of education. Major topics include mentoring, peer collaboration, varieties of administrative processes and procedures and observational techniques. Developing partnerships and collaborative ventures among programs and institutions within the community will be a part of this course. An underlying focus of this course is that of change: identifying where it's needed, initiating the process and adapting to the outcomes. EDU 593 Thesis-Research Seminar I: Research in Leadership This course provides each individual with the opportunity to develop a research topic and to synthesize previous study and work experience. Half credit course. Graded on a P /N basis. EDU 594 Thesis-Research Seminar Il: Synthesis of Findings This seminar focuses on the results of individual projects developed in Research Seminar I. Students will develop, write and discuss the thesis work during the class. Half credit course. Grad ed on a PIN basis. EDU 599 Special Topics Study of selected topics in educational leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Graduate Faculty Faculty who teach in the Master of Arts in Education-Leadership program are full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by bringing together faculty from different disciplines or combining a faculty member with professionals from relevant fields. In these situations, at least one member of the team has a Ph.D. and substantial teaching experience. All of the program faculty have extensive experience teaching adult learners. Library The Augsburg library houses over 160,000 books, periodicals, records, tapes and films. Music, chemistry and art history libraries are located within the departmental areas. Access to over 1 million volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of the Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. Accreditation and Affiliations Students who successfully complete Augsburg's Education Leadership program will receive a Master of Arts degree. Augsburg is accredited by the North Central Association of Colleges and Schools. The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. Registration does not (necessarily) 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. Student Support Services The Augsburg Master of Arts in Education-Leadership Program assists students in making education and career plans, in working on their personal development and in participating in activities beyond the classroom. Some of these services are: Academic Planning In addition to the faculty who provide consultation and advice, academic planning is guided by the Leadership Practicum assessors, thesis advisors and Master of Arts in EducationLeadership staff. Career Services Available Include: • Professional assessment through Leadership Practicum • Self/career assessment counseling through the Career Services Office (330-1162) • Development of a resume and a career-search plan through the Career Services Office • Work experience related to a student's field of specialization through the Cooperative Education Office (330-1148) Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matters of disciplinary action, grievances and grade appeal. Students who wish to identify appropriate procedures for compJaints should contact the Vice President for Student Affairs (330-1160). The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office (except when a waiver of access has been signed) and to challenge inaccurate or misleading information. Students have a right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, creed, marital status or age. Admission Requirements Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university. Applicants are expected to have a minimum cumulative undergraduate grade point average of 3.0 (on a 4.0 scale) OR a minimum cumulative grade point average of 3.0 for graduate courses completed at an accreclited college or university, with a possible probationary term. Applicants holding a master's or other advanced degree from an accredited college or univcrsi ty are academically admissible. Applicants to the program must have two years of full-time experience (or equivalent part-time experience) in a position demonstrating lead ership potential in an educational setting. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, spring and summer 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 Miller Analogies Test score written statement possible interview Application Procedures To apply, the following materials must be submitted to the Graduate Programs Office: • Completed applica.tion form • $25.00 application fee (non-refundable) • A brief (1-3 page) statement relating the applicant's career and life goals to his or her leadership aspirations • Letter of recommendation from an immediate supervisor, assessing leadership potential • Letter of recommendation from a co-worker (at the same level) describing the applicant's work style and potential as a leader • Official transcripts from all undergraduate institutions attended listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions a ttended Listing courses taken and degree(s) a:mferred, if any • Official set of results on the Miller Analogies Test, or for students whose native language is not English, a minimum score of 550 on the Test of English as a Foreign Language (TOEFL) • Possible interview with graduate programs faculty and/ or staff member. Evaluation Standards Evaluation of academic performance in the Master of Arts in Education-Leadership will be based on number grades using a 4.0 point scale with these definitions: 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 " .: .·.· 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 non-punitive - not computed in grade point average) W Grade given when a student withdraws from a course after the registration period . I Incomplete grade given when a 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 Graduate Programs Office stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor and any other necessary documentation.) No more than two courses with a grade below 3.0 will count toward the degree. Students who receive an N in a course must successfully petition the Master of Arts in Education-Lead ership Committee before being allowed to continue in their program. If a second grade of N is received, the student may be dismissed from the program. 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. 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. Irregular attendance may, at the discretion of the instructor, adversely affect one's grade. Academic Policies 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 Nin a course, the student must petition successfully with the Master of Arts in Education-Leadership Program 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 is received, the student may be dismissed from the program by the Master of Arts in Education-Leadership Program Committee. Students may also be dismissed by the Master of Arts in EducationLeadership Program 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 Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those whose course content is comparable to those in the Master of Arts in Education-Leadership program. No more than two courses will be accepted for transfer credit. Credit and Contact Hours Each full credit graduate course in the Master of Arts in Education-Leadership program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 31.5 hours and are responsible for a significant amount of individual study and preparation. Enrollment Policy/Leaves of Absence Students may take either one or two courses per term plus Leadership Practicum. Enrolling in two courses per term enables a student to complete the program in under 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 Master of Arts in Education-Leadership Program Committee. Students who leave the program for more than one term must request a leave of absence in writing from the Associate Dean of Graduate and Non-Traditional Programs. A leave of absence may be granted for up to one calendar year. Time spent on an official leave of absence will not count toward the five year deadline for degree completion. 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 Education-Leadership Program Supplement. Fee and Payment Information A schedule of fees is published separately in the Master of Arts in Education- Leadership Program Supplement. Tuition is set on an annual basis. EDU 592, EDU 593 and EDU 594 are half credit courses and are charged half of the current full credit tuition. EDU 500 Assessment and Leadership Practicum is a separate charge. Please refer to the current supplement. Various Payment Plans are Available:• 1) Payment in Full: Due day of registration. Three-Pay Plan: Upon application and after college approval, a three - pay plan is available each trimester. Payment plans will be offered only if the student has adhered to previous plam. 2) 3) Company Reimbursement Full courses or equivalent, which are company reimbursed, require a deposit of $150 per course reimbursed, with full payment due within 45 days after the end of the term. A letter from the employer stating the company's reimbursement policy must be annually filed with the Business Office. 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 all student accounts are paid in full. This also applies for students loan funds administered by the college (Federal Perkins Student Loan); they must be current according to established repayment schedules. ,. A non-sufficient-frmds check will declare your registration invalid and could affect further credit extended by the college. Refund Schedule In order to be eligible for a refund, students are responsible for canceling courses with the Registrar's Office. A per- course tuition refund will be made on the following basis: Prior to the first scheduled class meeting- 100% Prior to the second scheduled class meeting- 90% Prior to the third scheduled class meeting - 80% Prior to the fourth scheduled class meeting - 70% Prior to the fifth scheduled class meeting- 60% Prior to the sixth scheduled class meeting - 50% Financial Aid ln a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two courses per trimester allows the student to be classified as full-time. One course is considered half-time enrollment The Office of Student Financial Services (330-1046) assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: Augsburg Tuition Grant Augsburg College may provide grants and scholarships to graduate students who show academic potential and have · financial need. Funded Scholarships Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of li mited financial means as well as individuals who work for volunteer agencies and other organizations that are 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-rela ted college programs. Augsburg College offers several payment plans by which employees may handl e tuition reimbursement. Bureau of Indian Affairs, Tribal and State Indian Scholarships American Indian students who meet federal, state or tribal requirements may apply foT these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, please contact Augsburg's American Indian Support Program Director at 330-1138 or your tribal agency. Federal and State Aid Programs TI1e Office of Student Financial Services determines eligibility for any federal or state financial aid programs available to graduate students. Determination is based on standard nationally accepted methodology. .... • Federal Perkins Loan Program - Joint Augsburg ColJcgefederally funded program administered through the College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time while you are enrolled at least half-time. Simple interest of 5% and repayment of the principal begin six months after you leave school (nine months for new borrowers after July 1, 1987). Repayment may extend up to ten years. The maximum which may be borrowed is $15,000 for undergraduate study and $15,000 for graduate, for a maximum cumulative amount of $30,000. • Federal SLS (Supplemental Loans for Students) - Independ ent students may borrow up to $5,000 per year to a maximum of $20,000 and must be enrolled at least half-time. Variable interest rate is set annually with a cap of 12% (11 % beginning October 1, 1993). Payment usually begins within 60 days after disbursement. Principal may be deferred until the student ceases half-time enrollment. Interest may, at the lender's option, accumulate until the in-school deferment ends. Students must apply for financial aid. Aggregate maximum borrowing for undergraduates is $23,000 and for graduates is $73,000. • SELF (Student Educational Loan Fund) -A Minnesota state loan program. Students may borrow up to $4,000 per year ($16,000 cumulative) as undergraduates with a $25,000 aggregate maximum when graduate study is included ($1,000 minimum). Interest rate is variable, paid by the borrower quarterly while in school. Principal payments begin 13 months after leaving school. Students must apply for financial aid and be enrolled at least half-time. • Federal Stafford loan Program - Loan funds are obtained directly from a local lender or state agency in certain states. While the student is attending at least half-time, there is no interest charge. Simple annual interest of 8% on the loan balance and repayment of the principal begin six months after leaving school. Beginning October 1, 1992, the rate for new borrowers is a variable rate of T-bill plus 3.1 % with a cap of 9%. Repayment may extend up to ten years. The maximum loan for graduate study is $7,500 per year ($8,500 after October 1, 1993). The cumulative undergraduate and graduate maximum is $65,500. To Apply for Financial Aid 1) Complete the Application for Admission and indicate your desire to also apply for financial aid. 2) The Office of Student Financial Services will send you the necessary application and financial statement form (or you may pick them up at the Office of Student Financial Services, 152 Science Hall or at the Graduate Programs Office, 2222 Murphy Place). 3) All students must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if they did not receive financial aid. Forms are available from the College. 4) Complete and return the financial aid forms by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, by the deadline stated. Campus Map L I UJ i1 ' ® J !!!/".J < D /. ,r er tlj ® ' I 8'11ZeRPLAC£ 1Nr£11smrE _ 94 A".i -' . t. - I DouglasJ Mclaulfhlin 1991 • ReYi!IKl919:? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. Admissions House George Sverdrup Library Science Hall Old Main West Hall Mortensen Tower Urness Tower Christensen Center Sverdrup-Oftedal Memorial Hall Music Hall 2222 Murphy Place Si Melby Hall Ice Arena Stage II Theatre College Relations Nordic Center Foss, Lobeck, Miles Center for Worship, Drama and Communication Center for Global Education Jeroy C. Carlson Alumni Center 20. Youth and Family Institute 21. American Indian Support and Minority Education Partnership 22. Site of new residence hall A. Admissions Parking B. Student Parking c. Visitor Parking D. The Quad E. Faculty /Staff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H . Fairview /St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts J. Resident Parking Only K. Student/ Commuter Parking ~ Accessible Entrance Campus Location I I I I N -$- I ..... ..... ..... , ...... DOWNTOWN MINNEAPOLIS ...... ...... ...... ..... ...... ...... ..... ...... From Minneapolis Interstate 94 east to 25th Avenue exit, left to Riverside A venue, left to 21st A venue South, left at Augsburg sign. From Sl Paul Interstate 94 west to Riverside exit, right on Riverside A venue to 21st A venue South, left at Augsburg sign. Parking All posted Augsburg College parking lots, with the exception of resident parking lots in front and behind the residence halls, are free and open for student use from 4:30 p.m. Friday through Sunday evening and Monday through Thursday evenings after 4:30 p.m. until 8:00 a.m. Lots are located on 7th Street between 21st and 22nd Avenues, north of 8th Street on 21st Avenue and on Butler Place next door to the Nordic Center. Most street parking is four hour parking and available seven days a week, except for the parking meters on Riverside Avenue. The parking meters are as posted by the City of Minneapolis. Additional parking is available for a fee in the Riverside Medical Center ramp. About Augsburg History Augsburg was the first seminary founded by Norwegian Lutherans in America. Named after the confession of faith presented by Lutherans in 1530 in Augsburg, Germany. 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 oldest of 155 parks in the "City of Lakes". Adjacent to the campus are Riverside Medical Center, the West Bank campus of the University of Minnesota and Mississippi River parkways. 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 between nine of 14 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 and physical disabilities. Church Affiliation Augsburg is a college of the Evangelical Lutheran Church in America. We are a diverse community with many strong religious traditions represented among the students, faculty and staff, including Lutheran, Protestant, Roman Catholic, American Indian Spirituality and Thought, Buddhist and Islamic faiths. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments of Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities and employment practices. Faculty and Administration Elizabeth Bruch, Associate Dean of Graduate and Nontraditional Programs. B.A., Elmhurst College; M.S., Indiana University; Ph.D., University of Wisconsin. Mary G. Endorf, Assistant Professor of Education. B.A., Hamline University; M.S.A., SUNY-Cortland; Ph.D., University of Minnesota. Laura L. Ericksen, Coordinator of Graduate Programs in Leadership. B.S., Illinois State University; M.A., University of Arkansas. Joseph A. Erickson, Assistant Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph.D., University of Minnesota. Ethelind K. Garetz, Assistant Professor, part-time. B.A., University of Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota. Richard Germundsen, Assistant Professor of Education. B.S., Mankato State University; M.A., School of International Service, American University; Cand. Mag. Universitet i Bergen, Norway; Ph.D., University of Minnesota. Ryan LaHurd, Vice President for Academic Affairs and Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph.D., University of Wisconsin. Marie 0. McNeff, Professor of Education, Director of Faculty Development. B.S., M.Ed., Ed.D., University of Nebraska. Vicki B. Olson, Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jacqueline 0. Richardson, Assistant Professor of Education. B.S., Morris Brown College; M.S., Fort Valley State College; Ph.D., University of Minnesota. Barry Sullivan, Instructor, part-time. B.A., St. Cloud State University; M.A., University of North Dakota; Ph.D., University of Minnesota. The provisions of this document are not to be regarded as an irrevocable contract between the student and the College. The College reserves the right to change any provisions or requirements at any time within the student's term of residence. Printed on recycled paper with soy-based inks I . Augsburg.College_,; 731 21ST AVENUE SOUTH MINNEAPOLIS , MN 55454
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Title: Augsburg Weekend College Catalog Supplement, 1992-1993
Collection: Course Catalogs
Search Result: F ISupplement -- Academic Calendar Infbrmation Sessions -- Tuition and Fees Class schedules 1992 - 1 9 9 3 SUPPLEMENT - -. i Table of Contents ACADEMIC CmENDAR .................................. Page 2 PROGRAM INFORMATION SESSIONS .............. Page 3 1992 .1993 TUITION AND FEES .....
Show more F ISupplement -- Academic Calendar Infbrmation Sessions -- Tuition and Fees Class schedules 1992 - 1 9 9 3 SUPPLEMENT - -. i Table of Contents ACADEMIC CmENDAR .................................. Page 2 PROGRAM INFORMATION SESSIONS .............. Page 3 1992 .1993 TUITION AND FEES ........................ Page 4 CLASS SCHEDULE, FALL 1992-1993 .................. Page 5 CLASS SCHEDULE, WINTER 1992-1993 .............Page 8 CLASS SCHEDULE. SPRING 1992-1993 ............ Page 12 NOTE: Class schedule changes may occur afier this schedule is published . Students should consult the course list each term for the most current schedule of classes. 3/92/6M Augsburg Weekend College 1992 - 1993 Academic Calendar Fall Winter Trimester Spring* Trimester Nov 30 Mar 15 Applicant File Completion Deadline Aug 24 Dec 14 Mar 30 New Student Orientation Aug 29 4 r3 Trimester Application Deadline Aug 17 Jan 2 Class Scheduling (course selection) Begins: J ~6Y Oct 23 Ends: Aug 1 Nov 24 Jan 29 Mar 1 Registration (schedule c o d m a t i o n ) Mail Deadline Aug 21 Dec 11 New Students/ Aug 29 Jan 2 Make-up Mar 25 4 r3 Classes Begin Apr 16-18 Sept 11-13 Jan 8-10 Last Day to Add or Drop Class Without Record Notation Sept 13 Jan 10 Apr 18 Last Day to Change Grade Option Oct 25 Feb 14 May 23 Last Day to Drop a Class Nov 22 Mar 14 June 6 Classes End Dec 4-6 Mar 26-28 June 18-20 Final Exams Dec 11-13 Apr 2-4 June 25-27 Apr 13 J ~5Y Jan 8-lo** Jan 15-17 Jan 29-31 Feb 12-14 Feb 26-28 Mar 12-14 Mar 26-28** Apr 2-4 Apr 16-18 Apr 30-May 2 May 14-16** May 21-23 June 4-6 June 18-20** June 25-27 Final Grades Due Dec 21 Classes Meet Sept 11-13 Sept 25-27 Oct 9-11 Oct 23-25 Nov 6-8 Nov 20-22 Dec 4-6** Dec 11-13 * C1assc.s in Sping Trimester will be four hours in Iengh instead of three and one-half hour^. Seepage 13for exact timw. ** One week between clmes. Program Information Sessions Adults who are interested in Augburg Weekend College are encouraged to attend one of the information sessions that are scheduled throughout the year. These information sessions are free of charge and are approximately two hours in length. Please call the Weekend College Office (330-1652) to receive fUrther details on these information sessions or to sign up for one of the following dates: For Fall Trimester, 1992-1993 Saturday, May 16 Tuesday, June 9 Saturday, June 20 Thursday, July 9 Saturday, July 18 Saturday, August 1 For Winter Trimester, 1992-1993 Saturday, October 10 Saturday, November 7 Saturday, November 2 1 For Spring Trimester, 1992-1993 Saturday, February 6 Tuesday, February 16 Saturday, February 27 For more information write or call: Augsburg Weekend College Office Augsburg College 731 21st Avenue South Minneapolis, Minnesota 55454 Phone: 612/330-1652 FAX: 612/330-1649 1992 - 1993 Tuition and Pees $15.00 Application Fee (payable once, non-refundable) Tuition (per trimester course) $825.00 (one course is 6 quarter credits or 4 semester credits) Tuition (per summer course, 1992) $650.00 Activity Fee (per trimester) $7.00 Audit a Course $412.50 Lifetime Sports: Fee for course Fee for Assessment of Previous Learning $100.00 $50.00 Nursing Clinical Fee $150.00 Student Teaching Fee (per course) $300.00 Late Fee (per day) $50.00 Five working days after registration (schedule confirmation) are allowed to complete late registrations. Per day fee is charged to any student registering after the scheduled registration date. Late registration also includes incomplete registration as defined: a) unsigned registration form; b) unapproved payment plan. Registration change after first class meeting $5.00 (cancel/add/change grade option, or combination at one time) Transcript Fee (first is fiee, per copy afier ht) $2.00 Finance Charge: A finance charge is applied at a simple rate of 1%per month on any account with an open balance of 30 days or more. 1992-1993Class Schedule Fall Trimester Friday Evening (6:OO - 9:30) t ART 352 Women and Art t BIO 102 The Biological World* BUS BUS BUS BUS t CSC t ECO EDE EDE EDE EDE EDS t EDU t ENG t ENG t MAT MUS NUR NUR NUR t PHY t PSY PSY t REL t SOC t SOC SPC SPC t SWK 242 355 362 391 340 112 350 379 382 387 350 264 245 271 131 130 305 350 403 101 105 493 356 265 231 111 495 260 Principles of Management Marketing Communications International Business BusinessLaw Digital Communications and Computer Networks Principles of Macroeconomics Creating Learning Environments (9/11-11/6) (.5) K-El Art Methods (9/11-10/9) (.25) K-El Math Methods (10/23-12/11) (.5) K-El Language Arts (10/23-12/11) (.5) Reading in the Content Areas (9/11-11/6) (.5) Orientation to Education (9/11-11/6) (.5) Introduction to Literature European Literature: Homer to Dante Math for the Liberal Arts * Introduction to Music in the Fine Arts Contemporary Nursing I: Communication * Introduction to Nursing Research Contemporary Nursing III:Families * Astronomy * Principles of Psychology Seminar History of Religions Culture: Ethnicity, Gender and Race Family Systems: A Cross Cultural View Public Speaking Topic: Self and the Organization Humans Developing Saturday Morning (8:30 BIO BUS BUS BUS t CHM CSC t ECO t ECO ECO EDE EDE EDE EDE ENG 103 221 222 391 109 330 112 113 3 13 376 377 388 389 111 - 12:OO) Human Anatomy and Physiology * Principles of Accounting I Principles of Accounting II BusinessLaw General Organic and Biological Chemistry * Theory of Computation Principles of Macroeconomics Principles of Microeconomics Intermediate Microeconomics K-El Social Studies Methods (10/24-11/21) (.25) K-El Science Methods (9/12-10/10) (.25) K-El Health Methods (9/12-10/10) (.25) I<-El Physical Education Curriculum (10/24-11/21) (.25) Effective Writing Student Teaching (Prereq.: Approval and Placement by Ed. Dept.)* * * EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481 481 481 482 482 482 483 483 483 484 481 482 483 484 K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching KStudent Teaching K-EL Student Teaching EL Student Teaching EL Student Teaching Student Teaching Student Teaching Student Teaching Student Teaching *Extraclass or hb sessions required. **Additional clinicalfee required. t These coulses have been approved by the Augsburg General Education Committee as meeting the newLiberal Arts Perspectives. See the 1991-1993 Ausgburg catalog for more information about the Liberal Arts Perspectives. Students entering Augsburg in 1992-1993 and transferring less than 1 6 Augsburg course equivalents will complete Liberal Arts Perspectives along with their approved major program. Students who entered Augsburg during the 1991-1992 academic year and transferred less than seven Augsburg course equivalents are also required to complete the new Liberal Arts Perspectives. Winter Trimester Friday Evening (6:OO- 9:30) t t t t t t ART BUS BUS BUS CSC ECO EDE EDE EDE EDE EDU ENG ENG ENG INS NUR NUR PHY POL PSY PSY REL SOC SPC SWK 224 242 252 3 31 450 112 382 387 388 389 341 111 225 245 320 306 310 106 122 105 373 343 121 354 260 Publication Design Principles of Management Principles of Marketing Financial Management Principles of Programming Languages Principles of Macroeconomics K-El Math Methods (1/8-2/26) (.5) K-El Language Arts (1/8-2/26) (.5) K-El Health Methods (3/12-4/2) (.25) K-El Physical Education Methods (1/8-2/26) (.5) Media Technology (1/8-2/26) (.5) Effective Writing * Intermediate Expository Writing* Introduction to Literature American Indian Women Contemporary Nursing IT:Paradigms in Nursing * Community Health Nursing I * Introductory Meteorology * Metropolitan Complex Principles of Psychology Organizational Psychology Theology of Marriage Introduction to Human Society Interpersonal Communication Humans Developing Saturday Morning (8:30 - 12:OO) BIO 101 BUS 221 BUS 222 BUS 340 BUS 352 BUS 391 BUS 433 CHM 110 CSC 272 t ECO 112 ECO 3 13 ECO 3 18 EDE 351 EDE 379 t EDU 264 EDU 388 ENG 111 ENG 282 ENG 327 MAT 104 MIS 175 Human Biology Principles of Accounting I Principles of Accounting 11 Human Resource Management Marketing Research and Analysis Business Law Financial Theory: Policy and Practice General Organic and Biological Chemistry * Unixand C Principles of Macroeconomics Intermediate Microeconomics Management Science Techniques of Teaching Reading K-El Art Methods (1/9-1/30) (.25) Orientation to Education (1/9-2/27) (.5) Human Relations (2/13-4/3) (.5) Effective Writing * Topics: Grow Old With Me Advanced Journalism: Interviewing and Editing Intermediate Algebra * (no credit) Computers for Business, Economics &MIS MIS NUR t POL/ SPC tPSY t REL t REL SPC SPC SWK SWK 279 Quantitative Methods fbr Business, Economics and MIS 404 Contemporary Nursing W * 342 Mass Communications in Society 105 363 471 222 352 363 465 Principles of Psychology Religion in America Jesus and His Interpreters Intro to Theatre A m Persuasion Basic Methods (by demand) Social Policy: Analysis and Development Saturday Afternoon (1:15 222 252 323 368 465 345 113 415 350 377 386 353 477 351 438 282/ 482 t HIS 222 HPE 115 BUS BUS BUS BUS BUS CSC ECO ECO EDE EDE EDE EDS EDS ENG ENG ENG MAT MAT MIS t PHI PSY t REL REL t SOC t SPA t SPC SPC SWK SWK 121 171 376 125 351 221 263 121 112 329 351 364 466 Principles of Accounting 11 Principles of Marketing Accounting Theory and Practice II Responding to the Challenges of Japan International Management Principles of Computer Organization Principles of Microeconomics Managerial Economics Creating Learning Environments (2/13-4/3) (.5) K-El Science Methods (1/9-1/30) (.25) Children's Literature (2/13-4/3) (.5) Creating Learning Environments School and Society American Literature Since 1920 Shakespeare Topics: Women and Fiction U.S. History Since 1877 Health and ChemicalDependency Education @ I S ) (1/30-3/27) (.5) Finite Mathematics * Discrete Mathematics * Project Management Ethics and Human Identity Developmental Psychology - Child Biblical Studies World Justice and Hunger Introduction to Human Society Beginning Spanish II * Intercultural Communication Argumentation Field Work I (by demand) Field Work III Sunday Afternoon (1:15 ART BUS BUS BUS - 445) - 445) 106/306 Calligraphy 242 Principles of Management 326 Tax Accounting 440 Operations Management t ECO 113 Principles of Microeconomics ECO 312 ECO 313 ECO 315 EDE 282 EDE 364 EDE 375 EDE 376 EDE 380 EDS 374 EDS 375 ENG 336 t FRE 111 t GER 111 HPE 114 HPE 353 INS 232 MIS 175 MIS 475 t NOR 111 t REL 111 t SOC 265 t SPA 111 t SPA 112 Intermediate Macroeconomics Intermediate Microeconomics Money and Banking Introduction to Special Education InterdisciplinaryStudies (3/14-4/4) (.25) Discovery in the World of Kindergarten (2/14-4/4) (.5) K-El Social Studies Methods (1/10-1/31) (.25) K-El Music Methods (1/10-1/31) (.25) Natural Science Methods (1/10-2/28) (.5) Social Studies Methods (1/10-2/28) ( . 5 ) British Literature: 17th & 18th Centuries Beginning French I * Beginning German I* Health and S&ty Education (E/S) (1/10-2/28) (.5) Kinesiology and Physiology of Exercise Afiican American Experience Computers for Business, Economics and MIS Information Systems Analysis and Design Beginning Norwegian 1* Introduction to Theology Culture: Gender, Ethnicity and Race Beginning Spanish I * Beginning Spanish II * Day Schedule Evening Courses ECO 413 Labor Economics (meets Feb. - May, Tuesdays 6-9) ENG 101 DevelopmentalWriting (meets Feb. - May, Tuesdays 6-9) Lifetime Sports HPE 002 Lifetime Fitness (meets weekly for 8 weeks) To be Arranged BUS EDE EDS HPE 299/399 Internship 363 Clinical Experience (.5) 352 Clinical Experience (.5) 489 Coaching Practicum (.5) Mexico Travel Seminar - Center for Global Education REL 366 The Church and Social Change in Latin America Feb. 21-28 Student Teaching (Prereq.: Approval and Placement by Ed. Dept.)* ** EDE EDE EDE EDE EDE EDE EDE 48 1 481 481 482 482 482 483 K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching EDE EDE EDE EDS EDS EDS EDS 483 483 484 481 482 483 484 K-EL Student Teaching EL Student Teaching EL Student Teaching Student Teaching Student Teaching Student Teaching Student Teaching *Extra C h or Lab Sea-ionsRequired * *Additional Lab Fee Required f These courses have been approved by the Augsburg General Education Committee as meeting the new Liberal Arts Perspectives. See the 1991-1993 Ausgburg catalog for more information about the Liberal Arts Perspectives. Students entering Augsburg in 1992-1993 and transferring less than 16 Augsburg course equivalents will complete Liberal Arts Perspectives along with their approved major program. Students who entered Augsburg during the 1991-1992 academic year and transferred less than seven Augsburg course equivalents are also required to complete the new Liberal Arts Perspectives. Spring Trimester Friday Evening (6:OO - 10:OO) t t t t t t t t BUS 242 BUS 466 ECO 112 EDE 350 EDE 376 EDE 380 EDE 382 EDS 353 EDU 264 EDU 388 ENG 111 ENG 361 ENG 272 HPE 114 MAT 131 MUS 130 NUR 330 PHY 101 PSY 357 REL 111 SOC 121 SPC 111 SPC 343 SPC 480 SWK 260 Principles of Management International Marketing Principles of Macroeconomics Creating Learning Environments (5/14-6/18) (.5) K-El Social Studies Methods (4/16-5/14) (.25) K-El Music Methods (6/4-6/25) (.25) K-El Math Methods (4/30-6/4) (.5) Creating Learning Environments Orientation to Education (4/16-5/21) (.5) Human Relations (E/S) (4/16-5/21) (.5) Effective Writing Modern Fiction European Literature: Renaissance to Modern Health and Safety Education (E/S) (4/6-5/21) (.5) Math for the Liberal Arts * Introduction to Music in the Fine Arts Trends and Issues in Nursing* Astronomy * Learning Introduction to Theology Introduction to Human Society Public Speaking Broadcast Production I Public Relations/Promotional Communication Humans Developing Saturday Morning (8:OO - 12:OO) Microbiology * Principles of Accounting II BusinessLaw Chemistry for Changing Times Data Structures Algorithms Principles of Microeconomics Management Science Techniques of Teaching Reading K-El Saence Methods (6/5-6/26) (.25) Reading in the Content Areas (4/17-5/22) (.5) Media Technology (4/17-5/22) (.5) Effective Writing * Introduction to Creative Writing American Literature to 1920 U.S. Topics: History of the Twin Cities H e a l t hand Chemid Dependency Education (4/14-5/22) (.5) MAT 114 Elementary Functions * MIS 175 Computers for Business, Economics and MIS BIO 108 BUS 222 BUS 391 t CHM 100 CSC 210 CSC 320 t ECO 113 ECO 318 EDE 351 EDE 377 EDS 350 EDU 341 ENG 111 t ENG 226 ENG 350 HIS 331 HPE 115 t PHI 120 Ethics t POL/342 Mass Communications in Society SPC t PSY 105 Principles of Psychology PSY REL t REL SWK SWK 353 Developmental Psychology: Middle and Older Adult (Upper Division to be Announced) 483 Christian Ethics 461 Advanced Methods (by demand) 467 Social Worker as Professional Saturday Afternoon (1:OO - 500) t BIO 105 Biology and Society BUS BUS BUS BUS BUS BUS BUS CSC t ECO ECO ECO EDE EDE ENG ENG HPE 221 252 331 355 425 438 450 445 112 311 360 379 386 223 225 475 INS 495 MIS PHI t POL PSY PSY t REL t REL SOC SPC SPC SWK SWK 370 230 158 356 3 81 221 369 349 351 355 462 469 Principles of Accounting I Principles of Marketing Financial Management Marketing Communications Advanced Accounting Invesments Marketing Management Operating Systems & Computer Architecture Principles of Macroeconomics Public Finance International Trade and Finance K-El Art Methods (6/5-6/26) (-25) Children's Literature (4/17-5/22) (.5) Writing for Business and the Professions Intermediate Expository Writing Prevention and Care of Athletic Injuries (4/17-5/16) (.50) Seminar: Research Methods in Women's Studies Advanced Computing for Business, Economics and MIS Logic Political Patterns and Processes Environmental Psychology Psychology in Historical Perspective Biblical Studies Religious Imagination in Modem Literature Complex Organizations Argumentation Small Group Communication Field Work IT (by demand) Field Work IV Sunday Afternoon (1:OO - 5:OO) t ART 107 Drawing BUS BUS t ECO ECO ECO EDE EDE 242 340 113 3 13 3 18 364 375 Principles of Management Human Resource Management Principles of Microeconomics Intermediate Microeconomics Management Science Interdisciplinary Studies (4/18-5/16) (.25) Discovery in the World ofKindergarten (4/18-5/23)(.5) t t t t t t t EDE EDE EDE ENG ENG FRE GER HPE MIS MIS NOR REL SOC SOC SPA SPA 387 388 389 245 341 112 112 482 279 476 112 265 365 112 211 K-ElLanguage Arts (5/23-6/27) (.5) K-El Health Methods (5/23-6/27) (.5) K-El Physical Education Methods (4/18-5/16) (.25) Introduction to Literature Advanced Creative Writing Beginning French II * Beginning German I1 * Coaching Theory of Sport Quantitative Methods for Business & Economics Structure Systems Analysis and Design Beginning Norwegian IT* (Upper Division-To be Announced) Culture: Ethnicity, Gender and Race Quantitative Methods and Program Evaluation Beginning Spanish II * Intermediate Spanish I Thursday Evenings HPE 002 Beginning Aerobics (meets weekly for 8 weeks) NUR 427 Practicum in Nursing II: Leadership & Management* * * Time to be Arranged BUS EDE EDS NUR 299/399 Internship 363 Clinical Experience (.5) 352 Clinical Experience (.5) 311 Community Health Ntming 11* ** Day School Evening Schedule ECO 413 Labor Economics (Tues. 6-9 p.m., Feb-May) ENG 101 DevelopmenalWriting(Tues. 6-9p.m.,Feb-May) Student Teaching (Prereq.: Approval and Placement by Ed. Dept.)* * * EDE EDE EDE EDE EDE EDE EDE EDE EDE EDE EDS EDS EDS EDS 481 481 481 482 482 482 483 483 483 484 481 482 483 484 K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching K Student Teaching K-EL Student Teaching EL Student Teaching EL Student Teaching Student Teaching Student Teaching Student Teaching Student Teaching *Extra clarr or lab sessiolzc required. **Additional labfee charged. t These courses have been approved by the Augsburg General Education Committee as meeting the new Liberal Arts Perspectives. See the 1991-1993Ausgburg catalog for more information about the Liberal Arts Perspectives. Students entering Augsburg in 1992-1993and transferring less than 16 Augsburg course equivalents will coiiiplete Liberal AIIS Perspectives along with their approved major program. Studen@who entered Augsburg during the 1991-1992academic year and transferred less than seven Augsburg course equivalents are also required to complete the new Liberal Arts Perspectives. 7 3 1 2 1 s A~ V E N U E S O U T H M I N N E A P O L IM SN . 55454
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Title: Augsburg College Summer Catalog, 1993
Collection: Course Catalogs
Search Result: Starting April 19 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a...
Show more Starting April 19 you may schedule Summer School courses at the Registrar's Office on an ongoing basis during regular office hours. Each course scheduled must be accompanied by a $50.00 tuition deposit. This deposit is applied to designated course tuition and is non-refundable except when a course is cancelled. When this happens, you may elect to receive a deposit refund or substitute another course. To avoid disappointment in course selection, schedule as soon as you can. Many courses with limited enrollment fill early. Conversely, courses with low preregistration enrollment may be cancelled before the first day of the term. Students must confirm registration in person at the Business Office or they will be dropped from the course. Term I Summer School students are required to finalize their registrations on June 1 or 2. Term I1 registrations must be finalized on June 28 or 29. This procedure applies to all courses, including internships and independent studies. Finalizing registration will take place at the Business Office, 114 Science Hall, between the hours of 8:30 a.m. and 6:00 p.m. on June 1 or 2, and June 28 and 29. The balance owing for tuition must be paid before registration is finalized. Augsburg students please note: (Balance due on Augsburg account from previous termls must be paid in full before you can finalize registration.) A late fee of $50.00 will be assessed for Term I registrations completed on June 3. A late fee of $50.00 will be assessed for Term I1 registrations completed on June 30. Registrations will not be accepted after these dates. To change your registration, cancel your registration, add a course, or drop a course and enroll in another course, fill out a Cancel/Add form at the Registrar's Office. There is a charge of $50.00 for changing a registration after the second day of each term. This must be done by 3:30 p.m. on June 3 for Term I courses and by 3:30 p.m. on June 30 for Term I1 courses. This procedure applies to internships and independent studies as well as scheduled courses. Any refund or adjustment of fees is determined according to the "Tuition Refund Policy." @ Printed on recycled paper Summer 1993 Term I Beginning of scheduling Registration (must be confirmed in person at the Business Office) April 19 June 1-2 April 19 June 28-29 Classes begin Balance of tuition due June 1 June 1-2 June 28 June 28 June 14 June 3 June 3 July 16 June 30 June 30 May 31 June 18 June 25 June 30 July 5 July 23 August 6 August 11 Last day to: *Change grading option *Drop class without notation *Register with late fee of $50 (no registrations will be accepted after this date) Holiday Last day to withdraw from class (W) Classes end Grades due in Registrar's office NONDISCRIMINATION POLICY Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Education Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admission policies, educational programs, activities and employment practices The tuition charge for 1993 Summer School courses is as follows: $725.00 for full-credit courses, $362.50 for half-credit courses, and $181.25 for fourth-credit courses. Audits are charged at the tuition rates listed above. Tuition Refund Policy The $50.00 per course deposit is not refundable. Refund of all or part of the remaining fee is calculated from the date of the student's official course cancellation at the Registrar's Office. Schedule of Refunds: *Prior to the second scheduled class meeting - 100%of the refundable portion of the fee. *Prior to the fourth scheduled class meeting - 75% of the refundable portion of the fee. .Prior to the sixth scheduled class meeting - 50% of the refundable portion of the fee. Courses with fewer than 12 scheduled class sessions will use a prorated version of the schedule of refunds. Financial Aid Financial aid is limited to the Guaranteed Student Loan. Any student taking one course is regarded as a halftime student for the summer and is eligible to apply for a Guaranteed Student Loan. Contact the Financial Aid Office to make loan arrangements (3301046).The deadline for applying for Financial Aid for Summer School is April 15,1993. You must have a complete file in the Financial Aid Office by April 15 in order to receive an award for Summer. Please pick up a Financial Aid Application from the Financial Aid Officer. 13 Ice Arena K. Student/Cornrnuter Parking Accessible Entrance Campus Location 35W from the North Take Washington Avenue exit and turn left of Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. 1-94 East from Minneapolis Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. 1-94 West from St. Paul Take Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 35W from the South Follow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 21st Avenue South. I Augsburg College is a four-year, fully accredited liberal arts college affiliated with The Evangelical Lutheran Church in America and is located in the heart of Minneapolis. The small college environment, about 3,000 students during the academic year, is enriched by the many cultural, sport and recreational activities found in this vibrant metropolitan area. An active summer combining classes and participation in metropolitan events is a delightful and broadening experience. Augsburg in the Summer- fi Augsburg College provides a diverse summer curriculum including regular courses, internships and independent studies. Term I runs from June 1 -June 25, Term I1 runs from June 28 - August 6. This brochure presents the Summer School Program and was correct at the time of publication. L Summer students may take one course during Term I and two courses during Term 11. Unless otherwise indicated, all courses carry a value of one course credit, tlie equivalent of four semester credits or six quarter credits. Courses fulfilling Augsburg distribution and perspective requirements are so noted in the course descriptions. v Course levels are indicated by the first digit of the three digit course number: 1 or 2, lower division, primarily for freshmen and sopliomores; 3 or 4, upper division, primarily for juniors and seniors; and 5, graduate level. Courses regularly taught during the academic year are more fully described in the Augsburg College Catalog. If you need more information about a special summer offering, please contact the Summer Scl~oolOffice. Independent study and internships, i,, addition to those listed, may be pursued during the summer in a number of departments. Internships iiivolve work experience related to the academic program in an agency, government or industry. Consult the Summer School Office for information. Students who need liousing may obtain information from tlie Director of the Right to cancel listed courses. Information and For-ulzs Additional information and registration forms may be obtained from: AUGSBURG COLLEGE SUMMER SCHOOL OFFICE Murpliy Place 731 21st Avenue South Minneapolis, MN 55454 Call 6121330-1786 or call toll-free 1-8001788-5678 Elizabeth Bruch, Director Barbara Pappenfus, Secretary Eligibility Persons in good standing at regionally accredited colleges and universities. graduates of sucli institutions, anc students admitted for the next Fall Term are eligible to attend Augsburg Summer School. Good standing implies tlia t the student has been admitted and not subsequently dropped by that institution. Other persons wishing to take summer school work should contact tlie Director of Summer School to ascertain eligibility under special circumstances. , Acceptance as a summer student c' not imply admission as a regular student of Augsburg College. Tliosc wisliing to begin a degree program at the College should 'ipplv tor acl~nission tl~ouglitlie Office of Aclmissions or Weekend Collcgc. mw - ART 389-A AMERICAN ART Anderson A study of early Colonial through contemporary American art, architecture, and folk arts. M,T, W,TH Foss 43 1:OO-4:OO p.m. BIOLOGY - - BIO 101-A HUMAN BIOLOGY Mickelberg Basic biological concepts from an anthropocentric point of view. An attempt to answer such questions as: What makes a human just another member of the biotic fold? Do humans have a niche in the ecosystem? What influence d o humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (Three-hour lectures. A student may not receive credit for both 101 and 103. Does not apply to the major or minor.) Persp: Natural World 1 or 2; Dist.: Biology/Chemistry M,T, W,TII,F Sci 205 8:30-11:30 a.rt1. BUSINESS ADMINISTRATION BUS 221-A PRINCIPLES OF ACCOUNTING I Stoller Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. Dist.: None M,T, W,TII OM 10 8:30-10:50 fl.111. BUS 242-A PRINCIPLES OF MANAGEMENT Cerrito Development of the theory of management, organization, staffing, planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager. Dist.: None M,T, W,TII 6:OO-9:OO p.111. MIS 279-A QUANTITATIVE METHODS Morgan An introduction to quantitative reasoning, descriptive measures, probability, samplillg distribution, inference and estimation. Emphasis on their use in applied problems in business and economics. Students will use a computer-based statistics program to analyze data as part of a required statistical analysis project. (Prereq.: MIS 175 and either Math Placement Group 111or a grade of at least 2.0 in MAT 104). 9:30-11:50 a.111. M,T, W,TII,F Foss 43 I 1 BUS 322-A ACCOUNTING THEORY Kader AND PRACTICE 1 An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: BUS 222 and ECO 113) M,T, W,Th OM 23 6:OO-9:00 p.m. BUS 331-A FINANCIAL MANAGEMENT LaFave Theory of acquisition, allocation, and mauagcment of funds within thc firm. Sources and uses of long and short term funds, cost of capital, capital budgeting, levcrage, dividend policy, and related topics. (Prcreq.: BUS 222, ECO 113)Dist.: None 8:30-I 0:50 n.rt~. M , T ,W,TIr,F O M 11 ECONOMICS ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problcms facing a metro-urban environment. This course will be taught on an arranged basis. Contact with students will be mutually arranged. By independent study. Students nccd signature of instructor beforc Term One begins (call 330-1152). P / N only. Dist.: Urban/Minority/ Women's Studies, Persp.: Social World 1 or 2, or City Arrnr~gcd ECO 112-A PRINCIPLES OF MACRO-ECONOMICS Gupta Introduction to macro-economics, national income analysis, monetary and fiscal policy, inter~iatio~lal tradc, eco~lomicgrowth. Dist.: Economics/Political Science; Persp: Western Heritage 1 or 2 6:OO-9:00 y.rn. M,T, W,Th O M 17 EDUCATION EDU 282-A INTRODUCTION TO SPECIAL EDUCATION Metcalf Introduction to the field of special education. Examines the nature, causes, and educational interventions for such exceptionalities as mcntal retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and giftedness. Dist.: None. 12:OO-3:OO p.rrr. M,T, W,Tlr O M 25 EDE 382-A KINDERGARTEN-ELEMENTARY Drewlow CURRICULUM: MATHEMATICS Examination and preparation of materials and rcsources for mathematics instruction at the kindergarten and clemcntary levels. Dist.: None (1/ 2 course) 6:OO-9:00 p,~rr. T,Tlr 1. 4 EDU 388-A HUMAN RELATIONS Mueller Emphasis on thc study of values, of communication techniques, and of tlie major minority groups in Minnesota for the development of interpersonal rclations skills applicable to teaching and othcr professional vocations. Required for all Elcmentary and Secondarv Education maiors. Owen to all. P / N only. Dist.: None (1/2 course) 5:30-8:30 y.rtr. M ,W O M 78 1 L ENGLISH ENG 245-A INTRODUCTION TO LITERATURE Swanson In this course students are initiated into the formal study of narrative, drama and poetry in order to appreciate more fully thc pleasures of literature. The course aims to expand students' exposure to literature and therefore draws on works from several periods, from different cultures and raccs, from male and female writers. As tlie prerequisite for all upper courscs in literature, Introduction to Literature aims in particular to devclop studcnts' critical and analytical skills in reading about literature. Dist.: Literature; Persp.: Aesthetics 9:30-71:50 o.111, M,T, W,TIr,F O M 18 ENG 282-A TOPICS IN LITERATURE: FILM ADAPTATIONS OF FICTION Schmit This course is designed to consider narrative fiction as a genre and tlic novel as a literary form. To do this we will look at what happens whcn novels arc recast in the strict thrce-act form of a scrccnplay and translated into thc medium of film. By focusing on differcnces with respect to point of view, narrative time, and modes of representatiml (linguistic vs. physical representation, for example), we will see what a novel does and llow it does it. We will read four novels as a class and view a film adapted from each. In addition, cnch studcnt will read a novel and view a film, then make a presentation to the class about tllc adaptation. In addition to thc prcsentatiou, there will be a six to cight page paper and a final exam. 6:OO-9:00 p.rrl. M,T, W,TIr MP 3 ENG 282-8 Griffin TOPICS IN LITERATURE: THE CITY In tlic city, remarks Alexis de Tocquevillc, "humanity attains its most complete development and its most brutish; herc civilization works its miracles, and civilized man is turned back almost into a savage." The powcr of the city to nourish or corrupt the human soul is a persistent theme in western tradition. This course will study primarily American novels, pocms, essays and films that explorc this theme. Texts will be supplemented by the resourccs of thc Twin Citics. Course work will i~lvolvediscussion of texts, papers, exams, and an out-of-class cxpcric~~tial component. 6:00-9:OO ~ . I I I . A4,T, W,TIr O M 29 ENG 265-A1365-A UNDERSTANDING AMERICA THROUGH LITERATURE AND FILM Palosaari Introduction to significant works of American litcraturc and film. Selections will be studied as cultural documents as wcll as works of art. Dist.: Literature (Prereq.: ENG 111) 8:30-10:50 fl.111. M,T, W,TIi O M 17 MODERN LANGUAGES GER I l l - A Quanbeck BEGINNING GERMAN I Classroom practice speaking, understanding and reading basic German for studcnts witli no previous background in German. Dist.: Language Lcvel 1; Persp.: Intercultural Awareness 2 Language Level 1 8:30-10:50 n.111. M , T , W,Tlr,F SPA I l l - A BEGINNING SPANISH I (Section I) O M 27 Kingsley SPA I l l - P BEGINNING SPANISH I (Section 11) Kingsley Aims to develop four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Dist.: Language Lcvcl 1; Persp.: Intcrcultural Awareness 2 - Language Level 1 8:30-10:50 n.11i. 5:30-750 p.111. M , T , W,Tlr,F (Sectioli 1) M,T, W,TIr,F (Sectioii 11) O M 25 INS 225-A Kader INTRODUCTION TO ISLAM This course is designcd by a practicing Muslim to present his perception of Islam to uon-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Sliari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also bc a consideration of tlie diffcrcnces between tlie Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also be some effort to deal with tlie similarities and differenccs between Islam and both Christianity and Judaism, and a visit to one of tlie mosques in the Twin Cities. Dist.: Urban/Minority/Women's Studies; Persp,: Intercultural Awareness 1 8:30 - 10:50 n.111. M , T , W,Th,F 1. 4 INS 264-A AMERICAN INDIANS Allery IN THE CINEMA This coursc will bc an historical survey of Hollywood movies that created and continue to foster images of the North American Indian in Amcrica~isociety. Movies will include: Dr~rlris HEALTH AND PHYSICAL EDUCATION Alorig tlle Molmruk; Shndoru Cntclier; Broke11Arrow; Little Big Mnrr; nlid Pozu-zuozu Highruny. Issues to bc HPE 499-A Staff INDEPENDENT STUDY Independent study for Upper Division credit. discussed will be authenticity, misreprcscntation, stereotypes and the usc of Indian and uon-Indian actors. Arraiiged 8:30-10:50 o.111. M , T , W,TII OM 29 HISTORY HIS 348-A RUSSIA AND THE SOVIET Kimball UNION IN THE 20TH CENTURY Tlic course offers an introductory historical survey of tlie Soviet Union. It begins with a brief examination of Russian liistory before t ~ ~ r n i ntog tlie Russian Revolutions of 1917, the Civil War and Lcnin's consolidation of power. Latcr topics include: tlie rise of Stalin, his Great Terror, World War 11, the Cold War and tlie slow rcjection of Stalinism culminating in an examination of recent events since the emergence of Gorbacllev. Tlie coursc will empliasize political, diplomatic, economic and cultural liistory by focusing on Soviet political practices and institutions. 9:30-17 :50 n.1r1. M , T , W,Tlr,F O M 23 PHI 120-A Apolloni ETHICS Ethics studies our moral beliefs and lielps students considcr the basis for making moral judgments. Tlie course explores the major philosopliical approaches to evaluating moral actions and then applies these approaches to contemporary personal and social moral issucs. This enablcs stude~itsto be aware of tlie nature of value disputcs, the different perspcctives taken and tlie reasoning used to resolve them. Throughout the course Christian ethics will inform our considerations. Students taking PHI 120 may not take PI-I1 125. Dist.: History/Pliilosopliy, Persp.: Christian Faitli 3 8:30-70:50 n.111. M , T , W,TII,F L1 INTERDISCIPLINARY PHYSICS INS 1991399-A Hesser INTERNSHIP A work-based lcarning experience in wliich a student designs a learning agreement witli a faculty member wliich links the ideas and methods of their major to the opportunitics found in the placement, Participation in a weekly seminar is expected. Persp.: City PHY 106-A INTRODUCTORY METEOROLOGY Jasperson A study of the science and wonders of the atmosphcre. The course is designed to provide a working knowledge of the basic science principles required for understanding weather and climate. Laboratory exercises arc included as an integral part of the course. The course is designed to be an elective or to satisfy the distribution/gcncral education requirement for the liberal arts student. Plcase contact Bill Jasperson for schcdulc of additional lab sessions. (Prercq.: Mathematics Placement Group 11) Dist.: Matli/Pliysics; Pcrsp.: Natural World 1 or 2 Arrnlrgcd 1.00-4:00 p.111. M , T , W,Th SC1205 PSY 325-A SOCIAL BEHAVIOR Attridge Social factors which influence individual and group bchavior in naturalistic and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes. (Prereq.: 102 or 105) 1:00-4:00 p.111. M,T, W,TIi,F OM 18 REL 369-A THE RELIGIOUS IMAGINATION IN MODERN LITERATURE Skibbe "Particillarities of religious discerliment, symbolism, and world view. Reading and discussion of nine novels." Students who take this course must do work of 2.0 or better to get credit. Dist,: Religion, Persp.: Christian Faith 3 8:00-10:15 n.!n. M,T, W,TIi,F MP 1 SOC 199-Al399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement (with a faculty member) wliicli links the ideas and methods of sociology to the opportunities found in the placement. Participation in a weekly scminar is expected. Persp.: City Arrnrrged SWK 260-A HUMANS DEVELOPING Brennan This course provides tlie knowledge basic to an understanding of liun~angrowth through the life cyclc and of the interplay of sociocultural, biological and psychological factors wliicli influence the growth of iiidividuals and families in contemporary American society. Emphasized is tlie role of the "nurturing environment" in relation to liuman growtli, the impact of "sustaining environment" and other special stresses rclevant to growth. Growth related to populations and groups which represent racial, disability and sexual minorities is also a focus. Students will gain selfunderstanding through usc of their own experiences. Persp.: Human Identity 9:3il-11:SO ~ . I I I , M,T, W,TIi,F L 17 SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors. (Prereq.: senior standing or consent of instructor) Arrn~~ged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to department guidelines. (Prereq.: 257 and consent of instructor). Arrnllged SPC 323-A EFFECTIVE BUSINESS SPEAKING Olson The course is designed to increase studcnts' understanding of communication, theory and principles, and to improve presentation skills as they pertain to an organizational setting. Format of the class will include: text reading, lecture, individual and group presentation, and class participation. (Prereq.: SPC 111) 5:30-8:00 p.111. M,T, W,TII MP 1 SPC 347-A DOCUMENTARY VIDEO Bart A video production course which integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. 9:30-11:50 n.~!!. M,T, W,TII,F Foss 170 1 JUNE 28 TO AUGUST 6 w :4 4:,a,.:-â¢ ART 107-A DRAWING Bollman An introduction to and definition of drawing methods and media. Drawing is presented as a diverse art form which can be experienced in a variety of ways. Traditional and non-traditional media are used. Dist.: Art/Music; Persp.: Aesthetics. 6:OO-9:30 p.m. T,Th OM 17 ART 118-A1355-A PAINTING Bollman Painting in opaque and transparent color. A variety of subjects and approaches illustrate the versatility of paint as an expressive medium. Dist.: Art/Music; Persp.: Aesthetics 6:OO-9:30 p.m. T,Th OM l 7 ART 132-AISPC 132-A PHOTOGRAPHY (SECTION I) Friederichsen ARTl32-PISPC 132-P PHOTOGRAPHY (SECTION11) Fciederichsen The camera used as a tool for visual creativity and expression using black and white photographic processes. Students need access to a 35mm, single iens reflex camera. Dist.: Art/Music; Persp: Aesthetics. Estimated cost of film, etc.: $175-$200. (Class size limited to 14.) 1:30-5:00 p.ln. M,W (Section I) OM 6 M,W (Section 11) OM 6 6:OO-9:30 p.m. BUSINESS MIS 175-A COMPUTERS FOR BUSINESS, ECONOMICS AND MIS Schwalbe An introduction to computing concepts and microcomputer-based information systems. Study features of hardware, operating systems, languages and current applications. Learn to use MS-DOS, Word Perfect, Lotus 123, and dBase III+. May study other applications (Microsoft Word, Excel). The completion of MIS 370 with a passing grade will serve as a substitute for MIS 175. (Prereq.: MPG I1 or else a Pass in MAT 103, a self-paced course). 530-9:OO p.ln. M ,W Foss 20 BUS 222-A PRINCIPLES or ACCOUNTING 11 Solnick Introduction to business activities, accounting for corporations. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations. Dist.: None (Prereq.: BUS 221) 10:05-ll:30a.111. M,T, W,TII,F OM 10 BUS 340-A HUMAN RESOURCE MANAGEMENT Cerrito Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq: BUS 242) 6:OO-9:30 p.irr. M,W OM 10 BUS 440-A OPERATIONS MANAGEMENT Cerrito Concepts and principles related to the management of operating functions. Examples from service industries, non-profit organizations and manufacturing. Taught from a managerial point of view. Topics include an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling and operational control information systems. (Prereq.: BUS 242 or consent of instructor) 6:OO-9:30 p.111. T,TII OM 10 ECO 110-A ECONOMICS OF URBAN ISSUES Sabella Study of economic implications of problems facing a metro-urban environment. By independent study. Students need signature of instructor before Term Two begins (call 330-1152).P/N only. Dist.: Urban/ Minority/Women's Studies; Persp.: City and Social World 1 or 2 Arrflnged ECO 113-A PRINCIPLES OF MICRO-ECONOMICS Sabella Introduction to micro-economics, the theory of the household, lirm, market structures and income distribution. Application of elementary economic theory to market policy. Dist.: Economics/ Political Science; Persp.: City and Social World 1 or 2 6:OO-9:30 p.t!l. M ,W OM 29 ECO 315-A MONEY AND BANKING (SECTION I) Gupta ECO 315-P MONEY AND BANKING (SECTION 11) Gupta Monetary and banking systems, particularly commercial banks, and the Federal Reserve System; monetary theory and policy. Dist.: None (Prereq.: Eco 112,113) M , W (Sectioll I) 6:OO-9:30 p.nr. 6:OO-9:30 p.m. T,TIi (Sectio~i11) Foss 42 EDU 341-A MEDIA TECHNOLOGY Hackney Psycliological and philosopliical dimensions of com~nunicationthrough the use of instructional technology. Selection, preparation, production and evaluation of effective audio-visual materials for teacIiing/lear~~ing situation. Computer training will be included in this course. Dist.: None; Persp.: None (L2 course) 5:30-9:OO ~ . I I I . T,TIi Foss 175 EDE 364-A KINDERGARTEN-ELEMENTARY CURRICULUM: INTERDISCIPLINARY STUDIES Drewlow Examination and preparation of materials and resources for integration specific skill developments througli various subjects at tlie kindergarten and elementary levels, (V4 course) 530-7:30 ~ . I I I , M , T , W,Th MP-1 Dntes: [ I J I I C28 - / r ~ l y8 EDE 375-A DISCOVERY IN THE WORLD OF KINDERGARTEN Graves Kindergarten curriculum, materials, teaching approaches. Lab. arr. Prerequisite to student teaching at kindergarten level and to obtaining a license for teaching at that level. Dist.: None ( l / 2 course) (Prereq.: Consent of instructor) 11:30-1:30 p.111. I. 1 Dotes:/rr~le28,29,30;/11ly1 , 6, 7 , 8, 13, 14, 15 EDE 377-A KINDERGARTEN-ELEMENTARY CURRICULUM: SCIENCE Stangl Examination and .preparation of materials and rcsources for science at the kindergarten and elementary level. (1 /4 course) 1:30-3:30 p.111. M,W OM4 Dotes: 1111y7,12,14,19,21,26 EDU 388-A HUMAN RELATIONS Clemmons Emphasis on the study of values, communication tecliniques, and the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professions. Required for all elementary and secondary education majors. Ope11 to all. P / N only. Dist.: None (1/2course) 70:05-11:30 n.111. M ,W L 77 EDS 390-A COMMUNICATION SKILLS IN THE ENGLISH CLASSROOM LaDuca This course is for English-Education majors who plan to teach high scliool Englisl~.It is designed to improve students' skills in public speaking, oral interpretation, listening, and small group discussion as well as to explore methodologies for teaching and incorporating these skills in tlie high school English curriculum. 6:00-9% p.r11,, T,TII 1. 17 EDS 391-A TEACHING MASS MEDIA LaDuca This course is for English-Education majors who plan to teach lug11 school English. Students will explore tlie nature of tlie niedia as "consciousncss uid~~shies," examining the whys of teaching tlie media, how to effectively go about it, what kind of assuniptions mcdia education has been based on in the past, and liow to i~icorpratemcdia education into the English curriculum. The students will become familiar with all forms of mass media and will understand the impact of media 011 their lives. Students will learn how to be discriminating users of Inass media and liow to teach others to be the same. (1R course) 6:fJU-9:30 ~ . I I I . M L 17 A EDE 386-A KINDERGARTEN-ELEMENTARY CURRICULUM: CHILDREN'S LITERATURE Parker Examination and preparation of materials and resources for cliildren's literature at tlie kindergarten and elementary levels. Lab experiences. Dist.: None (1 /2 course) 530-9:00 p.~rl. T EDE 387-A KINDERGARTEN-ELEMENTARY CURRICULUM: LANGUAGE ARTS Therres Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Labora torv cxoeriences. Graduate > ~ c v eSkill: l writink (P;ereq.: EDE 255 or EDS 265) (1/2 course) 17:30-1:30 P,III. 1. 4 Dntes: / I I J I ~28,29,.30; Jlrly 1,6,7,8,13,14,15 'GLISH ENG I l l - A EFFECTIVE WRITING Castor Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is givcn to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically, and revising for clarity and style. Minimum passing grade for credit is 2.0. Dist.: Entry level skill: Writing (separate) 6:OO-9:00~ , I I I . T,TII O M 27 ENG 241-AISPC 241-A INTRODUCTION TO CINEMA ART Mitchell An investigation of the cinematic qualities, theoretical principles and historical evolution of tlie film medium. The cmphasis is on film as an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the i~lternational development of film form and selected aesthetic movements such as tlie American studio film and its genres, German cxprcssionism, Soviet ~nontagc, Italian neorealism and the French new wave. Bccausc of film lcngtlis, some classes will go to 10 p.m. Dist.: None,: Persp.: Acstlietics 6:OO-9:30y.111. T ,7h L4 ENG 361-A Miskowiec STUDIES IN MODERN FICTION Significant works of selected prose writers of the 20th century, chiefly Europcan and non-Wcstcm. (Prereq.: ENG 245 or consent of instructor) Foss 20 9:00 rr.111.-12:00y.111. M,W ODERN LANGUAGES GER 112-A Quanbeck BEGINNING GERMAN I1 Classroom practice in speaking, understanding and reading basic German. Dist.: Language Lcvel 2; Persp.: Intercultural Awareness 3, Language Level2 8:10-955 a.rlr. M,T, W,TIi Foss 42 SPA 112-A BEGINNING SPANISH I1 (Section I) Kingsley SPA 112-P BEGINNING SPANISH I1 (Section 11) Kingsley Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanish-speaking world. Dist.: Language Level 2; Persp.: Intercultural Awareness 3, Language Level 2 8:10-955 n 111. M,T,W,Tli fSrctio11I ) OM 25 5:30-7:15 p.111. M,T,W,TIi (Sectior~!I) OM 25 HEALTH AND PHYSICAL EDUCATION HPE 410-A ADMINISTRATION & SUPERVISION OF THE SCHOOL HEALTH PROGRAM Borstad Historical background, legal bases, school health services and relationships to community health programs and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: HPE 320) CI. ROOIII 711 530-8:30 y.~n,,, T, W,TIi HIS 115-A Zehnder MODERN MIDDLE EAST This is a survey of the volatile Middle East from the rise of ~~ationalism and the decline of the Turkish Ottoman Empire in the 19th Century to the current crisis hot spots in the Persian Gulf and the Levant. The goal is a better understanding of how the Middle East reached its contemporary complexity, its role in the wider world. M,W OM 13 6:00-9:30 ~ . I I I . MAT 173-A Kaminsky MATH OF INTEREST Ever wondered why women have been charged more than men for annuities and received lower pension benefits? Or why women pay less for life insurance? Or how life insurance premiums and installment loan payments are calculated? Or how much money to invest to accumulate a certain lump sum or annual payment at a future date? Tl~eseand other interesting and useful topics in the mathematics of financial transactions will be covered. Evaluation will be based on classroom participation and quizzes. This course is useful for students in business and economics or those students interested in careers in finance-related fields. Course will satisfies the General Education quantitative reasoning requirement. Math Placement Group 111. Dist.: Math/Physics 6:00-9:30 p.nr. M, W HILOSOPHY - PHI 175-A PHILOSOPHY OF LOVE AND SEX Apolloni What is thc nature of romantic love, sexual desire and friendship, both healthy and dysfunctional? This course, will consider the following ethical sexual issues: Is there such a thing as sexual immorality? Is promiscuity bad? What strengths and weaknesses does the institution of monogamy have? Is adultery immoral? Is sexual perversion a viable concept? Are homosexuality and 1.esbianism sexual perversions? Or are they merely alternative sexual preferences? Language intensive. Discussion and term paper required. Dist.: History/Philosophy; Persp.: Human Identity M,T,W,TIl,F L1 8:30-10:50 O.III. PHY 101-A ASTRONOMY Stenstrom A descriptive course covering our solar system, stars and galaxies. The course also traces the development of scientific thought from early civilization to the present day. The necessary optical instruments are explained and use is made of 12 inch reflecting telescope, an eight-inch Celestron and a three-inch Questar Night viewing and lab sessions are important components. Students need to contact instructor at 330-1039 to schedule additional viewing and lab sessions. (Prereq.: Mathcma tics Placement Group 11) Dist.: MatIilPhysics; Persp.: Natural World 2 6:00-9:30 y.1~. M,W SC1205 'ICAL SCIENCE INS 199-A1399-A Hesser INTERNSHIP A work-bascd learning experience in which a student designs a learning agreement (with a faculty member) which links the ideas and methods of their major to the opportunities found in the placement. Participation in a weekly seminar is expected. Persp.: City A rro~iged POL 329-A Walcott PUBLIC POLICY This coutse will introduce the student to both substantive public policy and policy analysis by simulating of a congressional committee where stude~ltswill play roles of both legislative policy makers and administrators defending their programs. Students will not only read about public policy, but will also apply their knowledge of policy issues and the governmental proccss. 6:00-9:30 p.111. T,Tlr OM 23 SOCIAL WORK PSY 373-A/ SPC 373-A ORGANIZATIONAL PSYCHOLOGY Attridge Theoretical conceptualizations of organizational behavior. Factors and practices such as management styles, evaluation and maintenance of work effectivencss, and social influences. (Prereq.: PSY 105) Persp: None 6:00-9:30 p.111. M, W Foss 43 REL 373-A Bensan RELIGIONS OF CHINA AND JAPAN A study of the chief traditions of China and Japan that are usually associated with religion, i~lcl~iding the popular religious traditions of China, Confucianism, Taoism, Buddhism, and Japanese Shintoism. Dist.: Yes 6:OO-9:30 p.111. T,TII OM 29 REL 483-A CHRISTIAN ETHICS Olson The bases of Christian social respmsibility, in terms of theological and sociological dynamics, Emphasis on developing a constructive perspective for critical reflection upon moral action. Dist.: Religion; Persp.: Christian Faith 2 or 3 11 :40-1:25 p.111, M,T, W,TIi OM 10 SOC 199-AI399-A INTERNSHIP Hesser A work-based learning experience in which a student designs a learning agreement (with a faculty member) which links the ideas and methods of sociology to the opportunities found in the placement. Participation in a weekly seminar is expected. Persp.: City Arm~lged SOC 265-A CULTURE ETHNICITY, GENDER AND RACE Bloom Some dime~lsionsof gender, race and other intergroup relations. Major attention is focused upon the role of society's values.and self-understanding. (P/N only) Dist.: Urban/Minority/Women Studies; Persp.: Intercultural Awareness I 6:OO-9:30 p.111. M,W OM 27 SOC 356-A ISSUES IN CONTEMPORARY CORRECTIONS Bloom Analysis of adult correctional programs and processes. Lectures, discussion, and site visits to prisons, half-way houses, courts, etc. Dist.: None 1:30-590 p.111. T,TIi Foss 20 - SWK 257-E/399-E1599-E EXPLORING FAMILY HEALTH & SOCIAL SERVICES IN THE '90s, U.S.A.-U.K. COMPARISONS Egas Identifies, analyzes and evaluates different approaches in the U.S.A. and U.K. through interdisciplinary dialogue, classroom and field cncounters. First week - Orientation at Augsburg (6/21-24); Second and third weeks -Work with British professionals and students at Bristol University, England (6/25-7/9). British tutors and group leaders. Cost: $3,500 (approx.) includes air fare, ground travel, accommodations, most meals. Call Blanca Rosa Egas at 330-1713 for information. Dist.: None; Persp.: City. Arrairged Foss 43 SWK 399-A SOCIAL WORK INTERNSHIP Brown Provides field learning experience for the nonmajor and supplements the required field work of majors (Prereq.: consent of instructor) Arm~rged SWK 499-A SOCIAL WORK INDEPENDENT STUDY Brown Student must present a written proposal containing rationale, objectives, methodology and evaluation of the proposed study according to Department guidelines. (Prereq.:SWK 257 and consent of instructor) Armrrged - SPEECHXMN THEATRE A nTC SPC 352-A PERSUASION Holmquest Theory of how people arc influenced to change attitudes and behavior. Topics include obstacles to persuasion; logical and psychological appeals; empirical research; persuasion in politics, sales, advertising and interpersonal contexts; mass movements and campaigns; impact of the mass media; and ethical issues. Includes speech and promotional projects. M,T, W,Th Foss 42 2:30-4:15 p 111. SPC 414-A/INS 414-A FEMINIST RHETORIC Nilsson The rhetoric of selected American feminists will be analyzed in order 1) to develop a rhetorical perspective on American feminism, and 2) to develop skill in rhetorical criticism. Dist.: Urban/Minority/Women's Studies. 5:30-9:30 p.~tr. T,Th OM 18 Augsburt College Summer School
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Title: Augsburg College Undergraduate Catalog, 1991-1993
Collection: Course Catalogs
Search Result: OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 731 2 1 AVENUE ~ ~ SOUTH,M ~ u s MN , 55454 :I1 yI .. ' b: 612-330-1000 in. 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...
Show more OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 731 2 1 AVENUE ~ ~ SOUTH,M ~ u s MN , 55454 :I1 yI .. ' b: 612-330-1000 in. 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. 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 a faculty advisor, the Dean of the College or the Registrar. Key offices are listed at the back of the catalog for correspondence or telephone inquiries. ': I i , k 1 I ; Location -Augsburg College was founded in 1869in Marshall, Wisconsin. The College moved to Minneapolis, Minnesota,in 1872 increase awareness and provide assistance for students with disabilities. cal Lutheran Church in America Financial Aid -Over 80 pacent of the students receive some form of financial aid from the College and many other sources. (ELCA).Although a strong plurality of students are Lutheran, two in 10 represent other Protestant denominations while approximatelytwo in 10 are Roman Catholic. Libmy -Over 175,000 items, access to over 5,000,000 through CLIC, the Twin Cities private college library consortium, and Minitex, the regional library network Accreditation -North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society,Council on Social Work Education, National Assodation for Music Therapy, Inc., National Association of Schoolsof Music, National League for Nursing. School Year -Septemberto May, 4-14 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College-trimesters, September to June. Augsburg Graduate Program -trimesters, W b e r to June. Member -Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, registered with the Minnesota Higher Education Coordinating Eoard,as d d b e d on page 11. Off Campus Programs-Center for Global Education, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA), Minnesota Studies in InternationalDevelopment (MSID), Study Abroad, International Business Program, Upper Midwest Association of Intedtural Education (UMAIE) and extensive cooperative education P'ogram. Athletic Affiliation -Minnesota Intercollegiate Athletic Conference 0, and National Collegiate Athletic Assodation (NCAA), Division III. Religious Affiliation -The Evangeli- Enrollment (1990-'91) -2,%5 from 26 states and 28 nations. Graduates -10,781 from 1870 through August 31,1990 . StudentlFaculty Ratio -15.6 to 1. Class size averages 20-30. Campus -15mapr buildings. Mapr renovation 1979-'80 with special emphasis on accessibility. Accessibility -Augsburg is now one of the most accessible campuses in the region. A skyway-tunnelelevator system provides access to 10 major buildings without going outside. In addition to building modifiaations, Augsburg has a student-run program to Majors -More than 45 in 22 departments. Policy -Augsburg College does not . . . on the basis of race, creed, e-t national or ethnic origin, age, marital status, sex or handicap as requiredby Title D( of the 1972EducationalAmendments or Section 504of the Rehabilitation Act of 1973,as amended, in its admission policies, educational pmpms, activities and employment practices. Fads and Figures ................................................................................. 2 Introducing Augsburg ........................................................................ 7 Admissions ......................................................................................... 15 .................................... 21 Financing Your Education ...................... . College Costs ................................................................................. 22 Financial Aid ................................................................................. 25 Scholarships . ................................................................................... 30 Student Life ........................................................................................ 47 Academic Information .....................................................................-59 General Information .................................................................. 6 0 Academic Organization and Programs .................................... 63 Majors and Minors ....................................................................... 63 Academic Policies and Procedures ............................................76 General Education CurriculumRequirements .........................81 Evaluation and Grading .......................................................... -89 Departments and Programs (including course descriptions) .....97 Art ................................................................................................... 99 Biology ........................................................................................104 Business Administration and Management Information Systems (MIS).............................108 Chemistry .....................................................................................116 East and Southeast Asian Studies ............................................121 Economics ............................ . . ............... 123 Education .....................................................................................127 Engineering..................................................................................136 English .........................................................................................138 First Year Experience ..................................................................144 Foreign Language Department .................................................145 General Studies .................................-........ 156 Global Education Programs ......................................................157 Health and Physical Education ...............................................161 History ..................................................................................... 165 Humanities ................................................................... 169 . . Interdisciplinary Studies............................................................170 American Indian Studies .................................................... 171 Ethnic Studies .........................................................................172 Women's Studies ................................................................... 173 International Relations .............................................................174 Mathematics and Computer Science .......................................175 Metro-Urban Studies.......................... . . . ............................... 182 Music ..... ............ .............................................................. 188 Natural Science ................................ 198 Nursing ....................... , . . ..................................................... 1 9 9 Philosophy ................................................................................... 203 Physics ..........................................................................................207 Political Science ........................................................................... 212 Psychology ...................................................................................217 Religion ......................................................................................222 Scandinavian Area Studies........................................................ 227 Social Science .............................................. 228 Social Studies..................................................... ....*. .....228 Social Work ..................................................................................229 Sociology ...................................................................................... 234 Soviet and East European Studies ............................................238 Speech/Communication and Theatre Arts .............................239 College Information ........................................................................ 247 Board of Regents ......................................................................... 248 ELCA Education Division .........................................................249 Directory ......................................................................................250 Administration ................ ........................................... 251 Faculty Emeriti ............................................................................ 253 Academic Calendar ....................................................................254 Faculty ..........................................................................................Z 6 Index .................................................................................................. 269 Maps ..................................................................................................274 ..... .................... ... ....................... . . . . ............ .. A GREETING FROM THE On behalf of the entire college community, I welcome you to Augsburg College. It is a pleasure to introduce the College to prospective students and to use thisopportunity to welcome new and returning students. Augsburg has earned a reputation as an affordable, quality liberal arts college of the church. The mission of the College, its academic programs and its metropolitanlocation attract a wide variety of students, a diversity which is actively encouraged. Whether from a small town, a large city or another country, all students enjoy the sense of community here at Augsburg. The College continues to grow at a mnarkable pace, building on a tradition of excellence in its programs, faculty, students and facilities. It is a place where community, national and world leaders meet to discuss issues and ideas. I invite you to become part of this tradition of excellence -Augsburg is an exciting and challenging place to prepare for your future. I look forward to meeting you on campus. President Augsburg College is grounded in traditions -the traditions of its founders, of the church and of higher education in the liberal arts. From this framework springs a dynamic, challenging and evolving institution that rises to the challenges of today's -and tomorrow's -changing world. Augsburg is committed to educating the whole person, encouragingand respecting diversity and serving the larger community. Through education, understanding and service, Augsburg faculty, staff and students can affect the future in positive ways. The phrase, 'Think globally, act locally, rings true at Augsburg. The College's location in the heart of the Twin Cities provides rich opportunities for experiential education, volunteer service, internships and cultural enrichment. In a sense, the 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 dmelopfuture ltnders of service to the world by proznding high quality educational oj?prtunifies 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. 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 college students were enrolled in 1874 and the first graduation was in 1879. August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway -Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college1' studies that would prepare students for theological study. In 1874 they proposed a three part plan: First, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (18761907), 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 independentcongregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. This attitude began to change after World War I. In 1911, George Sverdrup, Jr. became President He worked to develop college departmentswith an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the College as a teacher and administrator. The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Quistensen, an erudite and scholarly teacher, to be pmident (1938-1%2).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War JI, 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. Augsburg added departmentsessential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a long effortto become accredited. The College reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 definedthe College's mission now as serving the good society as a whole first and the interests of the Lutheran Fnx Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary)in St. Paul in 1963. President Oscar A. Anderson (19&1980) continued Augsburg'semphasis on involvement with the city. He wanted to reach out b non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the College Center, Ice Arena and Murphy Place. Dr. Charles S. Anderson has led the College since 1980.He guides Augsburg's commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs and a curriculum that draws on the resources of the city as extensions of campus and classroom. Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting Weekend College and three Master of Arts degree programs, hosting national and international figures at College-sponsoredforums and events, increased accessibility and the addition of the Foss Center for Worship, Drama and Communication. Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church; Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens; The city, with all its excitement, challenges and diversity is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metre politan center. There are now more than lO,W Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a differencewhere they live and work. Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical centers -Riverside Medical Center -are adjacent to the campus, with the Mississippi River and the Seven Comers theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertahment and recreation opportunities, are minutes west and east via Interstate 94, which forms the southern border of the campus, or on bus routes that also conned with the suburbs. (See map in back) Reaching the Twin Cities is easy. Most airlines provide daily service to Minneapolis-St. Paul Internationalm r t and bus or train connections can be made from all areas of the United States. It is the policy of Augsburg College not to discriminate on the basis of race, d, national or ethnic origins, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Ad of 1973, as amended, in its admissionspolicies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinatorslisted in the directory in the back of this catalog, or to the Director of the Minnesota Department of Human Rights, Bremer Tower, Seventh Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Augsburg College is accredited by the North Central Association of Colleges and Schoolsand the National Council for the Accreditation of Teacher Education (Secondary and Elementary).Our programs are approved by the American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schoolsof Music (NASM). We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsementof the institution. Registration does not mean that &its earned at the institution can be transferred to other institutionsor that the quality of the educational programs would meet the standards of every student, educational institution or employer. Instruction facilities and student housing at Augsburg are conveniently located near each other.A tunnel/ramp/skyway system connects the tower dormitories, the five buildings on the Quadrangle, plus the Music Hall, Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and Communication Admissions Office -The central admissions office is located at 628 21st Avenue South and pmvides offices for the admissions staff and reception area for prospective students and their parents. American Indian Support Program and International Center -Located at 620 21st Avenue South, these programs provide support services and information to American Indian and international students, as well as others who wish to spend a term studying abroad. Christensen Center -Center of non-academic activity, with spacious lounges and recreational areas, dining areas, bookstore and offices for student government and student publications. (1%7) Center for Global Education -Located at 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Foss, Lobeck, Miles Center for Worship, Drama and Communication-The newest building on campus establishes a new "front doof' for the College on Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and June Foss and those from a great number of alumni and friends of the College. The Tpmhom-Nelson Theater is also housed in this complex, which contains space for the campus ministry pmgram, drama and communication. Augsburg's computer lab is located in the lower level of this facility. (1988) Ice Arena -Two large skating areas for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. (1974) Melby Hall -Named in honor of J. S. Melby, Dean of Men from 1920 to 1942, basketball coach and head of the Christianity Department, provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services and general auditorium purposes. (1961) Mortensen Tower - Named in honor of Gerda Mortensen, Dean of Women from 1923to 1964, has 104 one and two-bedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. (1973) Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. (1978) Old Main -Home for the Foreign Language and Art Departments, with class- rooms used by other departments. Extensively remodeled in 1980, and made accessible in 1990, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. (1900) Science Hall -Houses classrooms, wellequipped laboratories, a medium-sized auditorium and faculty offices. (1949) In 1960 the Lisa Odland Observatory on the roof was completed. South Hall and Annex Houses -All located in or near the campus area,provide additional housing accommodations for students, faculty and staff. George Sverdrup Library -Named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg archives, classrooms and faculty offices. (1955) Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. (1938) Tutor Center -This house at 2011 South Seventh Street has rooms for individual tutoring sessions, quiet study and assistance with study skills. 2222 Murphy Place -Houses offices for Weekend College, Graduate and Special Programs, and Cooperative Education, as well as classroom space. (1964) Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have given several generous gifts to the College, provides living quarters for 324 students. Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. (1967) West Hall -Apartment housing for upperclass students. (1966) Inter-Race: The International Institute for Interracial Interaction - InterRace 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. Minnesota Minority Education Partnership ( M M l T ) -A program that encourages the retention and graduation of students of color. The program coordinates the existing resources of schools, families and communities and also develops new resources. Located at 2018 South Eighth Street. Scandinavian Center -Coordinates the efforts of individuals and groups interested in the five Nordic nations. Located at 2400 Butler Place. Youth and Family Institute -Designed to help churches better serve the changing needs of youth and families. The Institute at 2018 South Eighth Street offers academic programs at both undergraduate and graduate levels, as well as seminar/workshops, a resource center and counseling services. A u g s b ~ college r ~ is looking forstudents with intelligenceand characler. We want people who can ben+t from and contribute to their community -the College community and the community at large. Becausefirsthand appraisal qf programs, facilities and academic*a sphere is valuable,fieshman and transfer applicants are encouraged to visit the campus and me& with an Admissions Counselor. Arrangements may be made to meet with a member 4 the jkulty and to attend classes when schml is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call the Admissions Ofice any weekday behoeen 8:00 a.m. and 4:30 p.m. -(612)330-1001, or toll-free (800)788-5678. They will answer your questions and arrange a tour@ any duy (including Saturhy mornings during the school year). The @ce is on the northwest corner qf Seventh Street and 21st Avenue South in Minneaplis. (Pleasecall first.) Selection of students for Augsburg College is based upon careful consideration of each candidate's academic achieuemmt, psonal qualities and interests,participation in activities and employment and potential for development as a student and a graduate of Augsburg College. lle Collegeselects students on individual merit without regard to race, creed,disability, national or ethnic origin, sex or age. Application for Admission -Applicants should complete the application for admission and essay and return them to the Admissions Office together with the non-refundable $15.00 application fee. Transcripts-An o f f i d 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 transuipt upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school tramaipt. Test Scores -Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American College Test (ACT).It will suffice if test scores are recorded on the official high school transcript. Additional Information -If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an Admissions Counselor. Academic recommendationsmay be required by the Admissions Cornmittee before an admissions decision is made. On occasion, the AdmissionsCommittee may also defer a decision on a candidate's admission until other information has been received. For example, more recent test scores, results of the present semesteis 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. Studentsare notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission -Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Diredor of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit. Those students who wish to live in College housing must also submit a $100 housing deposit. Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendationsfrom the high school faculty and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorilycompleted at accredited institutions. The College reserves the right not to grant credit for courses where it considers the work unsatisfactory, to grant provisional credit for work taken at unaccredited institutions and to require that certain courses be taken at Augsburg. Augsburg College limits transfer from two-year colleges once a student has reached junior status. If all transfer work has been taken at a two-year college as freshman or sophomore, a maximum of 18Augsburg courses, or % quarter credits, will be accepted toward the minimum of 35 Augsburg course credits required for the baccalaureate degree. A cumulative grade point average (GPA)of 2.0 (on a 4.0 scale) or better is required on previous college work. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return must apply for readmission through the Registrais Office. Students who have attended any other institution(s1during the absence from Augsburg must have an official transcript sent from each one to the Registrar's Office. Returning students do not pay the application fee. In some circumstances,people may be admitted as special students (nondegree) and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. A u g s b e welcomes students from countriesaround the world. Intemational students from more than 47 countries have attended Augsburg since 1954. Studentsshould contact the Admissions Office for an International Student Application and informationon the application pracedm. Applications must be d v e d two months prior to the start of the semester: July 1 for Fall,November 1for Spring. For more information, call (612)33@1001or write to: InternationalStudent Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 A l l students re~eiiw~nancial k l p iindrecttly, since a quality liberal arts education costs more than tuition and fees cover. The College r a k that difference in -fim alumni,faculty, stafi parents, church,^, foudutions and endowment income. Howeuer, the primay responsibilityfor paying@ a college education r ~ ton s students and theirfamilks.Financial aid is intended to supplement those resources. sffs The Board of Regents has approved the costs listed for the 1991-'92 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditionsnecessitate. Tuition (full-time enrollment) ..........................................................$10114S.00 This rate applies to all full-time students entering in September, 1991. Studentsare considered full-time when they take three or more courses during the semester terms with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees and admission to most College-supportedevents, concerts and lectures. The amount is payable in two equal installmentsat the beginning of each semester. ,.-..-. -.-.... ..... Tuition (part-timeenrollment)per course , , . , $768.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Part-time students taking lifetime sports are charged the audit rate for that course. .................................... Audit Fee (for part-time students) per course $384.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. .......................................................$2,00400 Full Board (19 meals a week)...............................................................$1,828.00 Room Rent (includes telephone) Other board plans are available as defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) ...................... Flex 5 point plan -...-.l-l.ll.$l1776.00 ....................................................................................$1,616.00 Fees Billed on Student Account Fees Payable by CheddCash ACTC Bus (full-time $ 12.00 students only) Late Registration (per day after classesbegin) $ 50.00 Registration Change after first 5 days (cancel/add/change/grade option, or combiition $ 5.00 at one time) Music Therapy Internship (one half course credit) $384.00 Private Music Lessons, per semester (14 lessons) $225.00 Student Teachiig (per course $ 30.00 for full-time students) Student Teaching (per course for part-time students) $326.00 Study Abroad (in approved non-Augsburg programs) $150.00 Student Activity Fee $ 85.00 Student Activity Fee (parttime students) $ 4250 Application (new and/or special students) $ 15.00 Nursing Credit Validation Tests $110.00 Nursing Comprehensive Exam $ 10.00 Locker Rental (commuters) $ 15.00 Student Parking Lot Permit -~ar $ 55.00 -motorcycle $ 25.00 Transcript Fee (per copy after first, which is free) $ 2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registra/s BOOKS AND ~ U P P w) ~ These costs are estimated to be $500.00 per year. ................................................. $100.00 Enrollment Deposit (Non-refundable) Required of all new studentsafter acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated.Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. ...................................................................... $100.00 Housing Damage Deposit Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines)at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by following the conditions delineated in the housing contract. The resident will be respon- sible for all costs i n c u r d due to late cancellationor lack of proper notification. If the new contrast is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $50 will be forfeited from the $100 deposit as a service charge. The entire deposit will be forfeited if cancellationis after these dates. Semester Fees -Rior to the start of each semester a 'Statement of Estimated Qlarges" showingbasicchargesandfinancial aid dtsdesignatedbythe Student Financial !%rvices Office is sent to the student from the Business Office. Payment Options -(1)Annual payments, due August 15 as billed; (2) Semester Payments, due August 15and January 15as billed; (3) Payment Plan -upon application and after College approval, a three-month plan is available each semester. Details are included with the Estimate of Charges letter; (4) lGmonth Payment Plan -upon application, College approval, and payment of a $50 administrativefee, the annual charges may be paid in 10equal installmentsbegmung June 15 and ending March 15. No finance charge will be assessed on accounts which are current. An application will be sent upon request. I A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more or on a IGmonth payment plan in which payment is not current. Tuition is set on an annualbasis, payable in two equal installments at the begmmng of each semester. W t r a t i o n is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Perkins Student Loan and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Students fill out Withdrawal from College forms available in the Office of Student Affairs.They must be filled out completely, signed and turned in to the Reg~~trar's Office. Students who properly withdraw, change to parttime, are dismissed or ~IPreleased from a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100%90%80%70%60%50%- through the first five days of classes (less$100 administrativefee) from the 6th through 10th day of classes from the 11th through 15th day of classes from the 16th through 20th day of classes from the 21st through 25th day of classes from the 26th day of classes through the mid-point of the term No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to .withdrawdue to illness or an accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an Interim or to graduate in December are not entitled to a refund of Interim tuition, room and board charges. Students who participate in an approved off-campus Interim are eligible to apply for a board refund and room sublease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustmentsfor aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financing higher education could be the most significant investment a person or family makes in a lifetime. So,proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistanceto protect access to a quality education in spite of i n m i n g costs. Financial assistance awarded through Augsburg is a combination of scholarships,grants, loans and part-time work opportunities. The College cooperates with federal, state, church and private agencies in pmviding various aid programs. For the 1989-'90 academic year approximately 83 percent of all students at Augsburg received xholarships, grants, loans and part-time employment totalling over $11,500,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS)of the American College Testing Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship Service (CSS)helps determine the amount of assistance for which a student is eligible. This analysis estimatesthe amount a student and family can be expected to provide for college expenses, taking into account such family financial factorsas current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations. How AND WHENTO APPLY New Students - Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for admission. 2. Obtain the Family Financial Statement (FFS)or Financial Aid Form (FAF) from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1but before April 15 for priority consideration. Minnesota residents must complete the FFS, which includes the application for the Minnesota State Scholarship/Grant Program.Augsburg's code on the FFS is 2080. For non-Minnesota residents using the FAF, Augsburg's code is 6014. 3. Within four to six weeks, Augsburg will receive the analysis. If at that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriateloan forms and/or work applications will be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. The financial aid transcript forms are available through the Admissions Office or Fiicial Aid. Returning Students Eligibility for assistance must be re-established each academic year by the applicationand Family Financial Statement (FFS).Renewal is based on the familfs financial eligibility, the student's satisfactory academicprogress and fund availability. A student applyingfor aid from Augsburg applies for assistance in general rather than for a s@c scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs and fraternal organizationsfor information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for Veterans' Children and others. Gift Assistance President's Scholarships-President's Scholarships,which assuxe gft assistance equal to tuition, are awarded annually to the most academically qualified full-timefreshmen students. These scholarships are awarded without regard to need. The awards are renewable for three years based on academic performance at Augsburg. Ekcause this is a d e d programffull tuition is assured; that is, the College guarantees the differencebetween non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due February 15. Details from the Admissions Office. Dean's Scholarships-Dean's Scholarships, which assure gift assistance equal to tuition, are awarded each fall to the most academicallyqualified full-time students who are direct transfers to Augsburg College following completion of an A.A. or AS. degree, having maintained a 35 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified programffull tuition is assured; that is, the College guarantees the differencebetween non-Augsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due April 1.Details from the Admissions Office. Paired Resources in Ministry and Education (PRIME) Awards -Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation. The scholarship or grant check from the congregation must be received at Augsburg by October 1. Augsburg Tuition Grants -Available to students who have shown academic potential and have financialneed. A student's academic performance, financial need and high school and community involvement are taken into consideration. Minnesota State Scholarships and Grants -Awarded by the state to Minnesota residents who have financial need. For 199G91, they ranged from $100 to $ 5 3 3 . All applicants from Minnesota are expected to apply. SupplementalEducational Opportunity Grants -A federal program administered by the College. To be eligible, a person must: (1)be a U.S. citizen or permanent resident; (2) have exceptional financial need as defined by the program; (3) be capable of maintaining satisfadory academic standing at the College; and (4)be accepted for admission Pell Grants -Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1991-'92 is $2,400. Application is made by filing the FFS (or FAF) and requesting on the application form that the necessary information be sent to the Pell Grant Program. Bureau of Indian Afâ¬airs/Tribaland State Indian Scholarships-Bureau of Indian Affairs/Tribal and State Indian Scholarshipsand Augsburg American Indian Scholarshipsare available to Indian students (both full- and part-time) who meet speclfic criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships,studentsmust be 1/4 degree American Indian ancestry and be enrolled with a federally recogruzed tribe. Eligibility criteria for Augsburg American Indian Scholarshipsvary; contact the American Indian Support Rogram office. Indian grants supplement all other forms of financial aid. Questionsmay be directed to the American Indian Support Office or to your local BIA, Tribal or State Indian Education Office. Loan Assistance Perkins Student Loan -A joint Augsburg College-federally funded program administered through the College for students who demonstrate financialeligibility. Loans are interest-free during your education. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time. Simple interest of 5 percent and repayment of the principal (at the minimum of $30 a month) begn nine months after you leave school. Repayment may extend up to 10years. The loan carries a teacher cancellation clause. The maximum which may be borrowed for undergraduate study is $9,000, ($18,000 including graduate school). StaÂ£ford Student Loans -Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attendingat least half-time, there is no interest charge. Simple annual interest of 8 percent (10 percent after the first four years of repayments) on the loan balance and repayment of the principal begins six months after you leave school. Repayment may extend up to 10years. The maximum loan is $2,625 for the first two years and $4,000 for the remaining years of undergraduate study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, and some banks. The Student Educational Loan Fund (SELF)-SELF is administered through the Minnesota Higher Education CoordinatingBoard. Applications are available from the Office of Student Financial Services. Undergraduates may borrow up to $4,000 per year minus any other student loan indebtedness. Maximum undergraduate borrowing is $16,000. The minimum loan amount per year is $1,000. The interest rate is variable. Interest payments begn 90 days after the loan is disbursed and continue quarterly thereafter, while the student is enrolled. Principal payments begm the 13th month after you leave school. There are no deferments. Nursing Student Loan -Federal program with provisions similar to the 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. SupplementalLoans for Students (SLS)-SLS is a federally sponsored loan program which permits independent students to borrow to finance their cost of education. Students can borrow up to $4,000 per year. Interest is variable with a 12 percent cap and interest payments begin 60 days after the loan is disbursed, but in many cases, can be allowed to accrue and add to the principal. Repayment begms 60 days after you leave school or cease to be enrolled at least half-time. Deferments exist for continued education or disability. Parent Loan Program (PLUS)-PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to $4,000 per student per year with an aggregate maximum of $20,000. Repayment begm within 60 days of check disbursement at a variable interest rate not to exceed 12 percent and a minimum payment of $50 per month. Application forms are availableat Augsburg College or the lending institutions Applicationsare normally filed with the bank or thrift institutionwith which your family has an account. Student Employment Augsburg College provides work opportunities for students with proven finand need who a~ at least one-half time students. Assignment is made on the basis of need and potential competence in the duties assigned.Part-time work provided by the College is considered financial aid, just like scholarships, loans and grants. A maximum of 15hours of oncampus employment per week is recommended. All oncampus 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. Students should make application to both the Financial Aid and Personnel offices for work study positions. College Work Study Program and Minnesota State Work Study Program -Under theseprograms the federal or state government supplies funds on a matchingbasiswith the College to provide some part-tine work opportunities. Scholarshipwinners are selected by the Student Affairs Committee of the faculty unless otherwise specified. For departmental scholarships, winners are recommended by faculty of the department involved. Descriptions of awards are from statements of the donors' wishes. *Indicates endowed scholarships. Charles and Ellora AUiss Educational Foundation Scholarships-A number of awards of varying amounts (minimum $500) are made each year on the basis of financial need and ability. Established in 1973by the foundation. The Dain BosworthlIFG Foundation Scholarship -Awarded as funds are made available, to students with demonstrated need for financial assistance. Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to deseming junior/senior students. Established in 1961to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to two deserving junior or senior students. Established in 1%9by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias B. Eliason Sr. Memorial Scholarship*-Awarded annually to one or more needy and deserving upper class students. Established in 1979 in memory of their husband and father by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs. Clara Hoelck. M. J. Estrem Scholarship*-Awarded annually to a worthy student. Established in 1965by Maybelle and Malcolm Estrem. EW. Hallet Scholarship-Awarded, as funds are available, to students with demonstrated need for financial assistance. The Tze-Lien Yao-Hsieh, Lenorah Erickson and Mildred Joel Memorial Scholarship* -Awarded annually to an Augsburg student of any class or major, based on academic performance and financial need. Established in 1987by Mr. Joseph Hsieh (6 ' 11, Andover, Ma., in loving memory of his mother, his honorable teacher and his respected advisor at Augsburg College. The Edwin C. Johnson Scholarship*-Awarded annually to one or more students who demonstratepotential and financial need. Established in 1985by Edwin C. Johnson ('25), Powers Lake, N.D. Memorial ScholarshipFoundation Scholarships*-Awarded annually to an able and deserving upper class student. Established in 1964by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts ScholarshipsGiven annually to needy students who are U.S. citizens. Established in 1972. Northern States Power Company Scholarship-Awarded to deserving students in each class year on the basis of financial need and ability. The Marvin T. Nystrom Scholarship*-Awarded annually to juniors or seniors who are U.S.citizens, have a B average or above and qualify for need based aid. Established in 1987by Mr. Nystrom as an expression of his belief in young people and his hope that they will become meritorious leaders. The Rev. Martin J. and Olga S. Olson Scholarship -Awarded annually to a student(s)of any class or major based primarily upon financial need and evidence of personal financial commitment. Established in 1991through a bequest in the will of Rev. Martin J. ('23 Academy; '26, College; '29, Seminary) and his late wife, Olga S. (2' 1) Olson, along with the gifts of many family and friends. John G. Quanbeck Scholarship Fund* -Awarded annually to freshman students who without assistance would be unable to pursue higher education. Established in 1963by a bequest of John G. Quanbeck. The Martin and Esther Quanbeck Scholarship*- Awarded annually to students of any class or major, based upon academic achievement and financial need. Establish in 1990 by Dr. Martin ('29) and Mrs. Esther Quanbeck, Minneapolis, Minn. Readers Digest Endowed Scholarship* -Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. The Ernest and Vivian Tinseth Scholarship*-Awarded annually to one or more students of any class, based on academic achievement and financial need. Estab lished in 1990 by Ernest and Vivian Tinseth, Edina, Minn. The Robert W. Wauyniak Memorial Scholarship*-Awarded annually to a junior or senior, based upon academic achievement and financial need. Established in 1986 in memory of Robert Warzyniak, ('65) through memorials, supplemented by gifts of his wife, Sharon, and family. The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one or more students of any class who have potential and financial need. Established in 1986through the gift of Elsie L. Wildung, St. Paul, Minn. A Edward Yokie Memorial Scholarship* -Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. *Indicatesendowed schokuships. Aid Association for Lutherans -Awarded annually to able and deserving upper class students who are certificate (policy) holders with Aid Association for Lutherans Insurance Company. Established in 1966. The Charles and Catherine Anderson Diversity Scholarship*-Awarded annually to students who help the College fulfill its mission of being "an intentionally diverse campus community." Awards are based upon financial need and good academic achievement (3.0 or higher G.P.A.), with preference given to students who are planning some form of Christian service. Established in 1989 by Dr. Charles S. and Mrs.Catherine G. Anderson, St. Paul, M i n . The Phyllis M. Baker Memorial Scholarship*-Awarded annually to a student mapring in purnalism or social work. Awards are based upon academic performance and finanaal need. Established in 1990 by Mrs. Ruth M. Baker, Edina, Minn., in loving memory of her daughter, Phyllis M. Baker, a 1952 graduate of Augsburg College. The Jeroy C. and Lorraine M. Carlson Scholarship*-Awarded annually to students of any class, based upon academic achievement, financial need and service to others. kference will be given to a student who is taking private music lessons and a student who shows teamwork in College physical recreation activities. Established in 1991by friends, alumni, faculty and staff of Augsburg College, in honor of Jeroy ('48) and Lorraine Carlson, and in appreciation for their commitment to and expression of the highest ideals of the College. The Carl C. and Kathleen A. Casperson Scholarship*-Awarded annually to science students of any class, based upon academic achivement (32+ GPA), interest and ability in the field of study, and a demonstrated sense of social and spiritual community. Established in 1989by Dr. Carl C. ('59) and Mrs. Kathleen A. ('62) Casperson, Minneapolis, Minn. The Mildred Ryan Cleveland Memorial Scholarship*-Awarded annually to able and deserving student(s) who have physical disabilities and have demonstrated financial need. Est?:olished in 1972by her husband, moyd Cleveland, to honor the memory of Mrs. Cleveland, Augsburg alumna, consecrated Christian leader and devoted wife. The Laura Ann Erickson Memorial Scholarship*-Awarded annuallyto one or more female freshmen students of any major who belong to the Lutheran Church (ELCA) and show evidence of academic achievement and financial need. Established in 1986by Raymond D. Erickson GO), in memory of his daughter, Laura Ann Erickson. David J. Formo Memorial Scholarship*-One or more scholarships are awarded annually to a junior or senior student who has successfully overcome adversity and achieved excellence in academic and extracurricular performance. Established in 1979by members of his family to honor the memory of Commander David J. Formo, 1964 alumnus. The JulianP. Foss Scholarship*-Awarded to a student of any class who has financial need, shows promise, and demonstratesfaith and dedication to overcoming difficult circumstances.Established by Julian P. Foss ('30), Mesa, Ariz. The Hanwick Thanksgiving Scholarship*-Awarded annually to a student at or above the sophomorelevel who demonstrateshigh academic achievement and is preparing for a career in some form of therapy, e.g, physical, occupational, speech, music, psychological. Established at Thanksgiving 1986, by Dr. TheodoreJ. and Mrs. Fern S. Hanwick, in gratitudeto the therapists who aided in the recovery of their son, Theodore T. Hanwick ('66), from a severe accident. The King Harald Scholarship -Established by authorization of the Augsburg College Board of Regents in 1965on the occasion of the visit by Crown Prince Harald, this annual scholarship provides full tuition for a freshman student from Norway. The winner is selected from competition held in Norway by the Norge Amerika Foreningen. The Rev. JohnHjelmeland Endowed Scholarship Fund*-Awarded annuallyto second or third generation freshman or upper class students of any major who have attained a 3.0 grade point average or better. Established in 1986 by Sigvald ('41) and Helen Hjelmeland, and John ('70) and Lynn Hjelmeland. The Hoversten Peace Scholarship*-Awarded annually to students of any class or major, based upon academic merit and financial need. Preference will be given to students who have demonstrated an interest in peace and/or whose personal outlook and career plans show promise of contributingto the cause of peace. Members of the Hoversten family and international students are encouraged to apply. The fund may also provide aid to students or faculty who undertake projects that will contribute to peace and global understanding. Established in 1989 through a bequest and trust of Dr. Lester T. Hoversten, San Jose, Calif. Catha Jones Memorial Scholarship*-Awarded annually to upper class women of high moral character, with preference given to female or male students transferring from Waldorf College who are in music and/or elementary education. Established in 1975in memory of Catha Jones, 1970alumna, by her parents, Mr. and Mrs. Kenneth Jones, other family and friends, and the Augsburg College Senior Challenge Program. The Torgney and Valborg Kleven Memorial Scholarship*-Awarded annually to a junior or senior who is interested in serving others, e.g. majoring in religion, education, music, social work, medicine, and based upon academic achievement and financial need. Established in 1990 through a bequest in the will of Rev. Torgney (1 ' 7 B.A. and '21 B.Div.1 and Valborg (Nydahl)Kleven, and memorial gifts by family and friends. The Harold B. and Laura M. Lanes Scholarship*-Awarded annually to an upper class student of any major, based upon academic achievement (3.0 G.P.A. or higher) and financial need. Preference given to college students who have demonstrated an interest in community service by active participation and whose parents have not achieved a Bachelor's Degree. Established in 1989 by family and friends in memory of Harold Lanes ('11, Academy) and in honor of Laura Lanes. I Lutheran Brotherhood Lutheran Senior College Scholarship-Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $800.00, maximum $1,500. The scholarship is renewable. McVay Foundation Scholarship*-Awarded annually to students with demonstrated need for financial assistance. Preference given to students majoring in education, religion or social work. Established in 1986by the McVay Foundation. The Forrest T. Monson and Thelma (Sydnes)Monson Scholarship*-Awarded annually to students of any major after their first year, based upon financial need, diligence in scholastic achievement, and active membership in a Lutheran congregation. Established in 1989 by Forrest ('37) and Thelma ('37) Monson, San Diego, Calif. The Rev. Horace E. Nyhus Memorial Scholarship*-Awarded annually to a senior student(s)who has successfullyovercome adversity and has achieved excellence in academic and extracurricularperformance. Established in 1977to honor the memory of the Rev. Nyhus, a 1929 graduate of Augsburg Seminarywho overcame the adversity of early years to earn his own education and who served others with humanity and wisdom. The Ole K. and Evelyn L. Olson Scholarship*-Awarded annually to students with financial need. Preference given to students from Canada or transferring from a public mllege or university who indicate an interest in religion, music or Scandinavian studies. Established in 1988by Mrs. Evelyn Olson and Mr. Gordon Olson ('63), in memory of Rev. Ole K. Olson ('32) and in honor of Mrs. Olson's 80th birthday. The Rosemary J. Shafer Scholarship*-Awarded annually to students of any class or major who show academic potential, financial need and a strong desire to earn a college degree, with preference given to females of high moral character. Learning disabled students are encouraged to apply. Established in 1985, and endowed in 1989by Rosemary J. Shafer, Wayzata, Minn. The John and Agnes Siverson Scholarship*-Awarded annually to students of any class or major, based upon academic achievement and financial need. Preference will be given to students from Madagascar, or if none with financial need, then to students from other developing nations. Established in 1990 by Mrs. Agnes Siverson, Hendricks, Minn., thereby continuing a long tradition of generosity by Agnes and her late husband, John. I The Genevieve E. Stelberg Memorial Scholarship*-Awarded annually to students of any class or major, based upon high personal motivation, rather than high academic achievement or extreme financial need. Established in 1989through a bequest in the will of Mrs. Genevieve E. Stelberg, St. Paul, Minn. * Indiuztes endowed scholarship The Ada Bakken Memorial-American Indian Scholarship*-Awarded annually to American Indian students of any class or major, based upon academic performance and financial need. Established in 1988through the estate and trust of Ada Bakken, St. Charles, M i n . The Kent Anderson American Indian Scholarship*-Awarded annually to American Indian students of any class or major, based upon academic performance and financial need, with preference given to students who are affiliated with a federally-recognized American Indian tribe. Established in 1990 with the proceeds of a benefit perhrmance at Augsburg College by Louie Anderson, a native of St. Paul, Minn., who resides in Los Angeles, Calif. The Asian-Pacific Student Scholarship-Awarded annually, as funds are available, to two Asian-Pacific students with demonstrated financial need and who reside in Minnesota. The Otto Bremer Foundation American Indian Scholarship-Awarded to American Indian Students. Recipients will be involved in a community service project during the year. The Grace Jewel Jensen Buster Memorial Scholarship*-One or more scholarships are awarded annually to sophomore,junior or senior Chinese students who have outstanding academic records and are preparing to work among the Chinese people. Established in 1983by family and friends to honor the memory of Grace Jewel Jensen Buster, a 1922alumna. The Cargill Foundation American Indian Scholarship-Awarded to American Indian Students who either: 1) have been denied or lost tribal funds or, 2) have experienced other unusual circumstances as determined by the American Indian Program Director and the Financial Aid Director. The Hearst American Indian Scholarship*-One or more scholarshipsare awarded annually to an American Indian upper class student(s)who has a cumulative grade point average of 3.0 or better at Augsburg College. Established in 1984by The Hearst Foundation. The Grace Anne Johnson Memorial Scholarship*-One or more scholarships are awarded annually to upper class international students who have overcome adversity and achieved excellence in academic and extracunicular performance. Established in 1981by her parents, Dr. and Mrs. Einar Johnson, and other family members and friends in memory of Grace Anne (Gay) Johnson, a student at Augsburg 1971-1973. The KerridgelMuellerAmerican Indian Scholarship-Awarded annually to an American Indian student of any class or major who demonstrates academic potential and financialneed. Established in 1988by Dr. "Mike" Kerridge) and Dr. Van Mueller, Minneapolis, M i n . Marilyn Petersen Memorial Scholarship*-One or more scholarshipsare awarded annually to upper class Oriental international students. Established in 1978by her parents, family and friends to honor the memory of Marilyn's devotion to sharing and loving people, especially her service to students. Pillsbury, Inc, Minority Scholarship-Awarded as funds are available, to minority students with demonstrated need for financial assistance. The Marlys JohnsonSimengaard Memorial Scholarship*-Awarded periodically to a Black American student. Established in 1964in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. The St. Paul Companies, Inc Scholarship-Awarded as funds are available, to Minnesota minority students with demonstrated need for financial assistance. The JamesR Thorpe Foundation Scholarship-Awarded as funds are available, to non-traditional and minority students with demonstrated need for financial assistance. 'Indicates endowed schoLzrships Art The Queen Sonja Art Scholarship-Established by authorization of the Augsburg College Board of Regents in 1978to honor the Crown Princess of Norway. Awarded annually to a talented art student with financial need. August Molder Memorial Art Scholarship*-One or more scholarships are awarded annually to upper class students mapring in art. Established in 1982by his wife,family and friends in memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg College. Athletic Paul Dahlen Memorial Scholarship* -Awarded annually to an able and deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966by his parents, the Rev. and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul DahledGerald Pryd Memorial Scholarship* -Awarded annually to an able and deserving male student on the basis of personality, character, athletic and academic achievement. Established in 1966 by friends to honor the memory of these two Augsburg College students. David Gronner Memorial Scholarship*-Awarded annually to two or more students, participating in athletics or music, who have demonstrated financial need and high Christian character. The athletic scholarship is for a male candidate only, with a preference in basketball. Established in 1975by Mrs. David Gronner and children Richard, Carol, and Paul, and Mrs. Ethel Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship*-Awarded annually based on academic achievement, personal character and ability in athletics. Established in 1945by Mr. and Mrs. Charles S. Hoffman to honor their son who gave his life in the conquest of Okinawa. Rory JordanMemorial Scholarship-One or more scholarships are awarded annually to upper class students participating in intercollegiate sports, with preference for students in the wrestling program. Established in 1980by the William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler. Magnus and Kristofa Kleven Scholarship*-Awarded annually to students on the basis of achievement, personal character and promise in the field of physical education. Established in 1958by their children in memory of their parents. The Hovt Messerer Athletic Scholarshiv*- Awarded annuallv to a male athlete of any class or major, upon the recommendation of the Athletic Department. Established in 1987by Hoyt C. Messerer, Cedar Falls, Ia. James P. Pederson Memorial Scholarship*-Awarded annually to a student committed to Christian service, based on academic achievement and financial need. Preference given to students who are interested and participate in athletics and recreation. Established in 1990 by Ralph and Katherine Pederson, Santa Rosa, Calif., in memory of James, a 1934graduate, exceptional all-around athlete and coachathlete director at Augsburg College. The Stan Person Memorial Scholarship*-Awarded annually to one or more male students of any class or academic major who participates in the College's athletic program and shows evidence of academic achievement and financial need. Established in 1986by Glen and Gerald Person, in memory and in honor of their brother, Stan Person. Biology Biology Scholarships-Established in 1972by the faculty of the Biology Department to honor outstanding students who intend to major in biology, natural science or medical technology. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* -A merit scholarship awarded annually to an upper class student majoring or minoring in biology. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda (Bailey) ('74) Holmen. Business Administration/Economics Marianne Anderson Entrepeneurial Scholarship*-Awarded annually to a woman who is interested in entrepreneurshipor engaged in business, based upon academic achievement and financial need. Preference will be given to Weekend College women who are older and have family responsibilities. Established in 1990 by members of the Minnesota Women Entrepreneurs (MINN-WE), in memory of Marianne Anderson, a successful woman entrepreneur, and in honor of all Minnesota Women Entrepreneurs. Augsburg Business Alumni Scholarship Fund* -Awarded annually to sophomore, junior or senior students majoring in any of the areas encompassed within the Departments of Business Administration and Economics and based on academic excellence and financial need. Established in 1984by Augsburg business alumni and other alumni and friends within the business community. The Farmers Insurance Group of Companies Scholarship-Awarded annually, as funds are available, to second, third and fourth year students in the fields of insurance, mathematics, business administration, personnel and other areas related to the insurance industry, based primarily on the basis of financial need. Recipients will be expected to have maintained at least a 2.5 G.P.A. and are expeded to conduct themselves acording to the laws of the United States and the state of Minnesota. First Bank Systems -Awarded each year, as funds are available, without regard to a speclfic mapr, but to students with demonstrated leadership ability and an interest in entrepreneurial development. The Forss-Herr Scholarship*-Awarded annually to a junior or senior business student who has shown academic achievement, has been involved in extracurricular activities and has financial need. Preference will be given to students from families where two or more children are in college at the same time. Established in 1987by Mrs. Grace F. (Forss, '57) and Mr. Douglas P. Herr, Danville, L. Gamble-Skogmo Foundation Scholarship*-Awarded annually to one or more upper class students interested in the field of business. Established in 1965by The GarnbleSkogmo Foundation. The Mildred and Eleanor Krohn Scholarship* -Awarded annually to working women of any class who want to improve their skills and education by attending Augsburg College part-time. The scholarship is designated for women who show potential and have financial need, with preference given to those studying business. Established in 1989 by two working sisters-in-law, Mildred Krohn, Berkeley, Calif., and Mrs. Eleanor Krohn, St. Louis Park, Minn. Gertrude S. Lund Memorial Scholarship*-One or more awards are made annually to a junior or senior student(s)majoring in business administration. Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. The Minnesota Mutual Life Scholarship-Awarded annually, as funds are available, based upon academic promise and financial need with preference given to majors in business or economics. The Norberg Business Scholarship-Awarded achievement to a student majoring in business. annually on the basis of scholastic The David L Shaver Memorial Scholarship*-Awarded annually to business administration students of any class, based upon financial need and academic ' 61, through his performance. Established in 1988by the late David L. Shaver (7 participation in the Senior Challenge Program. The Joan L. Volz Business Scholarship*-Awarded annually to an upper class student of any mapr who intends to pursue a graduate degree in business manage ment. The award is based upon academic performance and financial need. Established in 1987by Joan L. Volz, a 1968graduate. Chemistry Chemistry Scholarships*-Awarded annually to junior and senior students whose academic record indicates promise of achievement in the field of chemistry. Established in 1968by family, friends and the Augsburg College Chemistry Department to honor: Manivald Aldre Frederick C. and Laura E. Mortensen Dr. W.M. Sandstrom Walter Gordon Schnell Walter E. Thwaite, Jr. Covey Hendrickson Carl Fosse Chemistry Scholarship*-Awarded annually to a junior or senior whose academic record indicates promise of achievement in the field of chemistry. Established in 1986by Burton and Peggy Fosse, Burnsville, Minn. The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship*A merit scholarship awarded annually to an upper class student mapring or minoring in chemistry. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda Wey)('74) Holmen. Minnesota Mining and Manufacturing Chemistry Scholarship-Awarded to chemistry maprs who are citizens of the U.S. Established in 1979. Conrad Sunde Memorial Chemistry Scholarships*-Awarded annually to junior/senior students mapring in chemistry who have a GPA of 3.0 or above and, prefaably, graduate or professional xhool goals. Established in 1984through the Conrad Sunde estate in memory of a 1915alumnus who was the first Augsburg College graduate to earn a J?h.D. in chemistry. His professional career as educator, researcher and consultant included many inventions, of which the development of lanolin oil was his outstanding work. Education The S. Luther Kleven Family Scholarship*-Awarded annually to juniors and seniors mapring in elementary education, based upon academic achievement and financial need. Preference will be given to Weekend College students. Established in 1990 by family and friends in memory of S. Luther Kleven ('50) and in honor of the Kleven family. David Mathre Scholarship*-Awarded annually to qualified full-time student(s1 in need of financial assistance during the term in which they are student teaching. The Elva B. Lovell Life Scholarship* -Awarded annually to education students of any class who plan to teach. Awards are based upon academic achievement and financial need, with preference given to students who are black, older or single parents. Established in 1991by Mrs. Elva B. Lovell, Minneapolis, Minn., as an expression of her belief in diversity and literacy. The Barbara (Tjornhom) and Richard K Nelson Scholarship*-Awarded annuallyto a student of any class, based upon financial need, with preference given to a person preparing for a career in elementary education. Established in 1986in honor of an alumna, Barbara (Tprnhom) Nelson and her husband, Richard K. Nelson. The St. Paul Companies, Inc., Minority Education Scholarship-Awarded to Minnesota minority students, majoring in education, who have a demonstrated need for finandal assistance. English Anne Pederson English Scholarship*-Awarded annually to junior/senior students who are majoring in English, with preference given to those who plan to teach English as a career. Established in 1971by faculty members of the English Department to honor the 37 years of service of Anne Pederson as English teacher at Augsburg College. Prof. P. A. Sveeggen Memorial Scholarship*-Awarded annually to an outstanding student in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen, professor of English at Augsburg, 1915-1952. Foreign Language Mimi Baez Kingsley Modem Language Scholarship*-Awarded annually to junior/senior students who are mapring in modem language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Augsburg Nurses Alumni Association Scholarship*-Awarded annually to a registered nurse seeking a baccalaureate degree in nursing. Established in 1983by The Augsburg Nurses Alumni Association. Eleanor Christensen Edwards Memorial Scholarship*-Awarded annually to upper class student(s)preparing for a career in medicine or health. Established in 1978in memory of Eleanor Christensen Edwards' devotion and service in health care by members of her family, Bernhard Christensen, Elsie Christensen Schroeder, Jessie Christensen, Nadia Christensen and Theodore Christensen. History The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a senior student for excellence in history. Established in 1980by Helen Ranck to honor her parents, the Rev. and Mrs. 0.J. Haukeness. H. N. Hendrickson History Scholarshipr -Awarded annually to students mapring in history, with preference given to those who plan a career in the field. Established in 1969by Dr. and Mrs. Carl H. Chrislock and augmented by other contributions to honor the memory of H. N. Hendrickson, professor of history at A u g s b q College, 1900-1952. John R. Jenswold Memorial Scholarship*-Awarded annually to history students of any class, based on academic achievement and financial need. Preference will be given to minority females. Established in 1990by parents, family and friends of Dr. John R. Jenswold, Assistant Professor of History, Augsburg College. The Nydahl History Scholarship*-Awarded annually to juniors or seniors who have potential and financial need, with preference given to history majors. Established in 1986through a bequest in the will of Dr. Theodore L. Nydahl. Mathematics and Computer Science Mathematics Scholarship-Awarded annually to an able and deserving student in the field of mathematics. Established in 1980 by the Mathematics Department. Minnegasco Scholarship-Awarded annually, as funds are available, to able and deserving junior/senior students majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco. Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs*-One or more scholarships are awarded annually to upper class students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982by colleagues, former students and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy Christensen Benson Memorial Scholarship-Awarded annually to a student of choral music. Established in 1965by Thomas I. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Sam Coltvet Memorial Choral Music Scholarship8-Awarded annually to a student of any academic class who is a choir member not mapring in music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in memory of Mr. Sam Coltvet, who believed in the value of Christian higher education and choral music. The Rev. Clement A. Gisselquist Church Music Scholarship*-Awarded annually to a musically-gifted student, with preference given to a student of organ and/or choral music who desires to serve, professionally or otherwise, in the ministry of music of the Lutheran Church. Established in 1986 by the family. David Gronner Memorial Scholarship*-Awarded annually to two or more students participating in athletics or music, who have demonstrated financial need and are of high Christian character. Established in 1975by Mrs. David Gronner and children Richard, Carol and Paul, and Mrs. Ethel Gronner in memory of David Gronner, Augsburg College alumnus. 0.I. Hertsgaard Scholarship*-Awarded annually to junior/senior students who show promise of academic success and have financial need. Reference given to those who have demonstrated proficiency in choral and/or instnniental music and intaest or potential in conducting. Established in 1966 by 0.I. Hertsgaard. The Bernice Kolden Hoversten Memorial Choral Scholarship*-Awarded annually to a freshman student member of the College Choir, based upon suitable academic performance and financial need. Preference will be given to a choir member who is a minority person. Established in 1990 by Garfield Hoversten ('a), family and friends, in loving memory of Bernice Kolden Hoversten ('501, a soloist with the choir. Leonard and Sylvia Kuschel Scholarship*-Awarded to upper class students seeking to acquire musical and performance skills in instrumental music with preference given to those who have shown proficiency in keyboard instruments. Established in 1975by Leonard and Sylvia Kuschel to honor the beautiful message of music. The Lucille H. Messerer Music Scholarship*-Awarded annually to a music student of any class or major, upon the recommendation of the Music Department. Established in 1987by Lucille H. Messerer, Cedar Falls, Ia. - Kenneth 0.Lower Nordkap Male Chorus Music Scholarship*-Awarded annually to an upper class student mapring in music, based upon academic performance and b c i a l need, with preference given to a person studying choral music. Established in 1986 in memory of Kenneth 0.Lower ('28) and in recognition of the heritage of the Nordkap Male Chorus. Edwin W. and Edith B. Norberg Scholarship*-One or more scholarshipsare awarded annuallyto upper class student(s1preparing for careers in church music. Established in 1980by Edwin W. Norberg to honor his wife's lifelong career in the teaching and conducting of piano, organ and choral music. The Performing Arts Scholarship (Music) -Awarded annually to new incoming freshmen students who will participate in one of the performing arts groups. Up to 10 scholarshipswill be awarded. Faculty will base their awards upon applications and auditions. Deadline for application is February 15 of each year. St. John's Lutheran Church -John Norris Memorial Scholarship*- Awarded annually in honor of St. John's Lutheran Church's faithful sexton for 35 years, Mr. John Norris. Applicants must be U.S.citizens majoring in music who are sophomores or above. The awards are based upon financial need and satisfactory academic progress, with preference given to racial minority students. Henry P. Opseth Music Scholarship*-Awarded annually to a sophomore or junior student of outstanding promise in the field of music. Established in 1953by his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951. Leland B. Sateren Choral Music Scholarship*-Awarded to outstanding students who are participants in the Augsburg Choral Music program. Rev. Mark Ronning Memorial Instrumental Music Scholarship*-Awarded annually to a student of any class who is a member of a College instrumental group but is not studying music. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Ehiley)Holmen, in memory of Rev. Mark Ronning, who dedicated his life to helping young people. Mayo Savold Memorial Scholarship*-Awarded annually to a participant in the concert band, based on talent and academic record. Marilyn Solberg Voice Scholarship*-Awarded annually to an Augsburg student who has music as a major or minor and who shows outstanding promise for achievement in the art of singing. Established in 1955by her parents, Mr. and Mrs. Iver Solberg, and her brother Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-'53. String Scholarships-Awarded to entering students who demonstrate ability on violin, viola, cello or bass and who intend to pursue their study through performance studies, string ensemble and orchestra. John and Vera Thut Scholarship*-One or more scholarshipsare awarded annually to upper class students who have achieved excellence in performance in voice or piano. Established in 1980by John and Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of music, three decades of which were at Augsburg. Philosophy Kenneth C. Bailey Philosophy Scholarship*-A merit scholarship awarded annually to an upper class student majoring or minoring in philosophy. Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in honor of Dr. Bailey's 20th anniversary as a member of the Augsburg College faculty. Physics Theodore J. Hanwick Physics Scholarship*-Awarded annually to an upper class student majoring in physics. Established in 1976by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science The Myles Stenshoel Scholarship*-One or more scholarships are awarded annually to upper class students pursuing careers in political science. Established in 1980by Professors Norma Noonan and Myles Stenshoel. The Dr. Bernhardt J. Kleven Scholarship*-Awarded annually to seniors majoring in history k d political science, based upon substantial academic accomplishment and financial need. Established in 1989 by Dr. Bernhardt J. Kleven, graduate of 1922 and Professor Emeritus, History and Political Science. Psychology The Jacob and Ella Hoversten Scholarship*-Awarded annually to students of any class. Preference will be given to students studying psychology, especially family understanding. Established in 1989 through a bequest and trust of Dr. Lester T. Hoversten, San Jose, Calif., in honor of his parents. Religion and Christian Service Scholarships The Norman and Louise Bockbrader Scholarship*-Awarded annually to students preparing for full-time service careers in the church. Established in 1981by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College and the community. Andrew and Constance Burgess Scholarship*-Available to both North American and international students to encourage men and women to enter fulltime Christian service. Awards are based on demonstrated academic ability, moral character, and potential for Christian service. Established in 1983by the Rev.and Mrs. Andrew S. Burgess. Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship*Awarded annually to a student(s)in the senior class who is preparing for the ministry. Established in 1960 by family and a churchwide offering to honor the memory of Dr. T. 0.Burntvedt, president of the Lutheran Free Church, 19S1958. The Rev. Donald C. Carlson Memorial Scholarship Fund -Awarded annually to students of any class or major, who plan to enter the ministry, based upon aca- demic performance and financial need. Preference will be given to students who are members of the Normandale Evangelical Lutheran Church, Edina, Minn. Established in 1989by a family of the Normandale Evangelical Lutheran Church, acting through the Normandale Evangelical Lutheran Church of Edina Foundation, in memory of Rev. Donald C. Carlson ('421, founding pastor of the Normandale Evangelical Lutheran Church of Edina. Henning and Sellstine Dahlberg Memorial Scholarship*-Awarded annually to an upper class student preparing for a Christian vocation. Established in 1982to honor the memory of Henning and Sellstine Dahlberg. The Luthard 0. Gjerde Scholarship*-Awarded annually to juniors or seniors who are declared pre-seminary or pre-medicine students or to students mapring in social work or a related field of Christian service. Awards are based upon academic excellence and predicated upon Rev. Luthard Gjerde's commitment to the Gospel of Jesus Christ as central to the ministry of healing and wholeness. Established in 1989by Mrs. Sophia Gjerde, family and friends in memory of Rev. Luthard 0. Gjerde, Augsburg College (3 ' 3) and Augsburg Seminary ('36). The Elias P. Harbo Memorial Scholarship*-Awarded annually to a student(s) in the junior or senior class who is preparing for the ministry, with preference given to those studying history, including church history. Established in 1991by the family to honor the memory of Elias P. Harbo, a graduate of Augsburg College (1886) and Augsburg Seminary (1889), the first President of the Lutheran Free Church, and later Professor of Systematic Theology at Augsburg Seminary, 1909-1927. Iver and Marie Iverson Scholarship*- Awarded on the basis of need, character and interest in Christian service. Established in 1957by Iver Iverson. The Rev. Arnold J. Melom Memorial Scholarship-Awarded annually to one or more students of any class who demonstratepotential and financial need, with preference for those who are preparing for a religious service vocation. Established in 1985by Kenneth and Vera Nelson in memory of their pastor, The Rev. Arnold J. Melom, a 1947 graduate of Augsburg College. Gerda Mortensen Memorial Scholarship*-One or more scholarships are awarded annually on the basis of scholarship, service and devotion to the Christian faith. Established in 1975by the family and Augsburg College in memory of Gerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship*-Awarded periodically to students preparing for the Christian ministry. Established in 1962by Mr. and Mrs. James Helleckson. Johan H. 0. Rodvik Memorial Scholarship*-One or more scholarships are awarded annuallyto Augsburg students preparing for a professional career in Christian service. Established in 1976 by Mr. and Mrs. Luther H. Rodvik in memory of Johan J. 0.Rodvik and his deep personal dedication to his calling as a minister, as well as his scholarly research and pioneering thought concerning the Apostle Paul's traditionally misunderstood attitude toward the question of equal rights and equal status for women. The Rev. Olaf Rogne Memorial Scholarship*-Awarded on the basis of need, scholarship and interest in Christian service. Established in 1958to honor the Rev. Olaf Rogne, business administrator of the College, 1940-1952. The Rev. Lawrence and Gertrude Sateren Scholarship*-One or more scholarships are awarded annually to a junior or senior preparing for a full-time vocation in the church.Established in 1980 by their children, families and friends to honor the lifelong devotion that the Rev. and Mrs. Lawrence Sateren gave to the church, Augsburg College, and Augsburg Seminary over a period of 60 years. Morris G. C. and Hanna Vaagenes Missionary ScholarshipFund* -Awarded annually to a junior or senior student preparing for service as a missionary through the World Mission Department of The Evangelical Lutheran Church in America. Established in 1969 by the Rev. and Mrs. Morris G. C. Vaagenes. The Johan L Weltzin Memorial Scholarship*-Awarded annually to upper division Lutheran students. Awards are based upon academic performance and financial need, with preference given to students who would like to serve in foreign missions. Established in 1987 by Pastor H. Alfred Weltzin ('411, Viroqua, Wisc., and Pastor TheodoreJ. Weltzin ('37), Watford City, N.D., in memory of their brother, Johan L. Weltzin ('73). Scandinavian Studies Iver and Myrtle Olson Scholarship*-Awarded annually to an upper class studenfds)with academic ability, in the pursuit of a degree with concentrationin Scandinavianlanguages, literature, history and/or culture. Established in 1983 by their children and their families and friends to honor Iver and Myrtle Olson on the occasion of their golden wedding anniversary. Social Work Stem Family Scholarship Fund for Minority Social Work Students* -Awarded annually to one or more minority social work students, based upon the student's potential and financial need, with preference given to those who are preparing for professional careers in social work Established in 1985 by Dr. Paul and Mrs. Lorene Steen, as representatives of the Steen Family. The Lisa M. Weeding Memorial Scholarship-Awarded annually to a female junior or senior social work student, based upon financial need and suitable academic accomplishment. Established in 1989 in memory of Lisa M. Weeding ('871, by her parents, Donald and Marilyn Weeding, family and friends. Sociology Adolph Paulson Memorial Prize*- Awarded annually to a student in the general field of Christian sociology. Established in 1936 by members of his family to honor the memory of Professor Adolph Paulson, who taught social science at Augsburg from 193W35. SpeechlCommunicationrrheatre Arts Ailene Cole Theatre Arts Scholarship*-Awarded talent, scholarship and theatre participation. to a senior student based on The Performing Arts Scholarship (Drama ) -Awarded annually to new incoming freshmen students who will participate in one of the performing arts groups. Up to seven scholarshipswill be awarded. Faculty will base their awards upon applications and auditions. Deadline for application is February 15of each year. The Esther J. Olson Memorial Theatre Arts/Religion Scholarship*-Awarded annually to a junior or senior majoring in Theatre Arts, Communication or Religion, based upon academic achievement and financial need. Preference will be given to students involved in drama who are preparing for a career in religious senrice. Established in 1989by her daughter, Carolyn Canfield, family and friends in memory of Dr. Esther J. Olson, Professor of Drama at Augsburg College. 'Indicates e n d o d scholarships Experiences in the classroom are an important part college llife, but learning and development also occur in formal and infomral activities @the College and the metropolitan area. Whetherstudents are residents m commuters, the climatefor learning and living at Augsburg will add dirnensiun to their education. As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunitieswe 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, fellowship groups, outreach teams, planning committees, retreats, peace and justice forums, concerts and plays 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 thank. 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 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 has an office in the Foss, Lobeck, Miles Center and is available for spiritual guidance, counseling. support or information. Through student government, students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is orgaruzed into the executive branch, the legislative branch and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible -program planning, writing editing or service opportunities. If you want to get involved, contact the President or Vice Fresident of the Student Body in their officesin the Christensen Center. Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, special dinners, theme events, name entertainment and visiting personalitiesin various fields. The Christensen Center is the focus of leisure-time activity on campus. Officesfor the College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR,a studentaperated non-profit radio station senring the needs of Augsburg and the surrounding Cedar-Riverside community, is located in Umess Tower. Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Department and have the opportunity to attend a series of on-campus workshops with visiting artsprofessionals. Augsburg is affiliated with the Minnesota Intemllegiate Athletic Conference (MIAC)and is a member of the National Collegiate Athletic M a t i o n (NCAA) Division 111.Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, tennis, track and field and golf. Women annually compete in volleyball, cross country, soccer, basketball, track and field, softball and tennis. Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. The Student Affairs Division is comprised of a variety of programs, services and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and interests; attends to the social, cultural and career development of students; and enhances students' academic performance through direct intervention and environmental management. The following information provides a brief introduction to the major efforts of the Student Affairs Division. When students are concerned about the amount of work facing them, they benefit from the programs of the Learning Center. The Center offers services that cover the basic skills in reading, writing, vocabulary, spelling, test preparation and math, as well as techniques to improve and enrich even the best of study habits. If students need help with test anxiety, procrastination, time management or study skills in general, the Center has programs that help. This office, located at 620 21st Avenue South, was created in 1978 to recruit and retain American Indian students. It is recognized as a national model for success and continues to have one of the highest retention and graduation rates of Indian studentsin the State of Minnesota. The American Indian Support program provides direct services a d assistance in areas that include but are not limited to: Indian student admissions and financialaid procedures, orientation and registration, coursework selection and academic advising, career counseling, community and professional referrals, employment assistance, internships, student housing, personal and crisis counseling. It advises and supports the Interhibal Student Union The program also provides advocacy in areas pertaining to health care, child care, mental health, court services, public assistance issues, chemical dependency and other areas that require or necessitate intervention. An academic component in the form of an American Indian Studies Minor is available (see INS, American Indian Studies). Periodically, cultural activities and exhibitions are coordinated by this office. The Black Student Affairs Office is committed to enhancing the education and personal development of students of African descent, and to providing cultural and historical awareness, academic achievement and social interaction. The Pan-African Student Union provides service to students and holds monthly meetings in the Office of Black Student Affairs. In addition, the Office sponsors events and activities such as Spiritual Life Series, Martin Luther King's Birthday, poetry readings and Augsburg Black Alumni Association meetings. Career Services assists students in many ways. The staff can help students explore interests for majors, find Internships and locate part-time jobs to try out career possibilities. The staff provides seminars on career development, interviewing skills and resume writing. Placement files are developed for each student and sent out to prospective employers and graduate programs. All students have moments of anxiety, difficulty making decisions and confusion about themselves, their values or their relationships. Sometimes students need to talk things out or receive information about the excellent helping services in the Twin Cities. The Counseling Center provides a supportive environment where students may gain greater self-knowledge and are assisted in the self awareness/personal exploration process by experienced counselors. The Center for Learning and Adaptive Student Services (C.L.A.S.S.) has been recognized nationally as a leader in the field of educating students with learning and physical disabilities. The C.L.A.S.S. program at Augsburg is a logical outgrowth of the College's commitment to provide a highquality liberal artseducation for students with diverse backgrounds, experiences and preparation. The staff include three licensed learning disabilities specialists, one physical disabilitiesspeclalist, and support staff members specializing in taped texts and specla1testing arrangements.This favorable staff/student ratio allows Augsbmg to offer an intense level of personal attention that is unique in the college setting. In addition to individual academic support provided by specdists, other services include advising, computer assistance and advocacy both on and offampus. The Minnesota Multiple Sclerosis Society has recognized Augsburg as an outstanding accessible organization in the field of higher education for its unique system of tunnels and skyways. FYE reflects the College's commitment to a meaningful introduction to college for our students -an enriching beginning for a college career. To provide focus for this introduction, FYE is centered on a series of themes. These themes will be reflected in and expanded upon in readings, d i m s sions and other activities. Diversity, tradition, change, ways of knowing and what it means to be an educated person are all themes associated with the Program. The College houses approximately 800 students in a traditional residence hall, aparhnent buildings, 22 houses and a family housing complex The housing staff manages these facilities and creates a wide array of educa- tional and social programming which balances and complements the educational experience of students. The staff is comprised of three professional staff members and 18paraprofessionalswho live and work closely with the resident students to provide a safe environment for living and learning. The Student Activities program creates opportunities for students to enhance their leadership skills through active involvementin developing events, activities and organizationswhich serve the student community. Hundreds of major programming efforts and targeted activities for specific student interests are generated through these efforts and make Augsburg a dynamic and enjoyable interactive environment. The Tutor Center, located at 2011 S. Seventh Street, arranges for students to meet with tutors for content tutoring in most freshman and sophomore level courses. Study rooms and a graduate student study skills counselor are available at the Center to help students. The International Programs Office focuses on the needs of international students and students interested in studying abroad. It also serves as a resource for those interested in international events and global issues. InternationalStudents -Augsburg welcomes students from countries around the world. International students from over 47 countries have attended Augsburg since 1954. International students receive assistance in meeting their educational objectives through advising on academic concerns, immigration and visa problems, financialmatters, practical matters (taxes, insurance, housing, daycare) and personal concerns (adjustment to U.S. educational system and society). New international students participate in an orientation program before the begnmng of the term which provides practical information on housing, banking, using local transportation and course registration. Students also learn about the U.S. educational system and adjusting to life at Augsburg. i Study Abroad -An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas experience. Through study abroad students may meet with grassroots women's organizationsin Mexico, work in a small business or artisan program in Kenya, examine Scandinavian perspechves on world peace in Norway, or thrill to the sounds of "The Magic Flute" at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures and gain knowledge about the increasingly interdependent world. Students intemted in studying offcampus receive advice on selecting programs which best fit their academic, career and personal objectives. Assistance is given with program application, course registration, financing and travel arrangements. Orientation and reentry programs are offered to assist students integrate the experience abroad into their coursework and personal lives. The deadline for application is December 15for offcampus study the following year. All students in good academic standing at Augsburg may apply for permission to study o f f ~ p u sThe . cost for many programs is equivalent to full tuition, room and board for a semester oncampus. Financial aid is granted on the same basis as oncampus study. Students n o d y receive the same number of course aedits abroad as they would if studying on-campus. Courses abroad can fulfill major, distribution/general education and graduation requirements when approved by academic advisers and the International Programs Office before departure. Augsburg Community -The International Programs Office works to utilize the crosscultural perspectives of its international students and students with experienceoverseas to educate the college community on world issues. This is done through faculty, staff and student development programs which include activities sponsored by the Cross-Cultural Club and the InternationalHouse, forumson world issues sponsored by the Global Community and Amnesty International student groups, and seminars focusing on issues of crosscultural communication for faculty and staff. The College has a contract for its student health service with Srnileys Point Chic, a teaching clinic of the University of Minnesota Medical School. The Clinic is located on Riverside Avenue across the street from the campus. Officevisits for illness and injury are free for all Augsburg students. Students must check family health coverage to determine if they ~ I inP cluded; if they aw not, contact the Dean of Students' office for information regarding student health insurance. The Commons-Situated on the top floor of the Christensen Center, this is themain food service facility for students, faculty and staff. This pleasant, spaciousroom feasmall table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions ~ I P generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. Murphy's -Located on the ground floor of the Center, Murphys features gnll items, soups and salads, desserts and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Because Augsburg recognizes that a student's ability to respond to the learning environment depends, in part, upon his or her living conditions, a variety of housing alternatives is provided. The residence hall program promotes student growth by asking students to actively participate in group decision-making. Each residence unit has one or more resident staff who facilitatesthe process of group living and discusses personal concerns with individual students. Augsburg requires all freshmen and sophomoresnot living at home to live in College-operated housing. Manied student housing is available in annex housing and South Hall. Studentsrent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive at Augsburg. Upperclass students make housing arrangementsin the spring. All resident students must sign housing contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. AU studentsliving on campus must pay an advance payment when they sign the housing contract. The fee is credited to the students' accounts when they move into the residence. Umess Tower -AU new students and some upperclass students live in Umess Tower. This 11story high-rise houses 324 students. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. In Urness Tower, rooms are furnished except for bed linens, towels, blankets, bedspreads and lamps. Laundry facilities a~ available in each residence. Mortensen Tower -This is the newest residence hall, an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. Mortensen Tower is carpeted, air conditioned and contains kitchen units. It is otherwise unfurnished. South H all -Contains 12apartments housing 34 upperclass students. West H all -Contains 12 one-bedroom apartments housing 24 upperclass students. Annex Housing -This provides an alternative opportunity for group living. Groups of upperclass men or women share living space, house responsibilities and cooking. Houses are located in the campus area. One way to maximize the living and learning of your housing situation is to bid for a special interest house. Groups of students have created exciting projects by writing and implementing educational impact proposals on such topics as environmental concerns, men's and women's awareness, international living honors program and Scandinavian studies. The College has adopted a statement of student rights and responsibilities and has provided for due process in matters of disciplinary action, grievances and grade appeal. The Judicial Council is elected by students and faculty and serves to conduct hearings and review matters of concern. Any student who wishes to identify appropriate procedures for complaint should contact the Vice President for Student Affairs. The College operates in compliance with the Family Rights and Privacy Act and Title IX.Students have the right to inspect all official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the Placement Officeand to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letters and statements placed in the record before January 1,1975, or placed under conditions where students have signed a waiver of right of access. Students have the right to experience education free from discrimination based on sex, race, ethnic or cultural background, handicap, a d ,marital status or age. Persons additional information on these topics should contact the Office of the Dean of Students or the appropriate coordinator as listed in the directory at the end of the catalog. A.ugsburg College constructs its cuwiculum upon the premise that students must be educated as fully human sons -intellechcally, spiritually and physically. To act tff&.vely, human beings must have a broad grasp of the ofthe wmldPam which they have come as well as the m l d in which they live. By prouiding courses in the humanities, natural sciences and social sciences, the general education curriculum introduces students to the breadth and camplmPXIty of knowledge and culture. Required courses in religion are liesigned to acquaint students with the Christian tradition a d encourage them to r$ect upon the importance and meaning of spirituality in their lives. Recreation courses qf2r students the opportunity to deuelop skills for participation in exe~cise and sporting activities. Students choosefrom over 45 majar areas of study to gain a depth of knowledge in a disciplineand to preprefor a career mfurther study. Thus, through a balance of cuwicuiizr activities supported by full pre grams in student life and religious life, an Augsburg College education strim to educate its students in a ral wmldfar the ral wmld. Augsburg offers the Bachelor of Arts,the Bachelor of Music and the Bachelor of Science degrees. The BS. degree is awarded to graduates with maprs in Chemistry (ACS),Computer Science (BS.option), Music Therapy, Nursing, Physics (B.S. option) and Social Work. The B.M. degree is awarded to graduates with majors in Music Education and Music Performance. Graduates with majors in other fields receive the Bachelor of Arts degree. Augsburg also offers a Master of Arts in Leadership, Master of Arts in Education-Leadership and Master of Social Work Augsburg follows the 4 1 4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a 4week January Interim. Full-time students normally take four courses each semester and one course during Interim. A maximum of three courses can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (SeeRegistration.) January Interim is particularly intended to be a time for both students and faculty to employ different styles of teaching and learning and to investigatequestions and topics in places and ways not possible during the regular t e r n The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classesoffered on campus, Augsburg offers a variety of travel opportunities within the United Statesand abroad. Independent or directed study and internships are among the many Interim options. Augsburg offers two Summer School sessions. The Summer School catalog is published in the winter of each year and is distributed to all students, and is available by contacting the Summer School Office. Augsburg Weekend College and Graduate Programs follow a trimester calendar (see Augsburg Weekend College and GraduatePrograms). 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 their teaching to be the f m s of their activity. Faculty are involved in research, including such varied studies as space physics, the history of medieval spirituality, women in the Soviet Union and homelessness in American cities. Music faculty perform professionally on the local and national level and studio artists' works can be seen in buildings, galleries and shows around the country. Augsburg faculty see their research as supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fieldsbut especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. A relaxed atmosphere, a helpful staff and friendly student library assistants make the library a favorite place to study. The main library houses over 175,000 books,journals, records, sound cassettes, films and microforms. Music, chemistry and art history slide libraries are located within the departmental areas. A service-oriented staff provides students with assistance to meet diverse information needs including instruction in the use of the library, &nce service and guidance in pursuing research. Students have access to a wide variety of local, regional, national and international databases. Arrangements are made for access by students with physical limitationsand special needs. Students have access via a computerized on-line catalog and daily courier service to all the library holdings of the seven private liberal arts colleges of the Twin Cities and the JamesJ. Hill Reference Library. The Library AudieVisual Center houses and supplies media equipment, films and video tapes free of charge for instructionaluse. Audio and video tape duplication within the limits set by copyright law is available. Fees are charged for the production of transparencies and posters as well as for lamination. The Center supplies television sets, VCRs, video cameras, video editing tape recorders, microphones, slide, overhead, filmstrip, opaque and movie projectors as well as screens and carts. Film bibliographies and advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. The fall 1991completion of a new computer classroom and lab is an irnportant addition to the growing list of computer resources accessible to Augsburg students and faculty. Computing clusters located in the dormitories, the Foss Center computer lab, the Library and the Science Building are connected via a campus-wide network that offers a wide range of network services. Augsburg College became a member of the National Science Foundation's Internet in the fall of 1990, connecting Augsburg to hundreds of universities and other institutionsin the US. and around the world. Internet access and a focus on educational technology allows Augsburg to integrate these new electronic resources into many different areas of the learning process. The College curriculum is offered by 22 departmentswhich are grouped into four divisionsfor administrative and instructional purposes. Humanities -Catherine Nicholl (Chairperson) Art, English, Foreign Languages,Philosophy, Religion, Speech, Communication and Theatre Arts, College Librarians Natural Science and Mathematics -Mark Engebretson (chaqmwn) Biology, Chemistry, Mathematics and Computer Science, Physics Social and Behavioral Sciences -Richard Nelson (Chairperson) Business Administration/Management Information Systems (MIS), Economics, History, Political Science, Psychology, Sociology Professional Studies -Marie McNeff (Chairpemn) Education, Health and Physical Education, Music, Nursing Social Work MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the B.A. degree. Studentsmay contact the Registrar about creating a unique major. Art Art History Studw Art Biology Business Administration Accounting, Finance, International Business, Mi2~gt??nent and Marketing Chemisty (B.A. or B.S.) Communication Computer Science (B.A. or B.S.) East Asian Studies1 Economics Applied Economics Economics-Business Administration Education Kindergarten-Elementary Secondary (non-major, licensure only) Engineering English Foreign Languages Chinese, French, Getman,Japanese, Norwegian, Russian, Spanish Health Education History Humanities International Relations Management Information Systems Mathematics Metro-Urban Studies Music Music Education (BMS Music P e r ~ n c (BM.) e Music Therapy (B.S.1 Nursing (B.S.) American Indian Studies Art Art History Studio Art Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages Chinese' French, German,Japanese, Norwegian, Russian, Spanish Health Education History International Business Phiiosophy Physical Education Physics (B.A. or B.S.) Political Science Psychology Religion Scandinavian Area Studies Social Science social Work (B.S.) Sociology Soviet and East European Area Studies ' speech Theatre Arts Transdisciplinary Management Information Systems Mathematics Metro-Urban Studies Music Phiiosophy Physical Education Physics Political Science Psychology Religion Scandinavian Area Studies social Welfare Sociology Soviet and East European Area Studies Special Education Speech Theatre Arts Theatre Criticism Women's Studies It is possible for studentsto complete other maprs through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a rnapr offered at one of the other ACTC colleges must apply through the Augsburg Registrafs Office. I Cooperative Program of the Assodated Colleges of the Twin Cities and a g r m t s with the University ofMinnesota. It is possible for students to take beginning and intermediate courses in Arabic, Chinese, Hebrm, Japaneseand Russian. Other languages may be milable through special arrangement. Dual degree programs with the University of Minnesota Institute of Technology,Washington Unimsity School of Engineering and Applied Science and Michigan Technological Uniwsity. Teaching Licensure Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education: English-LanguageArts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades 5-91, Social Studies, Spanish, Speech, Theatre Arts, and in the special areas of Art (K-121, Band (K-12)and Classroom Music (grades5-12), Orchestra (K-12),Vocal and Classroom Music (K-9), Vocal and Classroom Music (grade35-12), and Physical Education (K-12). Students planning to teach on the secondary level have advisers both in the Education Department and the area of their academic major(s). Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, the ministry, veterinary science, pharmacy or engineeringcan profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact the Associate Academic Dean early in their freshman year to arrange for help from the appropriate faculty adviser. Pre-Dentistry -These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, two courses; BIO 111,112; PHY 121,122; CHM 115,116 (or 105,106), 351,352; MAT 124; PSY 105. Requirementsat other universities may vary. Pre-Engineering-This program provides a course of study which enables students to complete introductory core requirementsin mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engine* while others elect to participate in a dual degree program. Augsburg College has cooperative arrangementswith three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri, or Michigan Technological University, Houghton, Michigan. The dual degree programs afford students the opportunity to combine a strong background in the liberal arts,including an elected major, with the study of engineering. Pre-Law -Students considering a career in law should examine the handbook published by The Association of American Law Schools and consult the Augsburg prelaw adviser, Dr. Robert Clyde. Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Prelaw students should major in a discipline of their own choosing and will satisfy most law-school entrance requirements with a m r d of solid achievement in the liberal arts. Pre-Medicine -Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the Biology and Chemistry Departmentshave majors which can fulfill the academic +rements for pre-medical students. Both require CHM 115,116 (or 105,106), MAT 124,125; and PHY 121,122. The chemistry major also requires CHM 353,361, one advanced course, seminar and two or more biology courses. The biology major also requires BIO 111,112,201,491 and at least one from each of five groups -(367,386,471), (355,474), (351,353,473), (361,440), (476,481) -with 353 and 355 especially recommended for medical school. Designed to meet the University of Minnesota (Minneapolis)requirements, both programs also encourage courses in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with the faculty adviser early in the freshman year. Pre-Pharmacy -Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 111,112; CHM 115,116,351,352; ECO 112or 113; ENG 111and a second course; MAT 124,125; PHY 121,122; electivesfrom humanities, literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary -A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology or religion Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization); one or more courses in the history of philosophy and Greek in the junior and/or senior yea.. Pre-Veterinary Medicine -To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, two courses; MAT 124; public speaking, one course; CHM 115,116 (or 105,106), 351,352,353; BIO 111,112; PHY 121,122; economics, one course; two courses in art, literature, music, humanities, theatre, or Upper Division foreign languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the distribution requirements. Requirements at other universities may vary. Honors Program The Honors Program is a set of opportunities designed to challenge the most academicallydistinguished students at Augsburg. Honors combines academic and cultural components with social and intellectual activities. The main components of the program include a one-per-term sequence of honors courses during the freshman and sophomore year, special topics seminars, a senior honors Interim course and a bi-monthly program of speakers and events in the city. Students gain an enriched academic experience with the support and camaraderie of other honors students. Through the program, the College can identify and meet the needs of its very best students. Members normally enter as freshmen, with opportunities for transfers and others. Requirementscenter on full participation in the program components and a GPA of approximately 3.5. Please send inquiries for the freshman and sophomore program to Joan Griffin and the junior and senior program to Larry Gockett. Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center -Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the regional library network, the Augsburg community has access to over 5,000,,000 volumes. Associated Colleges of the Twin Cities (ACTC) -Full-time weekday students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instructionin music and some independent studies. See Independent Study for further details. Students may elect to parbcipate in the cooperative program to gain new perspectives, to get better acquainted with the other schools or to undertake a specific course or mapr not offered on the home campus. The colleges have coordinated calendars. The Interim term may also be taken on another campus. A regularly scheduled bus shuttles studentsbetween the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January Interim. Higher Education Consortium for Urban Affairs (HECUA) -Augsburg, in cooperation with 17other colleges and universities in Minnesota, Wisconsin, Iowa and South Dakota, develops and offers off-campus study semes ters in Scandinavia, South and Central America and the Twin Cities. All HECUA programs are interdisciplinaryand address the critical issues associated with social change and the human community. The consortium also facilitatesinnovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education and conferences on planning and metro-urban studies. Chemical Dependency Program -A cooperative effortbetween Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialiststo help professional people in dealing with chemical dependency problems. Courses are taken on both campuses. Air Force ROTC -Augsburg students may participate in the Air Force RO'K program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC scholarships. For more information,contact the Office of the Registrar. Naval ROTC -Augsburg studentsmay participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Officeof the Registrar. Students are encouraged to consider study abroad as part of their educational program at Augsburg College. Study abroad provides opporhmities to develop critical thinking skills, strengthen language competencies, further career paths, experience differentcultures and gain knowledge about the increasingly interdependent world. Eligibility and Application All students in good academic standingat Augsburg may apply for perrnission to study off-campus. Although foreign language skills are an asset to students studyingabroad, they are not required. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. Students must apply by December 15to study off-campus for the next academic year. Costs and Financial Aid The cost of many programs is equivalent to full tuition, room and board for a semester on-campus. Financial aid is granted on the same basis an oncampus study. Cost estimates are drawn up to assist the Financial Aid Office in awarding aid to students studying overseas. Academic Requirements and Credit Study abroad is an integral part of several majors at Augsburg but will add an international dimension to any academic program. Students majoring in a variety of disciplines, from the natural sciences and mathematics to the humanities, study abroad each year. Students normally receive the same number of course credits abroad as they would if studying oncampus. Coursesabroad can fulfill major, distribution/general education and graduation requirements when approved by academic advisers and department chairs before departure. I E I A sample of study programs is highhghted below. For information on these or other programs overseas, contact the InternationalPrograms Office. Fall Term Women and Development: Latin American Perspectives This program of Augsburg's Center for Global Education explores the experience of women in Latin America, focusing on their roles in economic development, social change strategiesand the connectionswomen are drawing among issues of gender, race, class and global economics. Students begin at the U.S./Mexico border, live in Cuemavaca, Mexico, for most of the semester, and travel to Central America. Cost is equivalent to full tuition, room and board for one semester on campus. Application deadline: April 1 I Social Policy and Human Services in Latin America Each fall, Augsburg's Center for Global Education offers this program introducingparticipants to the central issues currently facing Latin America by focusing on new models of political organizing,popular education and human services. Students b e p at the US./Mexico border, live in Cuernavaca, Mexico, for most of the semester, and travel to Central America. Cost is equivalent to full tuition, room and board for one semester on campus. Application deadline: April 1 HECUA Augsburg, in consortiumwith other colleges and universities, offers programs through the Higher Education Consortium for Urban Affairs (HECUA)in three different fullsemester programs in Norway, Ecuador or Columbia. All programs emphasize the impact of social change and crosscultural factors on the human community. HECUA programs emphasize intense language experience, internships and field trips. For more information on HECUA programs, see the Metro-Urban Studies listing in this catalog. HECUAlSouth American Urban Semester: Ecuador or Columbia (SAUS) This interdisciplinaryprogram focuses on the relationshipsbetween Third World development and the consequences of urbanization on the growth of cities in South America. Application deadline: March 15 HECUAlScandinavianUrban Studies Term: Norway (SUST) (Also offered Spring Term.) This interdisciplinaryprogram focuses on contemporary Scandinavian societies and issues of the development of cities, urban problem solving and urban life. Field study in Scandinavia and the U.S.S.R. is included. Application deadlines: November 1(Spring term), March 15 (Fall term) Interim Abroad Each January, 25-30courses are offered around the world by Augsburg professors and through the Upper Midwest Association for International Education W A I E ) . Course registration is held during the Spring and Fall terms for the followingJanuary. Application deadline: October 25 Spring Term Program in Global Community This program of Augsburg's Center for Global Education examines the history of political change, the dynamics of social justice and the role of the chwch in Latin America. The program also explores the importance of community and the responsibility of U.S. citizens in working for social and political change. Students begm at the U.S./Mexico border, live in Cuernavaca, Mexico, for most of the semester, and travel to Central America. Cost is equivalent to full tuition, room and board for one semester on campus. Application deadline: October 15 Minnesota Studies in International Development (MSID) Augsburg, in cooperation with the ACTC colleges and the University of Minnesota,offers the opportunity to study development issues in one of seven countries: Ecuador, Colombia, India, Jamaica, Kenya, Morocco and Senegal.The program consists of coursework in the U.S., a development related internship in the country and community outreach upon return. During the Fall semester, two required predeparture courses are offered at the University of Minnesota.Directed study, internship or field research is offered in the country during Interim and Spring terms. Application deadline: May 15 HECUNLiterature, Ideology and Society in Latin America: Educador (USLA) This interdisciphaxyprogram focuses on development and social change in Latin America through the study of ideology, as reflected in literature and arts and the ways in which ideologies shape perceptions of social realities. Application deadline: November 1 HECUNScandinavian Urban Studies Term: Norway (SUST) See description under listings for Fall term. ACTC German Program: Germany and Austria Students participate in intensive language study at the Goethe Institute in Germany during January and February and in a course on AustrdXrman culture, language and civilization in Vienna, Austria. Application deadline: Odober 15 Student Project for Amity Among Nations (SPAN) Augsburg participates in SPAN as a joint venture with other colleges and the University of Minnesota. Each January four countriesare selected and applicationsare accepted during Spring term. Students participate in language study and group meetings during the school year before departure, independent study/research on the topic of one's choice during the summer, and writing a paper and community projects upon return Application deadline: May 15 Student Teaching Abroad Selected Education Department students may participate in the Intemational Student Teaching Abroad program coordinated through Moorhead State University. Students have options for student teaching in dozens of countries through the Internationaland American Independent School Network. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Education Department. EXPERIENTIAL EDUCATION PROGRAMS Internships, Cooperative Education and Service-Learning Through Internships, Cooperative Education and Community Service, Augsburg students integrate and expand their liberal artseducation by embracing the worlds of work and service. Each work or community service placement is closely related to a student's major, course work or career interest. Augsburg's Internship, Cooperative Education and Community Service programs link employers, community organizationsand the academic program in a way that enriches and expands a student's educational experience and personal development. An underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of "knowingand doing" adds breadth and depth to the liberal artscurriculum and assists students in making more informed academic, career and personal decisions. The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiencesin small and midsize companies, large corporations, non-profit organizations, schools, government agencies and community-based organizations. Academic Internships An academic internship is a carefully planned work-based learning experience where a student focuses on specific academic and individual learning objectives. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlining the internship objectives, strategies and evaluation methods is required. An academic internship is approved, supervised and evaluated by a faculty member in the department in which the student wishes to earn the Internship credit. Upper Division Internships are numbered 399 and Lower Division Internships are numbered 199. Registration for Internshipsconsists of the following steps: 1. Obtain the Internship registration permission form from the Internship and Cooperative Education Office and secure the signaturesof the faculty supervisor and Director of Internshipsand Cooperative Education. 2. Register for a 199 or 399 Internship during the registration period. The signed permission form must be tumed in at the time of registration. (Students may preregister without a placement seared, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available from the Internship and Cooperative Education office) must be negotiated with the faculty member responsible for grading the experience and the work supervisor. The completed original is turned in to the Internship and Cooperative Education Office. Internships are available in all majors and can be taken during a semester (or Weekend College trimester),interim or summer session. For extension of an internship beyond one term see the section of the catalog under grading. A maximum of four courses of Internship may count toward the 35 courses required for the degree. Cooperative Education CooperativeEducation is a college supported and monitored, paid, worklearning experience that is closely related to a student's major or career objective. The goal is to combine theory with practice. Students also earn money to help defray educational costs while gaining important on-the-job experience.Job placements typically are part-time during the academic year and/or full-time summer. Co-op jobs are flexible and can begn and end anytime. Co-op Ed is not aedited in and of itself,but a nonaedit CooperativeEducation transcript entry is available during the academic terms the student is employed. Co-op Ed students are encouraged to complete at least one Internship for credit in conjunction with their Cooperative Education participation. Co-op Ed is available to Augsburg students who have completed their freshman year and are in good academic standing. Service-Learning Augsburg's ServiceL.eaming program combines response to human needs in the community with a conscious awareness and understandingof issues, reflection and educationalgrowth. Augsburg students learn from and about the community and society in which they live by participating in orientation sessions, direct servicelearningactivities and seminarsor class discussions. Through direct service, such as volunteering at a homeless shelter, tutoring building housing for low income people or working with environmental groups, students engage in a dynamic and interactive educational approach which employs reciprocal learning between the student(s1and the community. The Service-I-eamhg Program works with community organizations and organizes @c projects to enhance student involvement and also assists with and supports the integration of service-learninginto departmental courses. The program works closely with the student directed Augsburg LINK program and campus ministry. Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second mapr or pursue a personal interest or skill. Weekend College classes meet on alternate weekends. There are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. Although the Augsburg Weekend College program involves the same courses as the day school program, the cumculum is limited to selected liberal arts courses and the followingmajors: Business Administration (specializationsin accounting, finance, international business, management, and marketing), Communication (concentrationsin human relations, marketing communications, public relations/advertising, and supervisory management), Computer Science, Economics, Elementary and Secondary Education, English, Management Information Systems, Nursing, Psychology, Religion and Social Work. Augsburg College offers three graduate degree programs: the Master of Arts in Leadership, the Master of Arts in Education-Leadership and the Master of Social Work Designed for working adults, the Augsburg Graduate Program operates on alternate Saturdays and alternate Thursday evenings. There are thnx trimester terms during the early September through June academic year. The Master of Arts in Leadership program is based on the subject matter and approaches of the traditional liberal arts.This cross-disciplinary program directs its acadanic content and pedagogical approaches at situations, issues and problems relevant to orpnimtional leaders. AugsbUrg's program recognizes that today's leaders need broad-spectrum abilities to provide them with a more comprehensive understandingof their world. The Master of Arts in Education-Leadershipprogram values the role that good educators play in the lives of students, and operates from the belief that educators need to exercise leadership within the workplace without relinquishingthe role of teacher. The program promotes leadership as a process, promotes productivity within and beyond the organization and works toward progress. The Master of Social Work at Augsburg offerstwo concentrations:Family Practice and Program Development, Policy and Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a developmental and holistic perspective. The Program Development, Policy and Administration concentration has been developed in response to the growing demand for creative leadership and administration of policies and servicesthat respond to human need. Both concentrations are founded on the asumptions that analysis of complex social issues and solutionsmust be based on solid research, and that the world is interdependent in all areas, includinghuman needs and the services to address them. These programs bring working adults to the campus. They are complemented by the College's Cooperative Education Program (begun in 1984) that places Augsburg students into paid work experiences. OrFmPRContinuing Education Program Augsburg College offers selected courses through ContinuingEducation. Inquiries should be addressed to the Office of the Associate Dean for Graduate and Special Programs. Canadian Program The Canadian Program was inaugurated in 1985 with an endowment from the Mildred Joel Bequest for Canadian Studies. The program supports s p e d events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awarenessof the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Milda K. Hedblom, Canadian Program Coordinator Center for Global Education The Center for Global Education, founded at Augsburg in 1985 facilitates crosscultural learning experiences which prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the perspectives of the poor and of others struggling for justice and human dignity. Students can participate in semester abroad programs, as well as Weekend College and Graduate Program courses offered at the Center's program sites in Latin America, the Middle East, Southern Africa, and the Asia/Pacific region. A student must be registered for a course to receive credit for it. Full-time students normally register for four courses per semester and one course in the Interim. Students registered for three or more courses in a semester are classified as full-time students. To register for more than 4 5 courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to five days after the semester b e p s , registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are charged for cancellingor adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Spring by the Associated Colleges of the Twin Cities, listing courses and their location at the five colleges for the followingsemesters. As some courses are offeredonly in alternate years, students should also consult with Departmental advisers when planning their class registrations. Separate catalogs of courses are published by the Interim Office, Summer School Office,Weekend College Office and Graduate Program Office for those sessions at Augsburg, listing registration times and procedures. Specificinformationon registration and help with registration on another campus are available from these offices: Office of the Registrar -Science 114, for Fall and Spring Terms Interim Ofice -Memorial 230 Summer School Office -2222 Murphy Place Weekend College Office -2222 Murphy Mace Graduate Program Office -2222 Murphy Place Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled students may preregister during the fall for the Spring and during the spring for the Fall terms. Class Confirmation All students must confirm their registration at the begnning of each semester and complete financialarrangements. Students who do not confirmtheir registration before the first day of classes (unless s p e d arrangementshave been made) will lose all classes. They may register and confinn during the first five days, but special late fees a= assessed and added to their account. Withdrawal from College Students are urged not to abandon courses for which they are registered because this results in a failing grade on the official record. Cancellationof courses or withdrawal from College must be done in the Registrar's Office. Withdrawal from College cannot occur during final examination week unless a petition is approved by the Student StandingCommittee. Withdrawal from College and resulting adjustments in accounts an? effective as of the date the completed Withdrawal from College form is returned to the Registrar's Office. Leave of Absence Students may request a leave of absence for academic or personal reasons. A request form must be picked up from the Office of the Dean of Students. It must be signed by the Dean of Students, or authorized representative, and by the Dean of the College, or authorized representative. The completed form must be turned in to the Registrar's Office. A leave of absence may be granted for one term or one academic year. If an extension of a leave of absence is needed, it should be requested in the same manner as the original leave of absence, and the completed form must be turned in to the Registrar's Office before the expiration of the previous leave of absence, or readmission will be required. Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing must be observed by returning students. A leave of absence does not defer repayment of loans or extend incomplete deadlines. The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic Advisers, Department Chairpersons, the Associate Academic Dean and the Registrar are available for counsel and assistance in program planning. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. AU degree and course requirements must be completed and verified in the Registrar'soffice prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors. 1. Completion of 35 courses -At least 11course credits must be Upper Division, numbered in the 300s and 400s. Not more than 13may be in one department, except in certain approved majors -17 (Music Education) or 20 (Music Performance)for the Bachelor of Music degree, and 18for the The course total must include three Interimsfor students whose complete academic work is at Augsburg. For transfer students, the course total must include one less Interim course than the number of years at Augsburg. This is calculatedon each transfer s t u d d s evaluationof transfer credits. No more than these maximums may be applied toward the 35 total courses q d two courses by independent/directed study; four courses of internship; and eight course credits with a grade of Pass (P).Non-traditional grading (PIalso has these limits: two in the major except Elementary Education and Nursing; one in the minor if approvedby the department dxiqxmn Students who enter an academic program with a baccalaureate or higher degree should contact the Registrais Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. 2 Completion of a Major -Requirements for each major are listed under the departmental headings. 3. First Year Experience (FYE) -All students who enter the College as freshmen in the weekday schedule program must complete satisfactorily the FYE Fall Orientationand Seminar. See the program section on the First Year Experience for a full description. 4. Grade Point Average -2.0 for most majors. A grade point average of 2.0 is required over all courses taken and over all courses which apply toward the major. Some majors, licensure and certificationrequire higher grades in each course or a higher grade point average. (For example, see licensurein education, music education, music performance, music therapy, nursing, socialwork.) See the departmental section for details. 5. Residence -The last year of full-time study or equivalent (minimum of seven courses for part-time students)must be at Augsburg. Contact the Registrar if an official interpretation is needed. Because a new general education curriculumfakes effkc.3Septemberf 1991,other graduation ~equirementsdiffer depending on a studenYs class$katratrow Former Students Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of readmission. Regular Students Enrolled Before June, 1991 Students enrolled b e f o June, ~ 1991, have a choice of using all graduation requirements in effect when first enrolled or c h a n p g to the graduation requirements in effect begmmngin September, 1991.No combination of requirements may be made. Students Entering Augsburg September, 1991, or Later Students entering under the followingclassificationswill follow the Distribution Requirements as outlined below. Students entering in 1991-1992 who are classified as Sophomores, Juniors, or Seniors; Those entering in 1992-1993classified as Juniorsor Seniors; Those entering in 1993-94 classified as Seniors . All other entering students will follow the requirementslisted in the section titled "The Augsburg General Education Curriculum Requirements" (see pages 81-89). Writing -A course in writing (English 111)or certification of demonstrated proficiency by the Department of En@k Exemption tests are given during the summer and fall orientation periods. Liberal Arts - An approved course from each of these seven mas: Mathematics-Physics Chemistry-Biology English-Speech, Communication and Theatre Arts (devoted to the study of literature) Psychology-sociology Economics-PoliticalScience History-Philosophy Art-Music A list of approved courses is available from advisers and the Registrar's Office. Foreign Languages-Two courses (111 and 112)of one foreign language at Augsburg. Students who test above the 111level of a foreign language will take one additionalcourse at placement level in that language or two courses (111and 112)of another foreign language. International students should consult with the Registrar. Religion -Three approved courses in religion, of which not more than one may be an Interim course, are required. The number of religion courses required for graduation is adjusted for transfer students. Transfer students should check their Evaluation of Transfer Credit form, or consult the Reglstrar'sOffice. Urban Concerns or Women's Studies or Minority Studies -One course. Courses approved to meet this requirement arr published each t e r n Information is available at the w s t r a f s Office. Lifetime Sports -Demonstrated proficiency in two different Lifetime Sports is required. Lifetime sports are no-credit courses and are not included in the 35-courserequirement. Rationale for the Augsburg General Education Curriculum: The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supportingcourses and elective courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal artsas expressed in the General Education component of the college curriculum. Augsburg, in its Mission Statement, declares the College exists 'To develop future leaders of 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." One way which the College seeks consciously to realize this Mission is through its General Education curriculum, which Augsburg has divided under two headings: liberal artsperspectives and skills. The term "perspective" assumes that not only are we engaged in the search for truth, but that this requires the searcher to consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with traditional disciplines, but are understood in ways which encourage multi-disciphq reflections on the questions at issue. They combine concerns about content with those of process and approach, directed ultimately to making the student a more effective learner and participant in society. The following requirements reflect the way in which Augsburg has chosen to view the liberal arts. Two of the four features of the Mission Statement are embodied in the General Education Perspectives: 'The Character and Mission of Augsburg College: The Christian Faith and the City." These Perspectives emphasize that the College's affiliationwith the Lutheran Church,its insistence on the value of howing the approach which derives from the Christian roots of the College and its location in the city, deserve s p e d considerationin Augsburg's educational program. The third feature-that Augsburg is a liberal arts institution -is also emphasized in the other Liberal Arts Perspectives. Certain dimensions of human life -of what it is to be human -form the core of the required liberal arts experience. These overall perspectives on what it is to be human can themselves be studied from the vantage points of the various academic disciplines. Students need to learn about themselves, about what it is to be a person. Hence, the Perspective on Human Identity. But the person exists in both a social community and a natural world. Hence, the importance of the Perspectives on the Social World and the Natural World. Because the way in which we understand ourselves derives largely from our Western heritage, students need to learn about and reflect on sigruficant aspects of this heritage. Thus, the Perspective on the Western Heritage. At the same time, to focus on the West,alone would be ethnocentric:We live in a global society. Hence the Perspective on Inter-CulturalAwareness. Attention to moral values is found not only in the Perspective on the Character and Mission of the College: the Christian Faith, but throughout the other perspectives as well. The Perspective on Aesthetic Values enables students to foms upon aesthetic works created by themselves or others, which convey fundamentalinsights, express beauty and enhance life. Finally, the Mission Statement emphasizes that we are concerned with academic excellence. This has a number of features, including the way we teach all the courses in General Education. Beyond this, academic excellence presupposes that students have the requisite skills to do college-level work. The General Education Requirements are couched in a context which pays attention to the skills of both incoming and graduating students. Entry-level skill requirements in a number of critical areas, including reading, writing, quantitative reasoning and critical thinking, will be assessed and help given to students who need it. Graduation-level skills are also emphasized, so that students not only maintain but develop their skills during their Augsburg experience. The General Education Requirements provide a coherent way to address the Mission of Augsburg College. They are not the only way, neither do they guarantee that students who graduate from Augsburg possess the desired knowledge and character traits. What they do is provide a coherent description of the context in which we liberally educate students, a clear statement of expected outcomes and an opportunity for students to see and understand the complexity of what it is to be human and Christian in an urban setting. Entry Level Skills Requirements The entry level skills tests are inventory assessments in: reading writing word processing critical thinking quantitative reasoning (along with Math Placement) Placement in writing courses and math courses is determined by these inventories. Freshmen (all students entering Augsburg with fewer than seven college credit courses) and Sophomore (entering 1992-'93 or after) Transfer Students: Take entry level skills tests and satisfy requirements. If skill levels are deficient, students will be enrolled in the appropriate course or advised on preparation for retaking the respective tests. Students are q i i r e d to take the assessments before registering for the second term and to have demonstrated removal of deficiencies by the end of their first year at Augsburg. Effective Writing or its equivalent is required. Students who do not satisfy the entry level skill in writing will be required to take Developmental Writing before Effective Writing. Freshmen must complete the writing requirement before the begnmng of their Sophomoreyear. Students who pass the writing assessment inventory at the advanced levels (to be determined by the English Department)will not be required to take Effective Writing. Those with demonstrated word processing skills; e.g. recent verifiable work experience, are exempt from the word processing inventory. Students who have college credit for a critical thinking or logic course are exempt from the critical thinking inventory. Students with an acceptable transfer mathematics course are exempt from the quantitative reasoning inventory, and will be given information about taking the Math Placement Test based upon previous mathematics courses. Freshman and Sophomore (entering 1992-'93 or after) transfer students will be required to satisfy all the graduation skill course requirements. Junior and Senior Transfer Students Entering Junior and Senior transfer students (entering 1993294 or after) are I exempt from word processing, reading and critical thinking assessments. Those who have not taken an Effective Writing course or a college level mathematics course must take entry level tests in writing and/or quantitative reasoning. If they do not achieve exemption from those mpirements, they must satisfy the requirement in those areas. Those who have a transfer mathematics course accepted for college credit by Augsburg College are exempt from the quantitative reasoning inventory and will be given information about taking the Math Placement test based upon previous college mathematics courses. Junior and Senior transfers (entering 1994'95 or after) are required to satisfy all the graduation skill course requirements, except that only one writing component course is required. 1 Graduation Level Skills General Education includes enhancement of certain skills during the years in college. Skills related to writing, critical thinking spealung and quantitative reasoning are deliberatecomponents of certain courses. Completion of the requisite courses with a minimum grade of 2.0 or P is required for graduation. Students are required to have two courses with writing components and one course each with critical thinking, speaking and quantitative reasoning components. These courses can simultaneously satisfy skill requirements and graduation requirements for the major or general education perspectives. 1 Lifetime Spohs Demonstrated proficiency in two different Lifetime Sports is required. Lifetime sports are no-credit courses and are not included in the 35course requirement. The General Education Liberal Arts Perspectives have the primary goal of providing the basis for begmmng to understand what it means to be a human being at this time. The goals of the Perspectives are achieved through a variety of courses which have been approved as meeting the criteria established for each Perspechve. Although courses approved for each Perspective meet the General Education requirements, not every course meets all the goals of each Perspective. Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the Office of the Registrar. These choices are controlled by the following policies: A student will choose one course from each category. No single course can fulfill the requirementsin two or more categories. No student will be permitted to count more than three courses from the same department in meeting perspective requirements. No student may count more than one course from the same department in meeting the requirements of any single perspective except: 1.Up to three courses in religion may be used to meet the perspective, "The Character and Mission of Augsburg College: The Christian Faith." 2. Up to two courses in a year-long sequence (biology, chemistry or physics) may be used to meet the perspective, "The Natural World." 3. Up to two courses of the same foreign language may be used to meet part of the perspective, "Intercultural Awareness." Perspective: The Character and Mission of Augsburg College: The Christian Faith This Perspective focuses on Augsburg as a College of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educationalprogram the doctrines of the Christian faith as ~vealedin Scriptureand the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian Scrip tures, theological concepts, ethical values, their own faith and values and dgious concepts outside of the Christian faith as part of becoming educated. From this Perspective, students should gain an understandingof and critically reflect on: 1.The Bible ( for example, its origins, structures, content or interpretation). 2. Christian theological and religious concepts and their own religious beliefs. 3. Religious concepts and practices found in religious traditions outside the Christian faith. 4. Their own and others' values, their relation to Christian values, the possible grounds for these values, how these values might be critiqued and defended and the role values play in the issues that confront our society. Three courses are required to meet this Perspective except for the following 1. Junior transfer students will be required to take two courses in the Christian Faith Perspective while registered at Augsburg; and 2. Senior transfer students will be required to take one course in the Christian Faith Perspective while registered at Augsburg. Perspective: The Character and Mission of Augsburg College: The City This Perspective focuses on the College's location in the heart of a metropolitan area. From this Perspective, students should gain an understandingof and critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges.In addition, students should experience the community and should explore opportunities for service in the community. This requirement must be covered either by specific courses, by internship and cooperative education experiencesor by designated or college a p proved noncredit experiences (such as volunteer service or college pmgrams). Experiences that satisfy the requirement must be accompanied by seminars related to the experience. One course is required to meet this Perspective. Perspective: Western Heritage This Perspective is intended to help students critically examine themes (found, for example, in literature, philosophy and the arts) and events that have historically shaped Western civilization Attention should be paid to the contributions to or critiques of Western thought by women and ethnic minorities. From this Perspective, students should gain an understandingof and critically reflect on: 1. Central ideas, texts or works of art that historically have been sighcant for Western society and the relation of these to present world views. 2. S p d c historical themes, trends, events and persons and their roles in shaping both the past and the present. 3. Historical and literary methods of ascertaining and conveyingthe past. Two courses are required to meet this Perspective. Perspective: Human Identity This Perspective is intended to help students view themselves as persons, men and women with unique abilities, values, beliefs, experiencesand behaviors. From this Perspective, students should gain an understandingof and critically reflect on: 1.Methods and approachesthat attempt to explain how individual persons think,feel and ad. 2. Scientific or humanistic interp~tationsof their own development as persons. 3. Questions of faith, ethics and moral choice in their personal and professional lives. 4. Fadors involved in physical and mental health. One course is required to meet this Perspective. Perspective: Aesthetics Aesthetic creationsconvey fundamental insights and values, expressbeauty and enhance life. This Perspective focuses on aesthetic qualities in artistic expressions by oneself and others. From this Perspective, students should gain an understandingof and critically reflect on: 1.Forms of artistic expression. 2. Historical development and variation in aesthetic taste and performance across cultures and how different cultures have expressed themselves through various aesthetic forms. 3. Different theories of aesthetics. 4. Their own creation or performance of a work of art. One course is required to meet this Perspective. Perspective: The Social World This Perspective is intended to help students learn to identdy, examine and critique &, economic or political systems:to understand how and why such systems develop, to see the connectionsamong these systems and to use this knowledge as a participant in society. I From this Perspective, students should gain an understanding of and critically reflect on: 1.The characteristicsand dynamics of human organization at the group and societal level. 2. Current theories and methods for understanding social, political or economic systems. 3. The historical development of selected social, economic or political structures. 4. The relationship between various social, political, or economic systems and the student's own responsibilities in society. 5. The ways that social, economic or political structures differ across cultures and affect diverse groups in society. Two courses are required for this Perspective. Perspective: lntercultural Awareness This Perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is required in which students critically reflect upon ways their own cultural biases operate when confronting other cultures. They should become better able to communicate with persons of other cultural backgrounds partially by being introduced to a specific culture other than European or mainstreamNorth American cultures. In addition, students are to gain entry into another culture by learning to speak and read a language other than their native language. For this part of the Perspective, studentsare required to have demonstrated proficiency in a foreign language. The foreign language requirement will be based upon placement: Foreign Language Placement Course Requirement 111,112 112 211 212 No course required Students who are m p r e d to complete two semestersof foreign language must complete the requirement with sequential courses in the same language. Perspective: The Natural World This Perspective is intended to help students understand themselves in relation to the physical world. Their active role as observers, explorers, and moral agents will be emphasized. Sufficient technical training in scientific knowledge, concepts and methods will be provided to equip students for critical and intelligent participation in public debates on technical issues. From this Perspective, students should gain an understandingof and critically reflect on: 1.Selected aspects of the natural world. 2. The characteristics, strengthsand limitations of science and the scientific method, and the complex relations between data and theories, at least in part through practical laboratory experience. 3. The history of science, its relations to other historical/social develop ments and the variety of ways persons and civilizationshave approached the natural world. 4. The relations and differencesbetween science and theology; the mutual influences of technology, values, and the natural/physical environment; the limits imposed on humans by the natural environment, and the interconnectedness of all living systems. 5. The importance of symbol systems such as mathematics in attempting to describe, classify, and model objects and events. Two courses are required to meet this Perspective. Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used. Most courses are offered with grading options -traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Students who chose the P/N option are cautioned: In order to receive a grade of P, a student must achieve at least a grade of 2.0 Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". For transfer students, P-graded courses do not count in the requirement that 14traditionally graded courses be earned at Augsburg in order to be considered for graduation with distinction. See P/N limitationsunder Graduation Requirements. Certain courses are offered on one grading system only. Sociology 265 and several Interim courses are graded only on the P/N grading system. Some education courses are graded only on the P/N system or only on the traditional system. English 111is graded P or N, or 2.0-4.O/N. Some other courses are graded only PI 1.0 or N. Chemistry Seminar and Lifetime Sports are graded P/N. In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/ N grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. Explanation of Grades Number grades are used with these definitions: 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performancebelow basic course standards Unacceptable performance (no credit for the course) Grades of P 8ass) or N (No credit) are not computed in the grade point average. A grade of P represents work at or above the 2.0 level; N represents work at the 1.5 or below level. An incomplete grade may be given only in the case of extreme emergency. To receive an incomplete grade, a student must receive permission of the instructor of the course; must file a form stating the reasons for the request, the work q u i d to complete the course, the plan and date for completing the work, and comments from the instructor; and must gain the approval of the R e t r a r . Ifpermission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following semester. If the work is not completed by that date, the grade for the course becomes a 0.0. Internships, Independent Studies and Directed Studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration A grade of X is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. The Registrar's Office will automatically continue the registration in response to an X grade. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactoryprogress is not demonstrated. Withdrawal from college or dropping these continued courses will terminate their registration Under this circumstance, a re-registration as 1X by the student would be necessary if done during registration periods within one year of initial registration; if done after one year, a new registration would be necessary. A course in which a grade of 0,05,1.0,15, N, I or X has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V).Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs. Students who audit a course should confer with the instructor within two weeks of the beguuung of the term to determine expectations, attendance and any other requirement. If expestations have been met, the course will be listed on the tramaipt as having been audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total a a d e mints - 2 (P or TransferCourses) Courses taken - 8 or Transfer Courses) Classification Students are classified in August and at the end of the Fall and Interim terms. Sophomores-Seven courses completed with at least 14 grade points. Juniors-16 courses completed with at least 32 grade points. Seniors-25 courses completed with at least 50 grade points. Advanced Placement Program Test Advanced placement in courses beyond the begnning level is granted to students with scores of 3,4, and 5 on the CEEB Advanced Placement Program Test Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. International Baccalaureate Program Coursesearned from the International BaccalaureateProgram will be considered by the College for advanced placement and appropriate d Departmental guidelines are available from the Office of the Regstrar. t Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provides a means by which a student's previous learning other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: The College Level Examination Program (CLEP)-This is a series of standardized tests which have been developed by the College Board and are offered to students for a small fee at regional testing centers. (The regional testing center for this area is the University of Minnesota.) Students who score at or above the 65th percentile on a subject e&nination may receive academic credit for that subject at Augsburg College. Additional information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams -These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental instrument available for s u b j j area in question. There is a faculty member designated by the department to administer the exam. The Student StandingCommittee approves the student's request to take the exam. Credit for departmental exams is available on a pass/no credit basis only, and there is a charge per exam. The Credit Assessment Program (CAP)-This is a credit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of the Registrar and two faculty members from fields of study diredly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In completing the evaluation of a student's previous learning, the CAP Committee applies the followingcriteria: There is documentable evidence of a cognitive component in the previous learning experiencethat involved prescribed and/or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student's educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is an application deposit to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript if credit is approved. Transaipt credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of courses applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward distribution requirements I and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student. Maximum Credit Accepted for Previous Learning -While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, thii learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of nine courses (onefourth of a baccalaureate degree) on transcript credit that is obtained through previous experiential learning. In compiling the nine courses of credit for previous experiential learning, the student may use any combination of the three assessment processes available in the APL program: CLEP exams, departmental exams and credit granted through CAP Committee assessment. English as a Second Language (ESL) Program Students who declare a language other than English to be their primary language, or who are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, Developmental Writing or Effective Writing will be detenriined by their scores on the Michigan test (8@90 range for exemption from ESL) and by a writing sample. Near the end of each term of the English as a Second Language course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ESL course work is required. Usually a score of 80 to 90 and a course grade of 35 or 4.0 will fulfill the student's ESL requirement. If students do not meet the ESL requirement, they will remain in ENG 217/ 218 until they meet the criteria stated above. Academic credit will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by examination or by course completion, have completed the foreign language requirement for graduation. Academic Progress, Probation and Dismissal The College requires that students maintain the following cumulative grade point averages (GPA): Freshman -A student who has taken fewer than seven courses with a cumulative GPA of 1.6 or higher Sophomore-A student who has taken fewer than 16courses with a cumulative GPA of 1.7 or higher Junior-A student who has taken fewer than 25 courses with a cumulative GPA of 1.9 or higher Senior -A student who has taken 25 or more courses with a cumulative GPA of 2.0 or higher. It should be noted that a minimum GPA of 2.0 is q u i r e d for graduation with certain majors requiring a higher minimum GPA. Students whose academic achievement falls below these guidelineswill either be placed on scholastic probation at the end of the term, or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore who receives three zero grades will be considered for probation or dismissal. However, d i s missal fromthe College is not automatic. Each case is reviewed by the Committee on Student Standing. Evidence of the studenfs commitment to academic progress is the major considerationin deciding whether or not to dismiss a student. Studentswho have a poor academic record may be strongly advised to withdraw beforethe end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission to re-enroll. Students may be removed from probation when the cumulative GPA reaches the minimum levels stated above. Studentsplaced on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 1.7. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classificationchanges to junior and their cumulative GPA reaches 1.9. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean's List The Dean's List is compiled after each semester, listing students whose grade point average for a semester is 3.5 or better, based on a minimum of three full courses, or equivalent, for a weekday schedule student or two full courses, or equivalent, for a Weekend College student, graded on the traditional grading system, with no incompletes in courses offered for credit. If permission is given, an announcement is sent to the hometown newspaper of each student on the Dean's List. / Graduation with Distinction Graduation with distinctionis determined as follows: Summa cum laude -3 8 to 4.0 cumulative GPA M a p cum laude -3.6 up to but not including 38 cumulativeGPA Cum laude -3 3 up to but not including 3.6 cumulativeGPA To quahfy for graduation with distinction, transfer students must have completed two years (14 traditionally graded courses) of work at Augsburg. Veterans of Military Service Augsburg is appmveci by the State Approving Agency for Veterans Education. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration. Augsburg's standards of academic progress are given in this Catalog.When a veteran or eligible person fails to maintain these p&bed standards of progress, the College will so inform the Veterans Administration. It is the responsibility of each veteran to report any change in registration and/or academic load to the Office of the Registrar, as it is for all students. If less than full-time, veterans will be referred to the State Approving Agency after any period of two consecutive terms if they did not earn the equivalent for which they had been certified. A non-punitive grade which brings a veteran's academic load for the term below three courses will be reported to the Veterans Administration. Veterans will need to meet the requirementsof the Veterans Administration regarding repayment of educational assistance funds received. m DEPARTMENTS AND PROGRAMS Aands atruth liberal a* institution, College beliews thnt knaoledge are infmrehtai and are infiegrakd infoa whole. The ktiditwn Augsburg ofthe academic world, however, divides this unified truth into m e manageable parts: the academic disciplines. The knowledge of indid u a l disciplines is subdivided into courses which make it more ac:cmItrleto studenti 17fese c o u can ~ be arranged in various ways to coastruct majorsI fo crmte the suhtance of a broad general education atd fo give M a t s the oppfunihj to study areas of particular individual interest. Wm'ptions qf c m r m are arranged by departments and programs. k d s u i p i i ' i o p r s ofu a brkf summay ofthe subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach arid requirementsfor a partkular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its gmls and its place in the College's program. A listing of requirementsfm individual majors and minms follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered Fall and/ or Spring terms. The ACTC Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Since some courses are offered in alternate years, it is important that the student review major requirementsand course offeringswith an adviser to ensure that all requirements can be met. Descriptions and schedulesfor courses offered in January Interim, Summer School, Augsburg Weekend College and the Master of Arts in Leadership, Master of Arts in Leadership-Educationand the Master of Social Work programs are published in separate catalogs. Credits A full course is offeredfor one credit A few fractional courses, for one-half or onequarter credit, are offered in the Division of Professional Studies. A full course has the approximate value of four semester credits or six quarter hours. Most courses meet for three 6Gminute periods or two 90-minute periods a week, in addition to laboratories. Numbering Coursesnumbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400sfor seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description.A student ky enroll in a course when a prerequisite has not beenfulfilled if there is prior approvalby the professor teaching the course and of the academic adviser. Augsburg College offers a minor in American Indian Studies. See listing under InterdisciplinaryStudies (INS). Am DETT~~ENT (ART) Art is important as a field of study for our modem age. Our suryival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this,we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher and art historian is to celebrate visual experiencethrough a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts,the visual arts,as taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language,history, drama, music, literature, philosophy, theology, business, physical education and science. A liberal arts college like Augsburg is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, I lI I I disciplines and attitudes. At Augsburg art study is further enhanced by associations with a sigruticant number of artgalleries and museums in the Twin Cities area. Cooperative Education and Internships in studio art and art history provide on-the-pb, supervised, evaluated experienceswhich contribute to the student's overall education and development. Primary goals include improvement of art and museum skills, production and creative strategies. Hundreds of s m c careers exist in the general area of art. Augsburg graduates have established careers in such fields as teaching in public schools and colleges, anthropology, pottery making antique restoration and sales, film and video work, portrait painting and gallery and museum work. The f u t u holds ~ a great deal of promise for artists who can combine skills with a breadth of understanding. Art Faculty Philip Thompson (Chairperson), Kristin Anderson, Lynn Bollman, Robert Friederichsen, Norman Holen Studio Art Major: Nine-13 studio courses with Foundations 102,107,225; three art history courses including 240. One course must be in two4imensional art (118,223, 360) and one in three-dimensional art (221,250). Majors are required to begin their programs with the Foundations, although advanced placement is possible with approval of a portfolio by the Art faculty. Teaching Licensure Major: Foundations 102,107,225; four studio disciplines from 118,132,221,223 and 250; second level courses in two areas; 240 and two other art history courses. Consult with the Education Department for requirements in education for teacher licensw. Art History Major: Eight art history courses including 240 and 388; two studio courses including one from 102,107 or 225 and 118or 221. Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and development and/or special projects such as senior exhibition and research. Application should be made to the Department Chairperson before the last term of the senior year. Studio Art Minor: Four studio courses including 107and 240. Art History Minor: Five art history courses including 240. Certificate in ATt: Eight art courses, including one in art history. Up to four courses may be taken in one studio area or in art history. Foundations in Studio Art 102 Environmental Design Fine arts in the urban and world setting. Concern for the visual content of experience in the environment leading toward appreciationand criticism. Individual and group projects exploring design problems in representation, symbolism and abstraction. 107 Drawing Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimental work. 225 Communication Design I The theory and practice of visual perception and communication using elements such as color, line, shape, type, symbols and pictorial images. An emphasis will also be placed on the creative thought process. Studio Art 100,300 Special Topics Occasional courses dealing with subjects not usually offered by the Department. 106 108 Calligraphy Development of calligraphic writing and drawing skills with emphasis on the broadedged pen. Attention is given to the historical development of calligraphyand the elements of design through readings and demonstrations. This course also has an Upper Division option. Introduction to Art Therapy An introdudion/overview to art therapy as a human setvices profession, recognizing individualdevelopment through art and the creative process. This course will study the various populations served through art therapy and explore the various media and processes used. 118 Painting I Introduction to painting media and technique in acrylic and oil. 132 Photography The camera used as a tool for visual creativity and expression with attention to black and white photographic process. Students need access to a 35 rnm, single lens reflex camera. Materials will cost approximately $1!5&175. 199 Internship Lower Division Internship. 221 Sculpture l An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. Learn to model, carve, cast, weld and assemble the respective media. 223 Print Making I Principles and methods of print making in a variety of media including etching, silk-screen and woodcut. Publication Design An introduction to traditional design concerns and procedures related to publication design as well as design for desktop publishing. Theory and practice of coordinatingvisual images and typography with content in publications. Study of design in magazines, newspapers, newsletters, books and miscellaneouspublications. Students design and produce a publication as a group project. (Weekend College only.) Life Drawing See Interim Catalog. Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. Tribal Arts and Culture (see INS,American Indian Studies) Directed Study Independent Study for Lower Division credit. Communication Design II A study of visual communicationsin magazines, television, film,advertising symbols and other mass media. Practice in areas of photography, typography and illustration. (Prereq.:225) Ceramics II Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.: W)) Painting II Advanced study of painting. (Prereq.: 118) Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. Print Making II Advanced work with color and composition in various media, including silk-screen, etching and woodcut, includingJapanesewoodcut technique. (Prereq.: 223) Internship Consult Chairperson or Internship Director to determine prow. Sculpture II Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster and plexiglass. (Prereq.: 221) 499 Independent Study Advanced study in area of the student's choice, intended for senior art maprs. Art History 240 Art History Survey A survey of Western art from prehistoric to modern times. Includes reading, research,viewing of slides, visits to museums. Note: Thefollowing m r s e s are @ad infemitfently, usually one or two sections a yem. 352 Women and Art A study of the creative role of women in the visual arts, includingthe fine arts, the "traditional" arts and the work of Native American women. 382 Scandinavian Arts Survey of the visual arts in Scandinavia from prehistory to modern times. 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th Century A.D. 386 Medieval Art Early Christian through late Gothic and proteenaissance painting, sculpture and architecture in Europe. 387 Renaissance and Baroque Art European painting, sculptureand architecture, from the 14ththrough the 18thCenturies. 388 19th and 20th Century Art European painting, sculptureand architecture from Neoclassicism through the present. 389 American Art A study of early colonial art through contemporary American art, with specific emphasis on 19th and 20th Century art and its relationship to European art as well as indigenous movements. BIOLOGY DEP- (BIO) Biology is the study of life and it is natural that we, as contemplative living matures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understandingof the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain seIf-understanding and to provide a basis for wise decisions. Another si@ant insight that has emerged from the study of life is that even the simplest organisms are incredibly complex and a complete understanding of even one of these has, as of yet, eluded the grasp of biologists. This is true even though some organisms have been subjected to years of intensive scrutiny. Biology will thus continue to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organismshas accumulated over the years. In recent decades great strides have been made in understandingimportant biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agricultureand food science have depended on the findingsof basic biological research. Because the biological world reveals such variety, complexity, and knowledge, an undergraduate major in biology needs to be broadly based. Because a complete understanding of biological systems depends on applicationsof the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduatemajor in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professional schools such as medicine, veterinary medicine, and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other graduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. Biology Faculty Robert Herforth (Chairperson),Thomas Herbst, Esther McLaughlin, Erwin Mickelberg, Ralph Sulerud Major: Nine courses, including 111,112, 201 and at least one from each of the following five groups: Molecular and Cellular: 367,386,471; Cellular to Organismal: 355,474; Organismic/Animals: 351,353,473; Organismic/Plants: 361, 440; Environmental: 476,481. The ninth course may be BIO 203 or any Upper Division biology course, including an Interim course. BIO 491,a noncredit seminar, is required of all juniors and seniors. Also required: CHM 105 or 115,106 or 116,and 223; PHY 103;Math Placement Group III. Studentswho intend to enter graduate, medical, or other professional schools should consult with the Department because these schools vary in their science admission requirements. These may include CHM 351,352 instead of 223,PHY 121, 122instead of 103,and MAT 124,125 or MAT 145,146. Licensure for teaching in Minnesota also q u i r e s three courses in earth and life sciences. For secondary teaching we recommend the broadest possible program in biology. Studentsplanning to teach are advised to consult with the Education Department early in their academic program. The Department works with the CooperativeEducation Office in identifying and defining Co-op Ed experiences in laboratories and other settings in the Twin Cities. This experience is open to juniors and seniors. Students interested should consult with the Biology Department CooperativeEducation Coordinator. Honors Major: GPA of 3.5 in biology and 3.0overall, active participation in seminar, one course of approved Independent Study with an oral defense of the research report. Application should be made no later than the first term of the senior yea.. Minor: Five courses, including 111,112 and three Upper Division courses; CHM 115,116 (or CHM 105,106). 101 Human Biology Basic biological concepts from an anthropocentricpoint of view. An attempt to answer such questions as: What makes a human just another member of the biotic fold? Do humans have a niche in the -system? What influence do humans have on the environment?What influence does the environment, especially the urban environment, have on humans? (Three hours lecture. A student may not receive credit for both 101 and 103.Does not apply to the major or minor) 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test theories is considered. No animal dissectionswill be done in the laboratory. (Three hours lecture; three hours laboratory. Does not apply to the major or minor.) 103 Human Anatomy and Physiology A professional course in the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both 101 and 103.Does not apply to the major or minor) 105 Biology and Society What are some of the biologically-based problems with which our society must deal? A survey of the environmental and health implications of pollution, non-renewable resource depletion, waste disposal, war, occupational safety and health. An historical s w e y of American agriculture, world food supply and biological determinism.A critical evaluation of the socialapplication s of biological concepts. (Three hours lecture. Does not apply to the mapr or minor) Basic microbial features are considered as well as applicationsof microbiology to the fields of medicine and sanitation. (Three hours lecture, three hours laboratory. For student nurses, health maprs, or consent of instructor. Prereq.: CHM 110 or consent of instructor. Weekend College only. Does not apply to the mapr or minor) 111,112 General Biology A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to molecular biology, cellular biology, genetics, developmental biology, evolutionarymechanisms, anatomy, physiology, ecology and phylogenetic relationships of organisms. Must be taken in sequence except by permission of instrubor. (Three hours lecture; fourhours laboratory) 199 Internship Lower Division Internship. (Rereq.: 112) 201 Methods in Biological Research An examination of methods commonly employed in biological research, which may include electrophoesis, column separations, ultracentrifugation, microscopy, cell culture, radioisotopic techniques, gas chromatographyand physiological recording. The theoretical basis of each method is discussed and experiments are conducted to demonstrate the utility of each method. (Three hours lecture, three hours laboratory. Pweq: 112) 203 Principles of Nutrition A study of the six classes of nutrients and their digestion, absorption, transport, metabolism, interaction, storage and excretion. A special effort will be made to differentiate"fact from fiction" in this controversial biological field. Clime hours lecture. Prereq.: 112or consent of instructor) 299 Directed Study Independent Study for Lower Division credit. (Prereq.: 112) 351 Invertebrate Zoology A study of the invertebrate groups stressing classification, morphology, behavior, life history and evolutionaryrelationships. (Three hours lecture, four hours laboratory. Prereq.: 112) 353 Comparative Vertebrate Zoology A comparativestudy dealing with the classification, morphology, distribution, evolution, behavior and population dynamics of the verte brates. (Three hours lecture, four hours laboratory. Prereq.: 112) Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (Threehours lecture, fourhours laboratory. Prereq.: 112) Plant Biology A survey of the mapr divisions of the plant kingdom including the study of anatomy, physiology, life histories, taxonomy and ecology. (Three hours lecture, four hours laboratory. kereq.: 112) Biochemistry An introdudory consideration of the chemistry of proteins, carbohydrates, lipids and nucleic acids including intermediary metabolism. (Three hours lecture. Prereq.: 112,CHM 223 or 352or consent of instructor. ) Immunology A study of the structureand function of the immune system at molecular, cellular and tissue levels. Both basic immunology and fundamental principles relating to clinical immunology will be considered. (Three hours lecture, four hours laboratory. Prereq.: 112) Internship Upper Division Internship. Students must be juniors or seniors. (Prereq.: 112) Plant Physiology A consideration of the chemical and physical mechanisms involved in photosynthesis, respiration, growth and development, and water relations in vascular and nonvascular plants. The relationshipsof these processes to plant structures. (Three hours lecture, four hours laboratory. Prereq.: 112) Cellular Biology A study correlating functionwith ultrastructure in both prokaryotic and eukaryotic cells. (Three hours lecture, four hours laboratory.Prereq.: 112, 367 or consent of instructor. ) Animal Physiology A study of animal function with emphasis on the vertebrates. Wherever possible, functions are explained on the basis of physical and chemical principles. (Three hours lecture, four hours laboratory. Prereq.: 112;CHM 106 or 116;PHY 103 or 122 or consent of instructor) Developmental Biology A consideration of the physiological and morphological changes which occur during the development of organisms with emphasis on the vertebrate animals. Experimental as well as desaiptive studies are included in the laboratory work. In addition to embryonic development, the topics of malignancy, aging and regeneration are discussed. (Three hours lecture, four hours laboratory. Prereq.: 112) 476 Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses.Microbial taxonomy, morphology, physiology, genetics and pathogenicity are considered as well as certain methods. (Three hours lecture, four hours laboratory. Prereq.: 112.) 481 Ecology A survey of representativebiological communities; the study of reciprocal relationshipsbetween organisms and their environments. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: 112,361 or consent of instructor. ) 491 Seminar A weekly meeting of biology majors under the direction of Beta Beta Beta Biological Honor Society. Active participation by juniorsand seniors is required. Guest speakers are often invited. A noncredit requirement for the major. 499 Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous arrangement with instructor) BUSINESS ADMINERMION (BUS)AND MA NAG^ INFO-ON SYSTEMS (MIS)DEPANMEW The Department of Business Administration and Management Information Systems (MIS) is committed to developing both the theoretical and practical tools necessary for entry into and advancement in business and other organizations as well as preparation for graduate study. To this end, three majors are offered: Business Administration, Management Information Systems (MIS) and a combination major in Economics-Business Admhistration. Business Administration and MIS should be considered separately in regard to the limitation of no more than 13courses in any one department. Within Business Administration, there are five specdizations:Accounting, Finance, Management, Marketing and InternationalBusiness. Each of these areas is dependent upon a strong foundation in the liberal arts with an emphasis on solid communication and analytical skills. Recognizing the occupational realities of the business disciplines, the Department is equally committed to maintaining an application-oriented balance. This balance is achieved in part by fosteringclose ties with the corporate community, which in turnprovides a wealth of practical expertise and a wide variety of Internship opportunities as well as future job prospects. Departmental faculty believe they can best serve both the student and the community by contributing to an education which is ethically based, technically competent and socially aware. Business Administration Faculty:Amin Kader (Chairpason), Diane Busico, Thomas Busico, John C. Cenito, Mary Dean, Earl Eames, Steven Freimuth, Peter Gillen, Abo-el Yazeed Habib, M. Anaarn Hashmi, Wendy B. Hines, Marilyn Horowitz, Jane Kammerman, Myron J. Kapel, Roy LaFayette, Lori L. Lohman, Linda McKeag, Robert Kramarczuk, Fekri Meziou, Kinney G. Misterek, Thomas Morgan, Robert M. Murphy, Paul Pender, Paul E. Portz, Hamed Sallam, Milo Schield, Gregg Schneider, Robert Schultheis, Stanley H. Solnick, Stuart M. Stoller, James Urbach, Cheree Waiters, Robert D. Wykstra BUSINS (BUS) Business Administration Major (BUS) Core courses for the Accounting, Finance, Management and Marketing specializations:BUS 175,221,222,242,252,279,331, 391, ECO 112,113,313,311 or 312 or 315. *Specialization in Accounting: 12Core courses, 322,323,324, either 326 or 423 or 425. Specialization in Finance: 12Core courses, 322,433,438, either 479 or ECO 318 or 415. Speckdimtion in Management: 12 Core courses, 340,440, ECO 318, PSY 373 or SOC 349. Specialization in Marketing: 12Core courses, 352,355 or 357,450, ECO 415. Specializationin International Business: 175,221,222,242,252,279,331,391, ECO 112,113,313. BUS 399 or 499 is required, as well as three semesters of a foreign language (or tested equivalent).Also the following: one International Economics course and BUS 362,364 and 466. Other configurations may be permitted on consultation with the Department. Combined major in Economics-Business Administration: Six Economics courses (112,113,312,313, and two other Upper Division); eight Business Administration/ MIS courses (221,222,242,252,279,331, and two other Upper Division). Notes: Studentswho plan to major in the Business Administration department are strongly encouraged to select a Department Adviser as soon as possible, in order to carefully plan their program of study. Honors Major: GPA of 3.5 in the major and 3.0 overall; a senior thesis and camp* hensive oral examination in the mapr field of concentration. Minor in Business Administration: Six courses, including 221,242,252,331, ECO 112and 113. Other configurations may be permitted on consultation with the Department. Minor in International Business: Six courses, including 221,242 or 252, ECO 113, and three International Business courses. Other configurationsmay be permitted on consultation with the Department. *CPA. Certification: Studentswho wish to take the Certified Public Accountants (CPA) examinationprior to fulfilling the experience requirement must have completed the mapr in Business Administration-Accountingand taken all accounting and business law offered. Students mapring in Business AdministrationAccounting are qualiiied under the rules of the Minnesota State Board of Accountancy to sit for the examination during their last semester. *C.MA Certification: Students who have taken a prescnied course of study in accountingmay take the Certified Management Accountant (CMA) examination prior to fulfilling the experiencerequirement. This certificateindicates proficiency in the area of managerial accounting. Notes: Students who have taken a prescribed course of study in accounting may take the Certified Management Accountant (CMA) examination prior to fullilling the experience requirement.This certificateindicates profiaency in the area of managerial accounting. In addition to the comes listed under Ihe title "Topics in Business Administration" (BUS295,495), the Department has also offered: Research Methods for Economics and Business, Computer Simulation for Business, Income Taxes for Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship, M i m Computer Accounting, Ethics in Business, and Risk Management and Insurance. 175 Computers for Business, Economics and MIS (see under MIS 175) 199 Internship Lower Division Internship 221 Principles of Accounting I Introduction to business activities,basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. 222 Principles of Accounting II A continuationof 221. Introductionto business activities, accounting for corporations.Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making and behavioral considerations.(Prereq.:BUS 221) 242 Principles of Management Development of the theory of management, organization, staffing planning, and control. The nature of authority, accountability and responsibility, analysis of the role of the professional manager. 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product, promotion, marketing channel and pricing decisions. 279 Quantitative Methods for Business, Economics and MIS (See under MIS 279.) Topics Ledures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) Directed Study Independent Study for Lower Division credit. Accounting Theory and Practice I An analysis of h c i a l accounting with emphasis on accountingtheory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to assets. (Prereq.: BUS 222 and ECO 113) Accountlng Theory and Practice II A continuationof 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements and other relevant issues as applied to liabiities and stockholders' equity. (Prereq.: BUS 322) Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for manage rial decision making. Manning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: BUS 222,242,252, 279, or consent of instructor) Tax Accountlng The more common and important provisions of planning apd compliance for income taxes. (Prereq.: BUS 221,331, ECO 112,113, or consent of instructor) Financial Management Theory of acquisition, allocation and management of funds within the firm. Sources and uses of long- and short-term funds, cost of capital, capital budgeting, leverage, dividend policy and related topics. (Prereq.: BUS 222,279; ECO 113) Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.:BUS 242) Marketing Research and Analysis Research process as an aid to decision making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.:BUS 252,279, ECO 113, or consent of instructor) Marketing Communications This course looks at the communicationsaspects of marketing by integrat- ing advertising, public relations, sales promotion and personal selling into a coherent promotion mix. Emphasis will be placed on the design and evaluation of marketing communicationsprograms, particularly advertising; selection of media; copycreative effort; advertiseragency relationship; management of the personal selling function including sales force selection, compensation, territorial design and performance appraisal. (F'rereq.: Bus 252) Note: Both 355 and 357 cannot be taken for credit. Advertising An introduction to print and broadcast advertising and promotion as important elements in modern marketing and communications. (Note: Both 355 and 357 cannot be taken for credit) International Business Introduction to the problems and possibilities of doing business in an international context. Appreciation of the prospective required for successfulplanning and management of any enterprise operating abroad is emphasized by foreseeingboth the opportunities and the difficulties inherent in internationalbusiness. (Prereq.: Two Business and Economics courses or consent of instructor) Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. Internship Program A student may receive course credits through an Internship program which is applicable to graduation but not to the major. This program will afford the student the opportunityto spend one full term working with some organization.In addition, the student will write a report on his/her activities. (Prereq.:consent of instructor) Auditing Internal and external auditing procedures. Emphasis on the CPA's role to form the basis of opinion on a &t of financial statements. (Prereq.: BUS 323) Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323) Financial Theory: Policy and Practice A system's approach to financial struchue and policy. Emphasis on decision making, presentation through literature, readings, lechrres and case material. (Prereq.: BUS 331) Investment Theory Appraisal of the risk/rehun relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital markets and portfolio management. (Prereq.: All Core courses or consent of instructor) 440 Operations Management Concepts and principles related to the management of operating functions. Examples from service industries, non-profit organizations and manufacturing. Taught from a managerial point of view. Topics include an overview of operations, planning operation processes, productivity measurement, standards, forecasting, concepts of quality, inventory management, principles of scheduling and operational control information systems. (Prereq.: BUS 242 or consent of instructor) 450 Marketing Management Integration of marketing with other business functions; marketing management and decision making, planning marketing programs, channels of distribution, pricing, product selling promotion policies. (Prereq.:BUS 352 and either BUS 355 or 357) 465 International Management To provide the student with a private sector manager's perspective on the influence of national and international institutionson the multinational corporation and on the strategies, structures, practices and effects of the national co'potation in the world today. (Prereq.: BUS 242,362) 466 International Marketing Designed primarily for students interested in the study of business activities on a global xale. More specifidly, the majority of the come will be devoted to those issues and activities unique to marketing a product or service in an "international setting." Topics will include internationalenvironment scanning and analysis; comparative marketing research; strategic planning; produd, price, promotioiand distribution issues in multinational markets. (Prereq.: BUS 252,362) 479 Intermediate Quantitative Methods for Business, Economics and MIS (See under MIS 479.) 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunity to analyze some topic or issue in depth. Brereq.:consent of instructor) Major in MIS: Eve business courses (BUS 221,222,242,252 and 3311, four Economics courses (ECO 112,113,313 and 318), one Mathematics course MAT 121or 171), two Computer Science courses (CSC 170 and 210), and six MIS courses (MIS175, 279,370,375,475 and 476). CSC 352 can be taken in place of MIS 370. Notes: MIS maprs are strongly urged to consider PHI 130, MAT 122, ECO 425 and MIS 479. Students who wish to major in MIS should select an MIS faculty adviser as soon as possible to plan their degree program. Transfer Students:MIS maprs must either earn at least four of their Upper Division courses at Augsburg or must receive an exemption from the Department faculty. Honors Major: GPA of 3.5 in the mapr and 3.1 overall; a senior thesis and an oral examination on some aspect of the major. Course Prerequisites: If you lack either the course mpkements or the Mathematics Placement Group (MPG)quimnents, you may not be admitted by the instructor. Mathematics Placement Group (MPG) requirements: MIS 175,279,370,479, CSC 170,210 and all 100 level Math courses have Placement Group requirements. Since all maprs in Business, Economics and MIS must take MIS 279, they all must have at least MPG 111. Mathematics Placement Group Information: To obtain your current Placement Group, contact the Mathematics Department, Weekend College, or the secretaryin the Departments of Business, Economics, and MIS.A Mathematics Placement Group (MPG) is based on: 1) a review of course transfers, 2) the score on the most recent placement exam,or 3) passing various 100level Mathematics coqrses at Augsburg. If you have previous courses that are not in your MPG, submit your transcript to the Mathematics Department for review. If you plan to take the placement exam,consult the Mathematics Department for specific information on the exam schedule, the materials covered and the availabilityof computerized tutorials. see which mathematics courses will generate a particular Placement Group, consult the Mathematics Department. Placement Group time limits: The MathematicsDepartment may disregard courses taken more than five years ago and may choose to lapse an MPG given more than five years ago. 175 Computers for Business, Economics and MIS An introduction to microcomputer-based information systems. Study features of hardware, operating systems, languages and current applications. Learn to use MSDOS, Lotus 123(graphics, database and logical functions)dBase HI+ and Minitab. May study other applications (Microsoft Works, Word Perfect). The completion of MIS 370 with a passing grade will serve as a substitute for MIS 175. (prrreq.: MPG 11or else a Pass in MAT 103, a self-paced course). 199 Internship Lower Division Internship (see MIS 399) 279 Quantitative Methods for Business, Economics and MIS An introduction to quantitative reasoning,descriptivemeasures, probabil- ity, sampling distributions, infaence and estimation. Emphasis on their use in applied problems in business and economics. Minitab may be required to analyze and survey data. e r e q . : MIS 175and either Math F'lacement Group III or a grade of at least 2.0 in MAT 104). Topics Lebures, discussions, meeting with members of the staff or visiting faculty regarding research methodology and readings in the area of Management InformationSystems. Directed Study Independent study for Lower Division credit (see MIS 499) Advanced Computing for Business, Economlcs and MIS An investigation of programmable systems. Examine basic algorithms and associated flow charts and pseudocode. Apply these concepts by programming some of these software: BASIC, DOS, Lotus and dBASE. (Prereq.: MPG III or a Pass in MAT 104. Also, MIS 175 or CSC 170, or, with permission of instructor, extensive knowledge of Lotus and DOS). Management lnformation Systems in the Organization Use of a systems approach in analyzing the role of information systems in organizations. Review the features of computers (hardware and software) and various types of information systems. May involve several case studies: review business needs, summarize the relevant findings (hardware, software, systems, etc.), identify the options and communicatethe recommendations.Learn to use a CASE tool such as Excelerator for systems analysis. (Preq.: BUS 221, BUS 242 or 252, and one computer course such as MIS 175or 370). Consult with the instructor about variances in prerequisites. Recommended: PHI 130 and ENG 223. Internship Program A student may receive credit through an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend one full term working with an organization. In addition, the students prepare a written report on the activities involved. (Prereq.: consent of instructor) Systems Analysis and Design Identifythe necessary steps of systems analysis and design. Investigate various representations for information, processes and relationships. Utilize analytical tools such as data flow diagrams and CASE tools such as Excelerator. Complete a rudimentary systems design. (Preq.: MIS 375) lnformation Systems Projects Using skills developed in MIS 375 and 475, generate a complete and extensive project of systems analysis and design. (Prereq.:MIS 475) Intermediate Quantitative Methods for Business Economics and MIS Utilize computer packages relevant to statistical analysis. Programming tools include spreadsheets, Minitab, SPSS and other statistical packages. Areas of interest include statistical descriptions, analysis of variance and statistical inhence plus linear models, queuing models and Monte Carlo simulations. (Prereq.: MIS 175,279, Math Placement Group IV or a grade of at least 2.0 in MAT 114,121, or 122. Recommended:MIS 370) 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to provide an opportunityto analyze a topic in depth. (Prereq.: consent of instructor) Chemistry is the science of the changes in matter, examining those changes and working toward an understanding of them. Correlating the results of physics and opening the vistas of molecular biology, chemistry has been described as the central science because matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientistsmust be well versed in the science of chemistry, howledgeable in fad and theory for solving scientific problems, capable of providing a public understandingof their work including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences is imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schoolsof the American Chemical Society (ACS)and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. To provide programs of study for professional goals in addition to the traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field however that may change after graduation and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to seriously study areas outside of the sciences; and To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of mapr concepts underlying the changes in matter, the opportunity to examine change in the physical world and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty:Earl R. Alton (Chairperson), Arlin E. Gyberg,John R. Holum, Joan C. Kunz, Michele Nielsen Graduation Major (Bachelor of Arts) in Chemistry:115,116, (or 105,106) 351,352, 353,361,363 and one additional course from 364 and 365,464,481,483, or Biochemistry. Participation in seminar; PHY 121,122; MAT 124,125. Because Upper Division courses have mathematics and physics prerequisites, students should plan to take MAT 124,125 or MAT 145,146 in the freshman year and PHY 121,122 in the sophomore year. Teaching Major: Chemistry Major (for licensure in Physical Science): Recommendation for licensure in Physical Science requires General Chemistry (115,116 or 105, 106); CHM 351,352,353,361,363,491; and one advanced course; PHY 121,122 and two additional physics courses. Modem Physics and Electronics are recommended. Students are advised to consult with the Education Department early in their planning. Pre-Medical Chemistry Major: The same as the graduation mapr. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry Department for assistancein planning a course program early in their college career. Bachelor of Science: Persons completing the ACS mapr and meeting the graduation requirements of the College shall be awarded the Bachelor of Science degree. American Chemical Society Approved Major (Bachelorof Science): 12 courses including 115,116 (or 105,106) and all chemistry courses above 350 (except 399, 497,499); Chemistry Seminar participation; MAT 124 or 145, MAT 125 or 146, and 224 or 245; PHY 121,122 (which should be taken during the sophomore year). Reading ability in German equivalent to two semesters, computer proficiency, Modem Physics, additionalmathematics and research experience are recommended. Honors Major: Full ACS major; average of 3.5 in chemistry, mathematics, and physics, 3.0 overall; one course or summer of approved research; participation in seminar. Minor: Five courses which must include 115,116 (or 105,106), 353 and two other chemistry courses from 223,351,352,361 or BIO 367. Note: Credit will not be granted for both 105and 115, or for both 106 and 116. Other restrictions are in course descriptions. E Most courses in this Department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed with a grade of 2.0 or P, or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a tw* term course in registering for the second tam. Placement in 105or 115is determined by the score on the Mathematics Placement Examination: 105requires Group II placement; 115requires Group I11 placement. High school chemistry is a prerequisite for 115. 105,106 Principles of Chemistry Somewhat less rigorous than 115,116; designed especially for students who will not mapr in chemistry, although students may go from 106to 351,353. This course covers basic concepts in chemistry, often from an historical, technological or environmentalperspective. (Three onehour lectures, three hours of laboratory. Prereq.: Math Placement Group II) 109,110 General, Organic and Biological Chemistry Designed for students who need a survey of the fundamental principles of general, organic and biological chemistry for careers in allied health areas such as nursing (including Augsburg's Upper Division Program), inhalation therapy, histotechnology, physical education and others. Open also to students in the humanities and social sciences. Fmt term, general chemistry principles and an introduction to organic chemistry. Second term, organic and biological chemistry with special applicationsto human physiological chemistry. (Three onehour lectures, two hours of laboratory. This course does not apply toward the mapr or minor in chemistry. Credit cannot be earned for both 109and 105 or 115, nor can credit be earned for both 110 and 351. Prereq.:High school chemistry within the last five years) 115,116 General Chemistry An intensive course for pre-medical students and future chemists. First semester includes chemical equations and calculations, energetics and bonding theory with examples from inorganic chemistry. The second emphasizes equilibrium and solution chemistry including kinetics and electrochemistry. Many topics are presented from an historical approach and bring in discussion regarding technologies and values resulting from science, with recognition of current events or concerns. (Three onehour lectures, three hours of laboratory. Prereq.: High school chemistry, Math Placement Group III) 199 Internship A work-based learning experienceat the sophomorechemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of chemistry with the opportunities inherent in the placement. Partidpation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding quirements and permission to register. Students are encouraged to seek an appropriateplacement site by registering with the Intanship and Cooperative Education Office. 223 Elementary Organic Chemistry This onsemester course is designed for students whose professional goals require some background in organic chemistry but not the rigor of the year-long organic course. As a survey course, topics covered will include synthesis, properties and reactions of selected aliphatic and aromatic compounds. This course will not count toward a Chemistry major, nor will credit be given for this course if Chemistry 351,352 is taken, nor does it fulfill the prerequisite requirement for Chemistry 352. Credit cannot be given for Chemistry 110and Chemistry 223, nor does Chemistry 223 meet Biochemistry requirements for other programs. (Preq.: 106 or 116.Three lectures and one threehour laboratory per week) 299 Directed Study Independent Study for Lower Division credit/sophomore standing. Students interested in directed study projects should contact a faculty member in the Chemistry Department. 351,352 Organic Chemistry Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theohesif chemical bonds, energy relations and reaction mechanisms; many applications of organic chemistry to biological, environmentaland industrial fields. (Three onehour lectures, one four-hour laboratory. Prerq.: 106or 116) 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysisand solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples and includes trace analysis. (Three hours of lech.m, one four-hour laboratory. Pweq.: 106or 116) 361,364 Physical Chemistry The basic theoreticalconcepts of chemistry: thermodynamics, kinetics, quantum theory and states of matter are studied in the first semester. Applications of these concepts to areas of molecular structure, equilibria and electrochemistryin the second semester. (Threeone-hour lectures. Prerq.: 106 or 116; PHY 121,122; MAT 124or 145, MAT 125or 146) 363,365 Physical Chemistry Laboratory (112 course each) Physical Chemistry Laboratory introduces students to techniques of data collection and analysis and experimental application of concepts p r e sented in Physical Chemistry lecture. CHM 363 is to be taken the first half of the semester and involves experiments related to 361. CHM 365 is to be taken the second half of the semester by aJl persons taking 364, except that special students may ask the Department for exemption. 399 Internship A work-based learning experienceat the junior-senior chemistry level in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Participation in a concurrent seminar is ex@. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. 464 Advanced Organic Chemistry Organized around the problems of identifyingorganic compounds in the laboratory. Lecture topics include struchm-spectra correlations for IR, UV,N M R and mass spectroscopy; use of the literature (including Beilstein); and further study of organic reactions. Infrared, nuclear magnetic resonance and ultraviolet spectra routinely used. (Threehours of lecture, six hours of laboratory. Prereq.: 352,353,361 or consent of instructor; some reading knowledge of German.) 481 Advanced Analytical Chemistry Emphasis upon advanced equilibrium theory and principles of atomic and molecular spectroscopy as applied to analytical mkhods as well as chromatographic and eledroanalyticaltechniques of analysis. (Three hours lecture, one four and onehalf hour laboratory. Prereq.: 353,361, or consent of instructor.) 482 Advanced Inorganic Chemistry Selected topics, including descriptivechemistry, spectroscopicdata interpretation, correlation of inorganic reactions using the electrostatic, valence bond and molecular orbital models. Coordination chemistry is discussed in terms of ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (Threeonehour lectures, one three-hour laboratory. kereq.:352,361, or consent of instructor.) 483 Quantum Chemistry Presents quantum theory in terms of Schrodingeis wave equation and uses the equation to solve the problems of the harmonic oscillator and the hydrogen atom. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. Includes commutators, electron spin, angular momentum and group theory. (Threeone-hour lectures. Prereq.:364 or consent of instructor.) 491 Chemistry Seminar This seminar, which has no course credit, is a weekly meeting of chemistry maprs under the direction of the Augsburg Chemistry Society.Juniors and seniors are expeded to participate, with seniors presenting papers. Outside visitors are also invited to participate. 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation. Such experiencemay be obtained by working on a summer research project in the Department (not counted as a course) or by research participation during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunityto be involved in industrial research projects. @mior or senior standing) 499 Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via Independent Study. aunior or senior standing) COMMUNICATION (See listing under Speech, Communicationand Theatre.) Khin Khin Jensen, Director Major or minor in East Asian Studiesare offered through Augsburg and the other Associated Colleges of the Twin Cities (ACTC).This is an intercollege, interdepartmental program which provides a foundation for careers in international business, government, teaching, global ministries, work with socialand recreational agencies or graduate studies. Two years of Japaneseare taught on one of the five ACTC campuses, or Augsburg students may take Chinese courses at Hamline University. There also is a contractual arrangement with the University of Minnesota East Asian Studies Department for Japanese and Chinese language studies. Opportunities for language study abroad are available in Japan, China, Taiwan, Korea, Hong Kong and Singapore. Summer institutesare available in the People's Republic of China and in the U.S. See the Director for information and procedure to register for any of these courses or travel. Non-majors in the program are eligible to take the Chinese or Japanese language courses, which may be taken for distribution requirement. Major in East Asian Studies: 10 courses, including four courses (two years) of basic college Chinese or Japanese, or equivalent competencies; two courses in history; two courses in cultural specialization or comparative studies, and two courses from a list of approved electives. Major courses must have the written approval of the Director of the program. Minor in East Asian Studies: Five courses, includingtwo courses (one year) of basic college Chinese or Japanese or equivalent competencies; one course in history of East Asia; and two Upper Division courses in cultural specializationfrom a list of approved electives. Minor courses must have the written approval of the Diredor of the program. Minor in East and Southeast Asian Area Studies is an area concentrationat Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. Minor in East and Southeast Asian Area Studies: Five courses, two from HIS 322, 323,324; one from PHI 355, REL 356, SOC 336; one from HIS 474, POL 351,363,282; and one from HIS 226,399,495,499. HIS 104 is stronglyrecommended. Note: Interim courses related to the East and Southeast Asian Studies program may be substituted when appropriate, with the consent of the Director. 226 Asian and Asian-American Women in Public Life in the 20th Century (See under History Department.) 299 Directed Study (See Director of Program.) 322 Modern Southeast Asia (See under History Department.) 323 Modern China (See under History Department.) 324 Modern Japan (See under History Department.) 351 Communist Political Systems (See under Political Science Department, Comparative Politics and Analysis.) 363 Communist Foreign Policies (See under Political Science Department, International Politics.) 382 From Marx to Mao (See under Political Science Department, Political Theory and Analysis.) 399 Internships (See Director of Program for guidelines to apply for an internship.) 474 The World and the West (See under History Department.) 495 Seminar (See Diredor of Program.) 499 Independent Study (See Director of Program for guidelines.) ECONOMICS (ECO) D E P . The Department of Economicsat Augsburg College offers a program stressing a strong theowtical background, quantitative techniques and an emphasis on both national and international issues. Students who graduate with a degree in Economics are well prepared to continue their education in a variety of fields due to the strong liberal arts emphasis within the mapr. Three majors are offered to students within this Department. The General Economicsmajor is designed for students who are planning graduate or professional studies. The Applied Economics mapr generally leads to careers in the business world. Finally, the combined Business Administration/Economics major is designed for those who wish to have more flexibility in plannning their program of study. Economics course offerings are designed to meet the needs of students preparing for advanced studies as well as for those who, immediatelyafter graduation, are interested in starting a career. An Augsburg Economics mapr provides a solid foundation on which to build national or international careersin business, law, government or public service. The program allows students, once they have completed the core courses, to concentrate on their specrficareas of interest. Studentsare able to combine an Economics major with other disciplines. For example, business, international relations, mathematics, management information systems (MIS), political science, Soviet and East European area studies or Scandinavian area studies are often combined with economics. Economicsmajors and minors are available both through Day School and Weekend College. Economics F a d * Satya P. Gupta (Chairperson),Jeanne Boeh,Magda PalecznyZapp, Edward Sabella. Adjunct Faculty: Paul Halverson, M. Shahid Islam, Eli Ndosi, Edward Raupp, Hamed Sallam, Yong Narn Song Major in Economics: Eight Economics courses (112,113,312,313,414, and three other Upper Division); and BUS 221,222; MIS 279; and MAT 114. The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. Computer courses are also strongly recommended. Major in Applied Economics: Eight Economics courses (112,113,215,312,313, and three other Upper Division); and BUS 221,222; MIS 175,279,479; MAT 121;and PHI 130. Combined Major in EconomicsBusiness Administration:S i x Economics coursg (112,113,312,313, and two other Upper Division);eight Business Admhktration/MIS corn (BUS221,222,242,252,331; MIS 279 and two other Busings Upper Division) Honors Major: GPA of 3.5 in the mapr and 3.0 overall; a senior thesis and compre hensive oral examination in the mapr field of concentration. Minor in Economics: ECO 112,113,312,313, and one additional Economics Upper Division course. Other configurations may be permitted on consultation with the Department. Notes: Students who plan to mapr in the Department are strongly encouraged to select a Department Adviser as soon as possible in order to c a d y plan their program of study. In addition to the courses listed below, these topics have been offered under ECO 295,495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics and Business, Advanced Economic Theory, DecisionMaking with Finite Markov Chains, and Soviet Economy. 110 112 Economics of Urban Issues Study of economic implications of many problems facing a metreurban environment.Some of the topics to be discussed are: Population "Crisis," Crime Prevention, Ecology and Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental microeconomic tools introduced to facilitate discussion of the above mentioned topics. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration. It does not apply toward an Economics major or minor. Students who plan to major in Business Administration, MIS and/or Economics should enroll in ECO 112and 113 which are also open to non-majors.) Principlesof Macroeconomics An introduction to macroeconomics, national income analysis, monetary and fiscal policy, internationaltrade, economic growth. Application of elementaryeconomic theory to current economic problems. May be taken independently of 113or 110. ECO 112and 113maybe taken in either order, or may be taken in the same term for the student to progress rapidly to the other courses. 113 Principles of Microeconomics An introduction to microeconomics,the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of 110 or 113. ECO 112and 113may be taken in either order, or may be taken in the same term for the student to progress moR rapidly to other courses. 175 Computers for Business, Economicsand MIS (See Business, M I S 175.) 199 Internship Lower Division Internship. 215 Elements of Mathematical Economics Economic concepts explained using mathematics as a tool. Examples from finance, management and marketing are also examined. Prerq.: ECO 113) History of Economic Thought A chronological study of the major economic thinkers in the political, economic, philosophical and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking in an attempt to provide a framework for understanding and analyzing current social problems. Major topics may include anaent, medieval, mercantilist, classical, socialist/utopian and modern economicthought. Quantitative Methods for Business, Economics and MIS (See Business, MIS 279.) Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodologyand current national and international economics problems and policies. (Prereq.:consent of instructor) Directed Study Independent Study for Lower Division credit. Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.: ECO 112,113) lntermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: ECO 112) lntermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113) Contemporary East-West Economic Relations This course explores the motivations for economic cooperationbetween countries with different political and economic systems. The conditions for East-West economic cooperation and its will be analyzed. The focus is on recent developments in joint economic and industrial cooperation. The institutions and systems that drive commerce and governance will be explored and explained (including institutional changes in the directing of foreign trade in centrally-planned economies).At the global level, effects of GATT, IMF, the World Bank, EEC and CMEA on EastWest economic relations will be examined. (Prereq.: ECO 112 or 113) Money and Banking Functioning of the monetary and banking systems, particularly commer- cial banks, the Federal Resenre System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112,113) Comparative Economic Systems This is an interdisciplinarycourse with emphasis on the differences and similarities between market and planned economies and the recent institutional changes in Eastern Europe. The course evaluates the performance of different economic systems with resped to their allocation of resources. Different theoretical models are examined and compared to their real-world variants in an attempt to assess the relevant merits of capitalism, socialism and market socialism. (Prereq.: ECO 112or 113) Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications, which are taken from the areas of transportation, marketing, portfolio selection, environmental protection, the shortest route, inventory models, information systems, etc. (Prereq.:ECO 313) International Trade and Finance A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade; balance of payments; exchange rate systems and commercial policy. (kereq.: ECO 112or 113) Internship Program A student may receive course credits through an Internship program which is applicable to graduation, but not to the major. This program will afford the student the opportunityto spend one full term working with an organization.In addition, the student &ill write a report on his/h& activities. (Prereq.:consent of instructor) Labor Economics Analysis of labor markets; labor as a factor of production; determination of wage collective bargaining; labor legislation and effects upon society. (Prereq.:ECO 313. On demand.) Welfare Economics Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313) Managerial Economics Integrates economic theory and correspondingpractices in business. Among the topics considered are theories anapractices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations and an analysisof economic problems of relevance to management. (Prereq.:MIS 279, ECO 313) 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macm-emnomictheory. (Prereq.:ECO 312,313 and at least MAT 122or equivalent.On demand.) 479 Intermediate Quantitative Methods for Business, Economics and MIS (See Business, MIS 479.) Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. (Prereq.: consent of instructor.) 499 Independent Study The student may earn Independent Study credits through individually supervised projects designed to afford him/her the opportunityto analyze some topic or issue in depth. (Renq.: consent of instructor.) E D U ~ ODEPARTMENT N (EDE, EDS, EDU) Studentsintemted in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will find opportunities in the Department of Education Professional education combinesthe study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. Classroom teachingis the career that first comes to mind for graduates of teacher education pmgmns. Augsburg graduates are found in many classrooms within the Twin Cities m.In addition, they provide educational services in classrooms across the nation and in some foreign countries. The teacher education program coupled with the liberal arts program serves as a solid base for graduate education Some teaching fields mquire graduate work beyond the initial license in either elementaryor secondary education However, not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in management, sales, production and service areas. As of April 1,1988, all persons are required to take basic competency tests (prescribedby the Minnesota Board of Teaching) in reading, writing skills and mathematics prior to begnning Upper Division courses. All students must apply for acceptance into the Education Department. Any course grade below 2.0 must be retaken. Licensure in Kindergarten-Elementary Education is availableboth through Day School and Weekend College.Selected secondary education programs are also available in Weekend College. Education Faculty: Mary Ann Bayless, Carolyn Clemmons, Bruce Drewlow, Mary Endorf, Marian Enos, Joseph Erickson, Ann F'leener, Ethelind Garetz, Rich Gerrnundsen, Hamet Johnson, Marie McNeff, Phyllis Metcalf, Vicki Olson, JacquelineRichardson, Mary Jo Stump Kindergarten-Elementary Major and Licensure Requirements: 265,341,351,352, 381,382,383,384,386,387,388,481,482,483; HPE 114,115; SWK 260; PHY 103; and an academic minor. If those persons also desire kindergarten licensure, EDE 375: Discovery Learning in the World of Kindergarten, is also required. A GPA of 2 5 overall and 2.5 in major and academic minor and grades of P in student teaching courses is required for licensure, as well as minimum grades of 2.5 in all Education courses. Students must also fulfill requirements of the Minnesota Board of Teaching 5 MCAR 3.041 in Human Relations. The criteria for acceptance into the Department Licensure Rogram are available in the Education Department. PHY 103 Conceptual Physics The examination and preparation of materials and resources for Elementary School science teaching. This course fulfills the math requirement for licensure as well as the science methods course. Students must have a Level I11 Math Placement before enrolling in this course. 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore education as a major and consider its career alternatives. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek a n appropriate placement site by registering with the Internship and Cooperative Education Office. 245 International Education An examination and comparison of selected Western and non-Western educational systems as well as an investigationof possible careers in international education. 255 Orientatlon to Education In an Urban Setting and Field Experlence Investigation of various aspects of the teaching profession and opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizationsis required. @rereq.: sophomore standing or above) EDU 263 Critical Thinking Emphasis on development of the ability to analyze information, examine validity of claims and position as well as articulate positions and reasoning. Interaction with content from a variety of academic disciplines. EDU 264 Urban Education In the 1990s This course provides an opportunityfor students to serve as tutors in urban educational environments. Students will be trained to understand the importance of multicultural, gender fair education for all ages and to understand the need to address a diversity of learning styles in urban educational settings. EDU265 Orientation to Education In an Urban Setting and Field Experience Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizationsis required. (kereq.: Sophmore standing) 282 Introduction to Special Education (See Special Education.) 295 Topics Study of selected topics in education that are not treated extensively through current course offaings. Specifictopics will be announced. 299 Directed Study Lower Division Independent Study. EDU 341 Media Technology (1 12 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production and evaluation of effective audievisual materials for teaching/leamingsituations. Computer training will be included in this CO351 Techniques of Teaching Reading The study and utilization of a variety of techniques and resources in reading, and the diagnosis and correction of reading difficulties. 352 Creating Learning Environments: Kindergarten-Elementary and Fleld Experience The study of strategies and methods of teaching and learning in the contexts of educational, psychological and sociological theories. Membership in one of the professional teacher organizationsis required. 370 Classroom Management A class for Elementary and Secondaryeducation students. The content of this course includes theories, issues and strategiesof classroom manage ment techniques. EDU 371Teaching the Individual Learner A class for Elementary and Secondary students designed to address the educational needs of a diverse student body. Includes strategiesfor teaching special education students in the regular classroom as well as teaching the student at risk Students are encouraged to take introduction to Special Education (282) prior to registering for this course. 375 Discovery Learning In the World of Kindergarten (1/2 course) Study and utilization of a variety of techniques and resources for teaching kindergarten. (Required for all persons seeking kindergarten licensure.) 381 Kindergarten-ElementaryCurriculum: Art, Music (1/2 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementarylevels. Laboratory experiences. 382 Kindergarten-ElementaryCurriculum: Mathematics (112 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. 383 Kindergarten-Elementary Curriculum: Physical Education, Health (1/2 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. Laboratory experiences. 384 Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies (1/2 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. 386 Kindergarten-ElementaryCurriculum: Children's Literature (112 course) Examination and preparation of materials and resouKes for children's literature at the kindergarten and elementary levels. Laboratory experiences. 387 Kindergarten-Elementary Curriculum: Language Arts (1/2 course) Examination and preparation of materials and resources for language arts at the kindergarten and elementary levels. Laboratory experiences. EDU388 Human Relations (1/2 course) Emphasis on the study of values, of communicationtechniques and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Partidpation in a c o n m t seminar is acpebed. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement siteby registering with the Internship and Cooperative Education Office. 478 School and Society (SeeSecondaryEducation.) 481,482,483,484 Student Teaching K-6 Observing and facilitating learning at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Membership in one of the professional teacher organizationsis required. Students must apply to student teach at least three months prior to enrolling for the courses. Four courses in student teaching (481,482,483 and 484) are recommended unless otherwise advised by the Education Department. (Prereq.: All K-Elementary coursework satisfactorily completed or permission of the Department for an exception. Admission into the Education Department Licensure Program and admission for Student Teaching) 491 Practicum and Seminar in Special Education (SeeSpecial Education.) 495 Topics Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 498 lndependent Study (112 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 lndependent Study Opportunityfor advanced and specialized reseamh projects not otherwise provided for in the Department curriculum. A projected program must be outlined and approved by the kindergarten-elementary faculty. Student Teaching Abroad Selected Education Department students may participate in the International Student Teaching Abroad program coordinated through Moorhead State University. Students have options for student teaching in dozens of countries through the international and American School network Those interested in further information should contact the Education Department. Students who student teach abroad will do part of their student teaching in the Metro area under direct Augsburg faculty supervision. It is the responsibility of each student to meet all specific requirements of the Education Department. Secondary Education students are advised to consult with Education faculty regarding state requirements for teacher licensure, in addition to conferring with the student's mapr field adviser. Licensure Requirements of the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department Licensure Program: Baccalaureatedegree; academic mapr in an approved teaching area; EDS 265,354,388,478, methods course(s) in major area, EDS 481,482 (and 483 for Art, Music, and Physical Education teaching maprs); HPE 114,115; SWK 260; GPA of 2.5 overall, 2.5 in all education courses, 2.5 in academic mapr and P in student teaching. Application for and acceptance into the Augsburg Licensure &gram q u i d . Criteria for admission to the program are available in the Education Department. Art, Music and Physical Education Licensure: A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take three courses in student teaching and do %me student teaching at both the secondary and elementary levels. In addition to 354, the art mapr will register for 361,362; the physical education mapr for 365; and the music mapr for 355. Art and physical education teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: 1) Band (K-12) and classroom music (5-12); 2) Orchestra (K-12) and classroom music (5-12); 3) Vocal and classroom music (K-9); or 4) Vocal and classroom music (5-12). Foreign Language Licensure: For foreign language teachers (French, German, Spanish), see Foreign Language Department for information on the required competencyexams. Teaching in the Minor Field: Minnesota State Rule provides for restricted teaching in selected fields in which a person has received a minor. Students must be accepted into the Education Department Licensure Program, take the minor subject area methods course, and student teach in the minor area to receive licensure or be recommended for an endorsement by Augsburg College. The Professional T e r n School and Society and Student Teaching are taken jointly in one full-time term in professional education. Attendance at student teaching seminars is required. All students are expected to be involved full-time in the activities of the professional term. 199 Internship A work-based learningexperiencein which a student, faculty member and site supervisordesign a learning agreement which enables the student to explore education as a mapr and consider its career alternatives. Participation in a concurrent seminar is expected. Prior to the beginning of the term/ registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by register- ing with the Internship and Cooperative Education Ofke. 245 International Education An examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in internationaleducation. EDU 263 Critical Thinking Emphasis on development of the ability to analyze information, examine validity of claims and positions as well as articulate positions and reasoning. Interaction with content from a variety of academic disciplines. EDU 264 Urban Education In the 1990s This course provides an opportunity for students to serve as tutors in urban educational environments.Students will be trained to understand the importance of multicultural, gender fair education for all ages and to understand the need to address a diversity of learning styles in urban educational settings. EDU 265 Orientation to Education in an Urban Setting and Field Experience Investigatesvarious aspeas of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the professional teacher organizations is required. (Prerq.:Sophomore standing) 282 Introduction to Special Education (See SpecialEducation.) 295 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Independent Study for Lower Division credit. EDU 341 Media Technology (1/2 course) (See Elementary Education.) 350 Reading in the Content Areas (1/2 course) The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: Required for Secondary Education. Upper Division. 354 Creating Learning Environments: Secondary and Field Experience The mastery of theories and their application for teaching in learning settings. Laboratory experiences. Membership in one of the professional teacher organizations is required. 355 Music Methods (K-12) Trends and issues in music education. The developmentof music skills and teaching procedures for school music K-12. Workshops and laboratory experience. 356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings (1/2 course each) Study and application of instructionalmethods, materials and techniques. 361 Art Methods (Elementary and Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle and junior high schools. For art teaching maprs only. 362 Art Methods (Senior High School) (1/2 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (To be taken concurrentlywith 361.) 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literatureis included. (Prereq.:EDS 354: Creating Learning Environments) HPE 365 Physical Education Methods (K-12) (See Health and Physical Education Department.) 366 370 Foreign Language Methods (1/2 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department) Classroom Management A class for Elementary and SecondaryEducation students. The content of this course includes theories, issues and strategies of classroom manage ment techniques. EDU 371Teaching the Individual Learner A class for Elementary and Secondary students designed to address the educational needs of a diverse student body. Includes strategies for teaching specla1education students in the regular classroom as well as teaching the student at risk. Students are encouraged to take EDS 282: Introduction to Special Education prior to registering for this course. 374 Natural Science Methods (1/2 course) Course structures, goals and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. Consult with the Education Department. 375 Social Studies Methods (1/2 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategiesand curriculum development.Consult with the Education Department. 376 Speech and Theatre Arts Methods (1/2 course) The teaching of basic speech, interpretative reading, discussion and theatre and the directing of d c u l a r speech and theatre activities. 377 Mathematics Methods (1/2 course) Study of the basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. Consult with the Education Department. EDU 388 Human Relations (112 course) Emphasis on the study of values, of communicationtechniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. 399 Internship A work-based learning experiencein which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of education with the opportunities inherent in the placement. Participation in a concurrent seminar is expeded. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. HPE 410 Health Methods (See Health and Physical Education Department, HPE 410: Admiistration and Supervision of the School Health Program.) 478 School and Society Emphasis on points of view about the role of school in modern society and final theoretical preparation to approach student teaching. Membership in one of the professional teacher organizationsis required. (Prereq.: Senior standing; concurrent registration with 481,482,483, or 484) 481,482,483,484 Student Teaching Observing and directing learning at the secondary level under supervision of college and secondary school personnel. Three courses recommended of all majors and four courses required of Art, Music, and Physical Education majors. Four courses required of double majors. (Concurrent registration with 478) 495 Topics Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 498 Independent Study (1I2 course) Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunityfor advanced and specialized research projects not otherwise provided for in the Departmental curriculum. A projected program must be outlined which meets the approval of education faculty. Phyllis Metcalf, Coordinator Minor: Minimum of six courses (282,491; PSY 351,357; one course chosen from HPE 354, MUS 110 or 395; PSY 362; EDS 385 or SWK 304); and one course chosen from PSY 352 or 359, or EDS 388. BIO 103 is recommended as an additional course. 282 Introductionto Special Education Introduction to the field of special education. An examination of the nature, causes and educationalinterventions for such exceptionalities as mental retardation, physical disability, hearing and vision impairment, l e g disabilities, behavior disorders and giftedness. 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar.(Prereq.:completion of courses for Special Education minor or consent of instructor. Students planning to take this course should consult with the Special Education Coordinator about a placement prior to registering for the course.) Augsburg College has cooperative arrangementswith three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineeringdegree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis,Missouri; or Michigan Technological University, Houghton, Michigan. Becau~of the specla1requirements and opportunitiesof these programs, early consultation with the Augsburg Engineering Adviser is necessary.Applications for these programs require the recommendation of the Augsburg Engineering Adviser. Stuart Anderson, Adviser University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineeringprograms: Bachelor of Amachelor of Engineering ( B A K E . ) enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of ArtslMaster of Engineering (BAJME.) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota.This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is thesame as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum.The number of such courses varies by lT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participantsin the B.A./M.E. program are not guaranteed admission to the Institute of Technology. Washington University (Three Year Plan) Michigan Technological University (Dual Degree Plan) These two programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a fiveyear period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they will complete course requirements, have the requisite cumulative grade point average and are recommended by the Engineering Adviser of Augsburg College. Students are also enmuraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further informationon these and other graduate programs is available from the Augsburg Engineering Adviser. FinancialAid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineeringschool of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. E Minimum Course Requirements for Admission to the Dual Degree or ThreeTwo Programs: CHM 115,116;CSC 170;ENG 111;MAT 124,125,224,226 or MAT 145,146,245,247; PHY 121,122;additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 or 145, 146 and PHY 121,122 are taken in the freshman year. Studentsinterested in Chemical Engineering also should take CHM 351,352. Those who study Enghsh believe that an intense concern for words, ideas and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life's complexity, experiencelifeas others do and undentand better the world in which we live and work English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and socjology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With sciencerEnglish is interested in discovering order and determining structures. With speech and communication,English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English Department integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films and readings available near the campus. Enghsh majors have the opportunity to use and refine their skills through Internships on and off campus, tutoring English as a Second -ge (ESL ) studentsrtutoring in the Writing Lab or participating in the Cooperative Education Program Students with an Augsburg Enghsh major pursue careers in elementary, secondary and college education, journalism, government, law, the minis try,library science, medicine, advertising, public relations, publishing, writing and other professions and businesses. English Faculty: Kathryn Swanson (Chairperson), Barbara Andersen, Cathleen Dalglish, Douglas Green,Joan Griffin, John Mitchell, Catherine Nicholl, Ronald Palosaari, John Schmit Major:Nine courses above 111,including 225 and 245;one Upper Division course in American literature; one course in Western literary tradition (271or 272); and three courses in British literature, one on literature before 1660 (for example, 331 or 438) and one that surveys a number of writers (336,337,423). Majors are encouraged to consult their Departmental Adviser regularly. A student with a double mapr or special program that involves considerable work in the English Department should also work closely with an adviser in the D e v e n t . Note: Transfer students must take at least three of their English courses at Augsburg. English-Language Arts Teaching Major:Ten courses, including those listed under the major, ENG 345,and an Internship in the teaching of writing. One course must include a component in non-Western literature. In addition, the ACTC courses, Communication Skills in the English Classroom and Teaching Mass Media, are required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their mapr during the freshman and sophomore years, and apply for teacher education not later than the spring of their junior year. Students in this program must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the mapr. Honors Major: GPA of 3.5 in the mapr and 3.0 overall; submit proposal to Department Chairperson by October 15in senior year for Department approval. Submit and defend paper before faculty committee. Honors project may be an Independent Study program (refer to Departmental guidelines). Minor: Five courses above ENG 111,including ENG 245, an Upper Division literaturecourse, and an additional writing course. Note: Transfer students must take at least two of their English courses at Augsburg. Note on Concentration:In addition to meeting requirements for the rnapr, English maprs may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives in the mapr, by the design of an Independent Study course that applies to the concentration, and by the selection of some related courses outside the Department. English majors should work closely with their advisers in developing a concentration. Interim courses, special courses and courses at other ACTC schools will often fit well into a concentration. The English Placement Test: A writing sample is q u i r e d of students to determine their placement in an appropriate writing class. Students who do not show competence in composition skills such as stating and supporting a thesis, organizing clearly, and constructingparagraphs and sentences are required to enroll in Developmental Writing where they will receive more individual instruction than is possible in Effective Writing. These students must pass Developmental Writing before enrolling in Effective Writing. Note on Prerequisites:ENG 111is strongly recommended but not a prerequisite for a Lower Division literature course. Prerequisite for an Upper Division literature course is ENG 245 or consent of the instructor. 101 Developmental Writing A preparatory course for ENG 111:Effective Writing required of students identified by a writing sample (the English Placement Test) as needing additional preparation in composition. Students write short papers based on their own observations, experiences and thoughts. P/N grading only. Students receive a course credit, but this does not fulfill the graduation requirement in writing. 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing a-itical reviews. At least one work of literature is assigned. Attention is given to increasing students' effectiveness in choosing, organizing and developingtopics, thinking critically, and revising for clarity and style. A Writing Lab is provided for those needing additional help. The minimum passing grade for this course is 2.0. 216 American Indian Literature A study of representative works of poetry and fiction by selected Arnerican Indian writers. Discussion and analysis will focus on ways in which literature reflects and illuminates American Indian culture and traditions. 217,218 English as a Second Language (ESL) Consistent, repeated work on pronunciation, vocabulary and American idioms, grammar and sentence patterns make up a major part of these courses. In-class drills and exercises, assignments and sessions with ESL tutors are means for students to improve oral skills and i n m their fluency. Understanding spoken Akerican English, speaking,reading college-level materials and writing are the skills emphasized in these two cow&. Testing will determine in these courses, and testing, as well as other course work, will determine whether the ESL requirement is met. These courses are graded either P/N or 2.0-4.O/N. Students will continue in ESL until the requirement is completed. By successfully completing the courses, students will have fulfilled the foreign language distribution requirement. 223 225 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters and proposals will be emphasized. Students will be encouraged to use material from their own areas of specialization. (Prereq.: 111) Intermediate Expository Writing This course builds on the practices and methods of Effective Writing, ENG 111.Its workshop format stresses style and organization, the process of revision, self and peer evaluation and the relationshipbetween reading and writing. (Prereq.: 111) 226 Introductionto Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction but including journal keeping and creative prose. Journalism This is an introductory newswriting course. Emphasis will be placed on writing for the print media, but students will learn to write for radio and television as well. Students will consider how to recognize news, how to gather and verify facts and how to write those facts into a news story or news feature. The course will cover basic copy preparation and editing practices and include an introductionto legal and ethical questions faced by journalists. (Prereq.: 111) 241 lntroduction to Cinema Art An investigation of the cinematic qualities, theoretical principles and historical evolution of the film medium. The emphasis is on film as an audiovisual language. The course includes the viewing and analysis of both feature length and short films illustrating the international develop ment of film form and selected esthetic movements such as the American Studio Film and its Genres, German Expressionism, Soviet Montage, Italian Neorealism and the French New Wave. 245 lntroduction to Literature In this course students are initiated into the formal study of narrative, drama and poetry in order to appreciate more fully the pleasures of literature. The course aims to expand students' exposure to literature and therefore draws on works from several periods, from different cultures and races, from male and female writers. As the prerequisite for all upper courses in literature, Introduction to Literatureaims in particular to develop students' critical and analytical skills in reading about literature. 251 Readings in American Literature An introduction to representative works by 10 to 12American authors focusing on themes that yield an understandingof the Western heritage and American world views. These themes could include the emergence of national identity, the relationship between humankind and God, the nature of nature, definitionsof the American self, individuality, the place of women and of racial and ethnic minorities in the development of American thought and the continuity of Western culture in America. 271 European Literature: Homer to Dante A study of major works of Greek and Roman literature -for example, the epics of Homer and Virgd, the tragedies of Aeschylus, Sophocles and Euripides, the comedies of Aristophanes and Ovid's "Metamorphoses." Dante's "Inferno" will be studied as a work in which the Christian and the classical traditions are combined. These works will be studied with reference to their mythological foundations, their cultural background, their influence on later literature and their enduring relevance. 272 European Literature: From the Renaissance to the Modern Period Study of masterpieces of literature, chiefly European, from the medieval to the modem period, including such authors as Cervantes, Rabelais, Molike, Voltaire and Ibsen. E Topics In Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year will be listed t have included in the ACTC Class schedule for that year. ~ e c &offer& ContemporaryPoetry and Women and Hction. Directed Study Independent study for Lower Division credit. Playwriting An introductory course in writing for the stage, television and film. Students learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: 111,245;226 also recommended, or consent of instructor) Advanced Journallsm: Interviewing and Editing Emphasis is placed first on interviewingand then on organizing and writing the i n t e ~ e w story. The second half of the course will concentrate on editing the work of others and learning layout and design. The course will include workshop sessions during which students conduct interviews and critique the interview skills of fellow students. There will also be laboratory sessions devoted to layout and design. (Prereq.: 227) British Literature, Medieval to Elizabethan Chaucer and the medieval milieu will be studied as well as the develop ment of English poetry and drama in the English Renaissance. (Prereq.: 245 or consent of instructor) Milton and His Age A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will be examined. (F'rereq.: 245 or consent of instructor) British Literature, 17th and 18th Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets up to Blake, with attention to the historical, intellectual and social influences and the major literary movements. (Prereq.: 245 or consent of instructor) British Literature, the Romantics and the Victorians A study of major writers of the 19th Century,emphasizingRomantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers and their influence on one another will be emphasized as well as their relationshipto their own age and their lasting contribution to the forms of poetry and prose. (Prereq.: 245 or consent of instructor) Creative Non-Fiction Designed for the self-motivated writer, the course will emphasizethe conventions of professional writing, including appropriate styles, voice, subjects and techniques for gathering information. l3y the end of the course, the student will be expected to write reliable reports and articles of publishable quality. (Prereq.: 225 and consent of instructor) 341 Advanced Creative Writing The purpose of this course is to help the experienced student improve creative writing in a single genre, as announced in the ACTC Class Schedule. (Prereq.: 226 or consent of instructor on the basis of submitted work Offered on demand.) 345 Introduction to the English Language This course is designed to give students a structuraland historical overview of theoreticaland social issues concerning the English language. It will include a summary of theories of language development and the impact of cultural, social,economic and geographic forces on language acquisition. Students will be introduced to the primary componentsof linguistics and to the development of the English language. F i i y , this course will consider the social impact of language as a marker of identity and membership in a speech community. ((kereq.: 245 or consent of instructor) 350 American Literature to 1920 Reading and analysisof some works of selected American writers from colonial tim& to WWI. We will study established writers such as Hawthorne, Dickinson and Twain along with some lesser known writers who also demonstrate the rich variety of written responses to American civilization. Attention will be given to the ways writers approach issues relating to race, class and gender. Conceptions of the individual in relation to society, the nature of nature and regional differences will also be studied. The approach will be historical as well as topical. (Prereq.: 245 or consent of instructor) 351 American Literature since 1920 A study of some recent and contemporary works. Writers are selected to represent the literary variety and the regional, ethnic and racial diversity of the men and women who have responded significantly in literary works to the changing conditions of modem American l i i . (Prereq.: 245 or consent of instructor) 361 Studies in Modern Fiction Significant works of selected prose writers, chiefly European and nonWestern, of the 20th Century. (Prereq.: 245 or consent of instructor) 399 Internship The Department offers oncampus Internships in teaching writing and ESL, and various off-campusInternships. Interested students should consult the Department Chairperson. 423 Studies in the British Novel A survey of the development of the novel in England from its 18th Century beginnings up to the 20th Century. Novels studied will be selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Thackeray, Eliot and Hardy. Attention will be given to the conditions contributingto the rise of the novel and its emergence by the 20th Century as the dominant literary form. (Prereq.: 245 or consent of instructor) 438 Shakespeare Study of 10 or 12 major plays -comedies, histories, tragedies -with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. (Prereq.: 245 or consent of instructor) 482 Topics in Literature Individual courses designed to investigate specific themes, movements, authors or works. The subjects selected for study in any year will be listed in the A f f C Class Schedule for that year. Sample topics include Contemporary Poetry,Women and Fiction and Literary Criticism. (Prereq.: 245 or consent of instructor) 499 Independent Study Open to junior or senior English majors with a GPA of 3.0 or consent of Department Chairperson.Provides Independent Study in the area of the student's choice. The initial months after entering college as a freshman are a period of transition. The faculty and staff wish to assist students to make the transition to being a college student successfully and to help them become part of this academic community. Students are introduced to the character of the College, its heritage as an urban liberal arts college of the church, the process of learning in a community where ideas are valued and treated seriously, and the logistics of being a college student. The First Year Experience (FYE) is composed of four parts: Summer Registration, Fall Orientation, FYE Seminarsand FYE Interim Term Courses. Participation in the Fall Orientation program and in the FYE Seminars is required of all students who begm Augsburg College as freshmen in the day schedule program. Students who meet the requirement satisfactorily by attendance at and participation in an FYE Seminar will receive a notation of a passing (P) grade for FYE 005 on their official transcript. Studentswithout a P for FYE 005 will not be permitted to graduate with an Augsburg degree. 005 FYE Seminar A series of Fall term meetings with an FYE faculty adviser to discuss issues related to becoming an active member of the Augsburg College communityof learners. Discussion will be based upon readings from a variety of disciplines and sources colleded in "The Augsburg Anthology." (P/N grading only; evaluationbased on attendance and participation.) The Foreign Language Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for b c e in today's world. The Department is committed to the view that education should go beyond career preparation. So viewed, foreign language study goes beyond the developmentof new cornrnunications skills to foster an abiding awarenessthat the splendid diversity of human languages, literatures and cultures represents a rich historic legacy developed in different ways by many nations to be shared by all in common. The Departmental faculty believes that familiarity with the language and culture of another people is an essential step in the development of global perspective and hence is indispensablein the education of Augsburg students. The Foreign Language Department offers language, literatu~,and culture courses in French, German,Norwegian, Ojibwe, Russian and Spanish. Courses in Chinese, Japanese, Latin and Greek are available to Augsburg students through the College's affiliation with A m , a consortiumof Twin Cities colleges. A special perspective on language is also available to Augsburg students in the linguistics courses offered by the Foreign Language Department. Linguistics goes beyond the study of individual languages to investigate the general principles which operate in and shape all languages. In thisway the study of linguisticsaffords the student a unique view of one of the most intriguingand central facets of the human mind. Foreign language skills, perhaps combined with the study of linguistics, are essential in preparing for a number of careers and represent a valuable specla1qualification in many others. Anticipated careers in a number of n teaching, translation, the diplomatic corps or fields such as f o ~ i g language international business may require a foreign language major, perhaps combined with a major in some other field. In addition, students pursuing careersin many other fields such as health care, social work, the ministry, psychology or philosophy, to name just a few, often find that a foreign language minor and/or the study of linguistics qualifies them for special assignmentsin their chosen field. [i Foreign Ianguages Faculty: Mary Kingsley (Chairperson), Nancy Aarwold, Ruth Aaskov, Rick Greczyk, Roxie Hale, Nelly Hewett, Gunta Rozentals, Frankie Shackelford, Donald Steinmetz, Ronald Walter Placement Levels: Students with previous foreign language study must register in courses suited to their level of preparation. Placement is according to the number of high school semesters one has studied that language: zero-two = 111;threefour = 112; fivesix = 211; seven = 212; eight = 311. Students in doubt about their placement level should consult the Chairperson. Students should arrange to take the Language Placement Test if they wish to take a course above the level determined by previous studies in that language. Students who elect to takea course below the one in which they are placed by the Department may do so, but grading must be P/N only. The Language requirement will be satisfied only by completion of the course in which the student was originallyplaced. Credit and grading for that course may be traditional. Basic Requirements: Maprs must take four of the Upper Division courses at Augsburg College and four abroad. Minors must take two of the Upper Division courses at Augsburg College. 311 is prerequisiteto all Upper Division courses. Transfer students intending to major or minor must take a m i n i of one Upper Division course per year at Augsburg. See Department faculty for limits on nonAugsburg courses and career information. Teaching Licensure: Teacher candidates in French, German and Spanish must consult with the Department of Education for specific information and enrollment in the program as well as for information on Special Methods courses. A 3.0 average in Advanced Conversation and Composition is a Departmental requirement for teaching maprs. Licensure requires successful completion of the Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools under Department of Education. Honors Major: Majors seeking Departmental honors must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall and honors thesis demonstrating ability in Independent Study for one course credit. Consult Department Chairperson for details. Chinese language studies are possible through a contractual arrangement with the ACI'C East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian Studies Director. Major Eight courses above 212, including 311,312 or 411,331 or 332,350 or 355, 351 or 353,450 or equivalents. Study abroad required. Minor: Four courses above 212, including one in conversationcomposition,one in civilization and one in literature. Interim, summer or semester in France strongly recommended. Teaching Licensure Minor:Five Upper Division courses beyond 212, including one in conversationcomposition,one in literature, one in civilization. Study in France strongly recommended. Recommended Supporting Courses: European History, a second language, philosophy, linguistics, English literature. Also see Interim Catalog. 011 Directed Study Conversational French, readings. Once weekly. No credit. (Ondemand) 111,112 Beginning French Aim to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week Laboratory work is an integral part of the course. 199 Internship Lower Division Internship. 211,212 Intermediate French Selected articles, interviews and literary readings are the basis of practice in communication, vocabulary building and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work 243 French Literature in Translation Major representative works of French literature are read in English translation. Through individualized background reading and class discussion, studentsbecome acquainted with artistic qualities and cultural-historical significance of these works. Sophomore standing. Does not count toward a French major or minor. (Ondemand) 299 Directed Study Independent Study for Lower Division credit. 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effectiveorganization of ideas. Laboratory assignments. Post-intermediate level. A pmquisite to other Upper Division courses. 312 French Expression A twepronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use.French phonology and speech group practice, study of written models. (Prereq.: 311 or consent of instructor. On demand) 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.:311 or consent of instructor) 332 French Civilization Today Topics in 20th Century problems, ideas. Cultural manifestations that promote understandingof French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: 311 or consent of instructor.) 350 Introduction to Ltterature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approachesto literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for maprs and minors. Open to a l l qualified students. (Prereq.: 311 or consent of instructor. On demand) 351,353 Survey of French Literature The study of mapr French authors and literary movements in France through the reading of whole literary works where possible. Lebures, discussion, oral and written reports in French. (Prereq.: 311 or consent of instructor) 355 Twentieth Century Literature A survey of the mapr French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports and laboratory texts in French. (Prereq.: 311 or consent of instructor) 399 Internship Upper Division Internship. 411 Advanced Conversation and Composition By means of reading, speaking and writing on topics of intellectual, social or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements style and organization as individual needs indicate. Provides for self-improvementand selfevaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand) 450 French Seminar: Novel, Drama, Poetry, Short Story Indepth study of a topic or genre in French literature. Student presenta- tions in French. For advanced students. (See also Interim offerings. Preq.: 311 or c o m t of instructor. On demand) 499 Independent Study Individual pursuit of a topic, movement or genre at an advanced lwel. Designed to complete a balanced program, enhance research, or meet individualinterests. In literature a major paper and its defense are included. (Consultations with French teachers required. Junior standing. Subject and plan to be clarified early with study adviser) GERMAN (GER) Major: Eight upper division courses, including 311; 411, one in civilization, and one in literature. Semester in Germany required. Minor: Four Upper Division courses, including 311 and 411. Interim, summer or semester in Germany strongly recommended. Teaching Licensure Minor: Eve courses beyond 212, including one in conversation<omposition, one in literature, one in civilization, and two electives. All courses must be Upper Division courses. Study in Germany strongly recommended. Recommended supporting courses: Linguistics, European History, another language, English literature. 111,112 Beginning German GER 111 is for students with no previous background; 112 is for students who have had 111 or equivalent or less than two years of high school German. Aims at developing basic skills. Classroom practice in speaking, understandingand reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. 199 Internship Cower Division internship. 211,212 Intermediate German For students with two terms (or two years high school) of previous German. Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporaryGerman life and literature. 244 German Lierature in Translation Principal works of German literature representing various periods and movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also discussed in terms of their relevance to perennial human problems. Credit for this course does not apply to a German major or minor. (Sophomore standing. On demand) 299 Independent Study Independent Study for Lower Division credit. 311 German Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. 331 German Civilization and Culture I The Early Background. Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-EUIY)~~& origins (ca. 3,000 B.C.) to the Thirty Years War (1643), with emphasis on the impact of Roman civilization, the reemergence of cultural selfawareness during the Middle Ages and the intellectual and religious upheavals of the Reformation. In German. (Rereq.:311 or consent of 332 German Civilization and Culture II Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In German. (Prereq.: 311 or consent of instructor) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for maprs and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 351 German Literature through the 18th Century Brief survey of heroic, courtly, Reformation, Baroque, Aufklarung and Sturm und Drang literature. Extensive readings and discussionsin Classic and Romantic periods. Readings in German, supplemented by lectures on the history of German literature in its cultural and geopolitcal context. Class discussions help to improve students' ability to express ideas in &rman. (Prereq.: 311 or consent of instructor. On demand) 352 German Literature: The 19th Century Includes later Romanticism,Jung-Deutschland, poetic realism, Naturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism, technology and mass man. Readings in German. Class discussions help to improve students' ability to deal with concepts and express themselves in German. (Prereq.: 311 or consent of instructor) 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussionsare designed to aid students' selfexpression in German.(Prereq.: 311 or consent of instructor. On demand) 399 lndependent Study Independent Study for Upper Division credit. 411 Advanced German Composition and Conversation Aims at developing and refining the student's use of German as a vehicle for expressing his or her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: 311 or consent of instructor) 451 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On demand) 452 German Drama Representative dramatic works from late 18th Century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of instructor. On demand) 499 lndependentStudy Independent Study for Upper Division credit. Japaneselanguage studies are possible through a contractual arrangement with the A C E East Asian Studies Program and the University of Minnesota East Asian Language Department.See East and Southeast Asian Studies Director for more information. 199 Internship Internship for Lower Division credit. 289 Introduction to Llnguistics An introduction to linguistic analysis and general liiguistic principles, with focus on linguistic universals (organizationalprinciples and features common to all languages) and psycholiiguistics (inquiry into the mechan- ics of language learning and the structure of the mind as revealed in language).Theoretical questions will be approached by studying samples of various languages. No prerequisite. Recommended for all language majors and minors. (On demand. ACTC) 299 Directed Study Independent Study for Lower Division credit. 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic research with the aim of illuminatingunderlying philosophical assumptions, investigational criteria, and explanatory goals which distinguish them. The theories will be contrasted with those of adjacent disciplines such as anthropology, psychology, logic and communication theory to explore ways in which each theory seeks to overcome the inadequaciesof traditional grammar. (On demand) 399 Internship Internship for Upper Division credit. 499 Independent Study Independent Study for Upper Division credit. NORWEGIAN (NOR) Major: Eight courses above 211, including 311,312 or 331,353,411. Study in Norway required. Minor: Four courses above 211, including one in conversation-composition,one in civilization, and one in literature. Study in Norway encouraged. Recommended Supporting Preparation:A second foreign language, linguistics, European history. 111,112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. 199 Internship Internship for Lower Division credit. 211 Intermediate Norwegian Continued conversation and composition to improve comprehension and facility of expression. Selected readings in Norwegian used as basis for class discussion and exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent) 299 Directed Study Independent Study for Lower Division credit. 311 Norwegian Conversation and Composition Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to &fferences between the two official languages of Norway. Some laboratory work and field experience required. (Prereq.: 211 or equivalent) 331 Norweglan Civilization and Culture This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwegian as much as possible), the domestic and foreign influences at work in the comparatively homogenous population of Norway will be examined. Written and oral reports in the Norwegian language will be required along with some field work (Preq.: 311 or consent of instructor. On demand) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approachesto literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a base for the study of original works from earlier periods extending back to Old Norse literature. All genres are examined and considerableattention is given to writings in the Nynorsk language, particularly poetry. Ledures, readings, oral and written reports are in Norwegian. (Prereq.: 311 or equivalent) 399 Internship Internship for Upper Division credit. 411 Advanced Norwegian Conversation and Composition Further intensive practice in spoken and written Norwegian. Attention given to the other Scandinavian languages and to the historical development of the Norwegian language. Laboratory work and field experience required. (Prereq.: 311 or consent of instructor. On demand) 499 Independent Study Independent Study for Upper Division credit. Two courses in Ojibwe (Chippewa)are offered at Augsburg,both as part of the Foreign Language Department and as part of the American Indian Studies minor. 111,112 Beginnlng Ojibwe Aimed to develop basic vocabulary and grammar in order to use Ojibwe at an elementary speaking and understanding level. Emphasis on spoken Ojibwe, but secondary goals with be to develop reading and writing skills as well. Courses taught with assistance of Ojibwe elders. Through dialogues, classroom practice, oral stories from elders and readings, these courses work toward the discovery of Ojibwe culture and tradition. It will help Ojibwe students re-connect with their rich tribal heritage (though all students are welcome). Beginning Ojibwe 112continues to develop basic vocabulary and grammar in order to use Ojibwe at an elementary speaking and understanding level. Two years of Russian are offered at Augsburg. Russian language studies may be continued in the ACTC Soviet and East European StudiesProgram, which requires two years of language for the major. See Soviet and East European Studies Program Campus Coordinator. 111,112 Elementary Russian Aimed to develop reading, writing, understanding and conversational skills through oral classroom practice, developing ease in reading, short compositions and acquaintancewith Russian culture.Extensive use of the language lab. 211,212 Intermediate Russian Continues developing the skills of writing, understanding and speaking with an added emphasis on reading. Introduction of advanced grammar topics, idioms and the study of word building in Russian. (ACT0 SPANISH(SPA) Major:Eight courses above 212,including 311,411,456 or 457, two of 352,353,354, and either 331 or 332 Study in Spain or Latin America is required. Minor:Four courses above 212,including one in conversationcomposition, one in civilization, and one in literature. Interim or summer study abroad strongly recommended. Teaching Minor: Five courses beyond 212,including one in conversationcomposition, one in literature, one in civilization and two electives. All courses must be Upper Division courses. Study in Spain or Latin America recommended. Recommended supporting courses: Linguistics, another language, preColumbian civilization, Latin-American Area Studies. Consult Department for other supporting courses in humanities. 111,112 Beginnlng Spanish Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. 199 Internship Internship for Lower Division credit. 211,212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts which stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Designed for students with two to four years of high school Spanish or its equivalent. 216,316 Intensive Individualized Spanish (See Global Education, Program in Global Community.) 249 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various periods and movements are read in English translation. Through background reading and class discussion in English the student is acquainted with the salient artistic qualities and cultural-historical significance of the readings. Credit in this course does not count toward a major or minor in Spanish. Sophomorestanding preferred. (Ondemand) 261 Spanish Language (See Metro-Urban Studies, South American Urban Semester (SAUS) and Literature, Ideology and Society in Latin America (LISLA.) 299 Directed Study Independent Study for Lower Division credit. 311 Spanish Conversation and Composition Thorough oral and written practice in correst expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work This course is a prerequisite for all Upper Division courses. (Prereq.:212 or equivalent) 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice to i m p v e oral and written e x ~ s i o with n emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Readings to stimulate discussion and broaden cultural background from contemporary literary texts and magazine articles. Conducted in Spanish. (Ondemand) 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary and artistic move ments. In Spanish. (Prereq.:311 or consent of instructor) I 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the precolumbian avilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent of instructor.) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres and different approaches to literary analysis. Students apply the theory through reading, analyzingand discussing selected works of literature. Recommended for maprs and minors. Open to all qualifed students. (Prereq.: 311 or consent of instructor. On demand) 352,353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. @rereg.: 311 or consent of instructor. On demand) 354 Representative Hispanic American Authors An introduction to Spanish-American literature. Lectures, discussions, written and oral reports in the language. (Prereq.: 311 or consent of instructor. On demand) 399 Internship Internship for Upper Division credit. 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions and grammatical exercises. (Prereq.: 311 or consent of instructor) 456 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. Emphasis on the Golden Age and the Modern Period. (Prereq.: one survey course) 457 Spanish Novel Study of the outstandingnovelists of the 19th and 20th Century in Spain. Oral and written reports in the language. (Rereq.:One survey course) 499 Independent Study Independent Study for Upper Division credit. GENEIRAL STUDIES (GST) Some courseshelp to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies include speciakd academic enrichment programs, an integrative p m s m h a r created by cooperating faculty and offerings of the Center for Global Education. General Studies Faculty:Joel Mugge, Donald Warren 009 Cooperative Education Placement in a Co-op Education assignment, satisfactory completion of evaluation process, and participation in seminars conducted by Co-op Education staff.No course credit. 140,141 Introductionto the Liberal Arts (1/2 course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available at Augsburg College. The course also focuses on improving those skills so important to academic success: reading rate and comprehension, note taking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning and making decisions. 230 Cultural Issues Seminar (See under Program in Global Community.) The Center for Global Education, a program of Augsburg College, facilitates crossculturallearning experienceswhich prepare people to think more critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are grounded in the p p e d i v e s of the poor and of others struggling for justice and human dignity. The Center for Global Education offersa Spring semester program, the Program in Global Community, each year in Cuernavaca, Mexico. It is an academic program that explores the history of political change, issues of social justice and the role of the church in Latin America. Studentslive together as a communityin the Augsburg Study Center, but wiU also live with Mexican familiesin their homes for several weeks. The semester also includes a trip to Central America. The cost is equivalent to full tuition, room and board at Augsburg. Coursesare offered for credit in the disciplinesas listed. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for five weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. macement level determined by Program Director.) GST 230 Cultural Issues Seminar This seminar consists of a series of minicourses offered in a number of relevant topic areas related to the theme of the program. Each minicourse consists of 12 hours. Any four minicourses fulfill the requirements of the seminar. (Either this course or HIS 347 required.) INS 311 The Development Process An integrative seminar providing opportunity to reflect critically on issues of development, hunger, injustice and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices, as well as social change strategies will be examined. HIS 347 Mexico: An Historical Perspective Four specific minicourses together provide an overview of Mexico's historical development from pre-Columbian times to the present day. (Either this course or GST 230 required.) REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging 'Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects in Cuernavaca. (Prereq.: one course in religion or theology) The Center for Global Education offers a semester program, Social Policy and Human Services in Latin America, each fall in Cuernavaca, Mexico. Throughout Latin America new models for education and human care have evolved during the last 25 years. The methodologies used attempt to teach critical thinking skills, raise people's consciousnessand increase their ability to work together to change their situations.SocialPolicy and Human !%mice in Latin America is a three and one-half month study program designed to introduceparticipants to the central issues currently facing the third world, and to focus on Latin American models of education and serviceand their contribution to the process of socialchange. These models have grown out of the sense that the achievement of basic human rights goes hand in hand with the empowerment of individualsand groups to control their own lives. The semester includes a trip to Central America. The cost is equivalent to full tuition, room and board at Augsburg College. Courses are o f f e d for d t in the disciplines as listed. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for five weeks at the beginning of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) POL 295 Development Issues: Latin America A survey of global issues affecting the human condition in a rapidly changing and increasingly interdependent world: modernization and development, economic change and international trade, diminishing resources, war and revolution, peace and justice, cultural diversity. Emphasis on the development of a global~Fspective which recokizes human commonalities as well as diversity in perceptions, values and priorities. SWK 361 Social Responses to Human Needs Social Work is social policy in action. Currently social workers are involved at many levels of a nation's social system -with natural helping networks, families, community groups, volunteer organizations, formal government services and private initiatives.Through a series of four minicourses, the course explores the different approaches to w i a l work in several countries in order to compare methods and service and to analyze the current response to human needs in Latin America. SWK 399 Internship A supervised learning experience in an agency setting with emphasis on acquiring an overview of how the agency functions and how populations are served. The placement will be for 80 hours during the Fall term. Thae are a limited number of internship placements. Preference will be given to Social Work maprs. One and onehalf years of Spanish study (or demonstrated proficiency) is required for placement. EDE IEDS 412 Latin American Models of Education A comparative approach to learning methods of educational models being developed in Latin America. Studentswill apply their knowledge of educational concepts used in the U.S. to an understanding of basic processes employed by Latin American educators in teaching critical thinking, consciousness-raisingand cooperative problem-solvingExploring the transferabilityof these learning models to North America will be a focus throughout the course. SWK 465 or 468, or SOC 271 Social Policy and Social Justice (Social Work - Upper Division or Sociology - lower division) Social policy related to the health, education and well-being of members of Mexican and Central American societies. The course will examine the distances between policy and reality, particularly for the poorest groups, the impact of international economics and politics, and movements that have emerged dedicated to bridging the gaps between needs and policies. (Note: Augsburg students majoring in Social Work can take this course as SWK 465 if they agree to take a .5Independent Study to supplement the North American legislative procedure and mini-policy study they do on the Augsburg campus.) The Center for Global Education offers a second Fall semester program Women and Development Latin American Perspectives -in Cuemavaca, Maico. It is a three and onehalf month intensive program of study and travel designed to introduce participants to the central issues facing Latin America with emphasis on the experience of women. The program explores gender roles in Latin America; women's roles in development; connections that Latin American women are drawing between gender, race, class, and global economics; and the ways in which liberation theology and feminism interface. The semester also includes a trip to Central America. The cost is equivalent to full tuition, room and board at Augsburg. Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are approved for credit in Women's Studies. POL 495 may be taken as a course in Women's Studies, depending on the mini-courses chosen. SPA 216,316 Intensive Individualized Spanish Intensive, individualized instruction for several hours a day for five weeks at the beginning of the semester. Instruction is geared to individual competency lwels and is taught by Mexican instructors. (Required course. Placement level determined by Program Director.) INS 311 The Development Process An integrative seminar pmviding opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. Latin American development and educational theories and practices, as well as social change strategies will be examined. POL 359 Toplcs: Women In Comparative Politics -Women In Latin America An examination of critical global issues affeding Latin America, and the impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and internationaltrade, political ideologies and revolution. REL 366 The Church and Social Change in Latin America This course focuses on the relationship of the church to poverty, political oppression and social injustice in Latin America. Central to the course is an examination of the emerging 'Theology of Liberation" as articulated by prominent Latin American theologians as well as by people directly involved in local parishes and development projects in Cuernavaca. Special attention will be given to the complex interactionsbetween women and religious institutions. (Prereq.:one course in religion or theology) POL 495 Seminar Any three mini-courseoffered in POL 359 plus an independent study minicourse in order to do substantial research into one of the course themes. Virtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the N e d athlete as well as the occasional player will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide range of educational experiences, including several major and minor programs general education in Physical Education; men's and women's intercollegiateathletic programs; intramural programs for men and women; and athletic facilitiesfor developmental and recreational activities. Department graduateshave traditionally found employment in educational settings. Additional career opportunitiesare possible in YMCA and community services, municipal park and recreation departments, as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty Richard A. Borstad (Chairperson), Brian Ammann, Carol Enke, Marilyn Pearson Florian, Paul Grauer, Alvin Kloppen, Jack Osberg, JoycePfaff, Edwin J. Saugestad, Pam Schreurs,Jeff Swenson. Major: 110,114,115,320,354,410;BIO 103,108,111;CHM 105 or 109;PSY 105;SOC 231 or HPE 216,336. Teaching Major: Same as Health Education major plus 355. Students wishing to become licensed teachers should consult with the Education Department for requirements. Teaching Minor: 110,114,115,320or 410;â¬310103;SOC 231 or HPE 216. Personal and Community Health Modern concepts and practices of health and healthful living applied to the individualand the community. Health and Safety Education (It2 course) Principles and practices of safety education in school and community life. Includes informationabout xhool health programs and prevalent health needs, problems of school age children and American Red Cross Erst Aid course. Health and Chemical Dependency Education (It2 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about xhool health programs and prevalent health needs and problems of school age children. lnternship A work-based learning experience in which the student, faculty member, and site supervisor design a learning agreement which enables the student to explore health or physical education as a major and consider its career alternatives.Studentsshould consult with the departmentalInternship Coordinator regarding requirements and permission to register. Human Sexuality A study of the psychological, social and biological components of human sexuality. Open to all students. Directed Study Independent Study for Lower Division credit. School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.:All courses in the major sequence numbered in the 100 and 200 series and consent of instructor) Introduction to DevelopmentaltAdapted Physical Education (112 course) A general overview of developmental/adapted physical education from early childhood to grade 12and the role of school-based health and physical education programs for special needs and handicapped students. (Prereq.: HPE 243) Tests and Measurement (112 course) S m e y of basic statistical procedures and evaluation of tests in health and physical education. lnternship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles of health or physical education with the opportunities inherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. 410 Administration and Supervision of the School Health Program Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materi- als in health education with laboratory experience in classroom and community.(Prereq.: 320.Odd number years) Independent Study Independent Study for Upper Division credit. Major: 114,115,354,355; 223,231,232,243,350,351,471,472,474,475;BIO 103. Teaching Licensure Major: 114,115,354,355;223,231,232,243,350,351,365,471, 472,474,475;BIO 103.Students wishing to become licensed teachers should consult with the Education Department for requirements. Major with Specialization in Adapted Physical Education: Consult Department Chairperson for individualprogram planning. Minor: 114,115;223,231,232 or 472,243.There is no PE teaching minor in Minnesota Public Schools. Coaching Endorsement: 243,351 (Prereq.:BIO 103), 475 (Prereq.: 350), a coaching theory course from 476483,and pradicum in coaching (499is an optional method for meeting the practicum requirement). Notes: Coaches entering their first assignment as head coach in Minnesota high schools are required to have a coaching endorsement and a current Minnesota teacher's license. 002,003 Lifetime Sports Three hours per week Two Lifetime Sports meet the General Education requirements. (Part-time students should consult with Department Chairperson) No course credit 101 199 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. Internship A workbased learning experience in which the student, faculty member and site supervisor design a learning agreement which enables the student to explore health or physical education as a major and consider its career altematives. Studentsshould consult with the departmentalIntanship Coordiitor regarding requirements and permission to register. I 223 Team Sports Theory and practice in skills, teaching and officiatingteam sports. 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiatingindividual and dual sports. 232 Recreational Activities and Rhythms (1/2 course) Theory and practice in performing American heritage and international folk dances. Exposure to New Games concepts and activities. Practice in teaching and performing selected social dances. 243 History and Principles of Physical Education and Sport History, principles and philosophy of physical education and sport. 299 Directed Study Independent Study for Lower Division credit. 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.:BIO 103) 35t Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103) 354 Introduction to DevelopmentaVAdaptive Physical Education (1 /2course) (SeeHealth Education.) 355 Tests and Measurement (SeeHealth Education.) 365 Physical Education Methods (K-12) Procedures, materials and issues for teaching physical education at the elementary and secondary levels. 399 Internship A work-based learning experience in which the student, faculty member and site supervisor design a learning agreement which links the principles of health or physical education with the opportunities inherent in the placement. Students should consult with the departmental Internship Coordinator regarding requirements and permission to register. 471 Physical Education Programming Procedures and techniques of management, leadership and decisionmaking for physical education and interscholastic athletic programs. Curriculum analysis and preparation. (Prereq.:243) 472 474 Gymnastics (1/2 course) Theory and techniques of teaching gymnastics.Opporhmityto teach and perform in all apparatus events and tumbling. Experience in spotting and skill analysis. Swimming and Aquatics (1/2 course) Theory and practice in teaching swimming, lifesaving and water safety. Open only to junior and senior Physical Education majors and minors. (Prereq.: swimming competenceas determined by pretest.) 475 476 Prevention and Care of Athletic Injuries (1/2 course) Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training-room procedures. (Prereq.:350. Even numbered years, Interim) Coaching of Football (1/2 course) Theory,technique and administrative aspects of coaching football. (Odd numbered years) 477 Coaching of Basketball (1/2 course) Theory,technique and administrativeaspects of coaching basketball. (Odd numbered years) 478 Coaching of Hockey (1/2 course) Theory,technique and administrative aspects of coaching hockey.(Odd numbered years) 479 Coaching of Track and Field (112 course) Theory,technique and administrativeaspects of coaching track and field. (Odd numbered years) 480 Coaching of Baseball/Softball(1/2course) Theory,technique and administrative aspects of coachingbaseball and softball. (Odd numbered years) 483 Coaching of Volleyball (1/2 course) Theory,technique and administrativeaspects of coaching volleyball. (Odd numbered years) 499 Independent Study D i e d intensive study in an area of physical education. Open only to junior or senior majors. ~ R DEPARTMEW Y (HIS) History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalistJ.R Strayer expressed it this way: "No community can survive and no institu- tion can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past It is thememory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeablywith the continuitiesand changes in m m n t issues. Established disciplines, as history long has been, train the mind by developingconcepts and skills that enable one to deal with masses of information. Many have found that history is an entree into the richer enjoyment of travel, cultural events and the broad reading enjoyed by the educated person. Accordingy, history has long held a mapr role in the liberal arts.This is true at Augsburg. The Department has strength in and requires of its majors work in four main areas: ancient and medieval, modem Europe, United States and the non-Western world. The Department's graduates are well represented among professional historians; at present, some are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementaryand secondary schools and current projections indicate that there will be growing opportunity in that field for history majors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for personal enrichment and a wide variety of career choices. History Faculty: Richard Nelson (Chairperson), Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen Major: Eight courses plus one seminar. At least four of these courses must be Upper Division. A mapr must have at least one course (either survey or Upper Level) from each of the four areas: ancient and medieval; modern Europe; U.S.; and non-Western. Major for Teaching Licensure: Students interested in secondary education may take a History mapr in combination with specified social science courses and the required educational courses, in compliance with the state requirements. For more information, see the Department Chairperson or the Social Studies Coordinator. Minor: Eve courses, at least three of which must be Upper Division. Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Notes: First year students should enroll in one or more of the 101-104 courses. Distribution/general education credit is normally given only for courses 101-104. 200 level courses are normally reserved for sophomore or Upper Division students. Upper Division courses are numbered 300 and up. Lower Division students are normally required to take at least one 100 level course before enrolling for an Upper Division course. The Beginnings of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome and the middle ages of Europe into the 13th Century. The Shaping of Western Civilization A consideration of European institutions and values from the waning of the middle ages through the remodeling of Europe by Napoleon. The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. The Modern Non-Western World An introdudion to various centers of cultural and political power in Asia and Africa of the last 200 years. Internship Lower Division Internship. U.S. History to 1877 A survey of U.S. history from Jarnestown through the efforts to reconstruct a nation torn apart by the Civil War. U.S. History Since 1877 An assessment of the century which precedes our time with an effort to consider the various social, economic, intellectual and political forces and events that have created the modern United States. A Tale of Twin Cities: MinneapolisISt. Paul A local history course using the Minneapolis/St. Paul metropolitan area as a case study for examining large themes and issues in U.S. urban history. Topics considered include frontier urbanism, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform. Asian and Asian-American Women in Public Life in the 20th Century An exploration of the experiencesand contributions of selected women in China, Japan, India, Korea, Philippines and the state of Hawaii. Includes a p s d i u a l perspective, gender and class issues, responses to impact of modernization and Western education. Directed Study An opportunityfor a student to do readings or study on topics not covered in the scheduled courses. The proposed study must be approved by the direding faculty member and the chairman of the Department before registration. A maximum of one course in directed study may be applied to the major. Modern Southeast Asia A study of the mapr historical events, personalities and political develop ments in this area. A comparative analysis of the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam. Modern Chlna A selective treatment of Chinese history since the Opium War of 1839.The erosion of China's isolationism and collapse of the imperial system. The Nationalist and Communist revolutions of the 20th Century. Modern Japan An examination of the emergence of Japan as a mapr world power in the 20th Century. Components of the course will include a study of the distinctive fea-s of the PreMeiji era, modernization factors since 1868, interaction and encounter with China, urban development, ecological problems, role of women and Japan's trade in Asia and Africa. American Indian History: PreColombian to Modern (See under INS, American Indian Studies.) Topics in U.S. History In-depth exploration of selected topics in U.S. history (excludingforeign policy; see History 332). The specific topics to be offered will be announced prior to registration. History of American Foreign Policy The relationship of foreign policy to general American development is stressed. The American Century: The U.S. Since 1900 The interaction of popular ideas and formal thought within United States society during a time of national ascendency and worldwide crisis and unrest. Topics considered include American nationalistic exceptionalism, social Darwinism, refonnism, racism, radicalism, liberalism, conservatism and other ideologies and movements. The American City A study of the development of urban centers in the United States: their colonial and frontier roots, their growth during the age of industrialization and immigration, and their adjustment to new realities in the late 20th Century. Topics for study include the dynamics of urban growth, politics and reform, urban planning, the growth of urban culture in America and shifting definitions of community in U.S. cities and suburbs. Mexico: An Historical Perspective (See under Program in Global Community.) The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks.Emphasis is placed on the development of writing, achievement in the arts and sciences and political institutions. 361 Hellenistic Greece and Rome to 330 AD. A study of the development of Alexander's Empire, the Hellenistic kingdoms and the rise of Rome as the world's greatest power. Emphasis is placed on personalities, the arts and sciences, and Rome's contributionsin law and the political process. 370 The Late Middle Ages to 1560 A study of the scholastictradition and the role of the church and state through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation. 399 Internship in History A limited number of Internships may be available for qualified Upper Division students mapring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative Education program. 440 Topics in World History This course will investigate topics in world history which are not included in regular course offerings.The specific topics to be offered will be announced prior to registration. 474 The World and The West This course begins with Europe's discovery of the rest of the world, considers cultural interaction and conflict, the building of European empires in Asia and the Americas and concludes with the breakdown of these imperial systems at the end of the 18th Century. 495 Seminar Selected topics which will be announced prior to registration. This course is designed for history majors of at least junior standing. Admission by permission of the instructor. Offered at least once each year. 499 Independent Study Majors with an average of 3.5 or above in history courses are encouraged to apply for directed Independent Study. A maximum of one course in Independent Study may be applied toward the major. The Humanities major provides the opportunity to reflect across departmental lines, to experiencethe ways in which different academic disciplines appmch similar questions and issues and to participate in interdisciplinary learning experiences. You can, in effect, create your own major by choosing a theme or topic you wish to study and then by taking courses in various departmentsrelating to that theme. The major was created especially to encourage students not majoring in the humanities but in such areas as science, business or social science to broaden their insights and perspectives by taking a broadly-based second major. Faculty: Bruce Reichenbach (Chaiirson),John Benson and Richard Nelson Major: Nine courses, five of which must be Upper Division. Courses must be selected from at least four of these seven departments -Art, English, Foreign Languages, History, Philosophy, Religion, and Speech, Communication and Theatre Arts. No more than three courses from any one department can be used to satisfy the requirement. Note: Each student taking a Humanities major will focus on some particular theme or Six of the nine perspective which will constitute the core of the major .pcourses must be taken in this core. The core adopted and the courses chosen to meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme or perspective of the core can be chosen from those listed in the Humanities Handbook or can be created by the student in consultationwith an adviser in the humanities. Further information concerning the core can be found in the Humanities Handbook A student may not list a double major in Humanities and in one of the component disciplines unless the distribution of courses selected in the Humanities major is significantly different from the other major. 499 Independent Studies Individual study and research on some interdisciplinaryhumanities topic, worked out in consultation with an adviser. The study must be approved by the Humanities Major Committee. &CAN INDIAN Smm, ETHNICS m m & W O ~S m Sm InterdisciplinaryStudies covers a broad spectrum of experienceand coursework. Through Interdisciplinarycourses, students gain greater insight and understandingof cultures and perspechves different from their own. Through these experiences studentsare better prepared to become contributing members of the global community. For other Interdisciplinarycourse listings, see Global Education Programs and Metro-Urban Studies. Courses listed in these areas may be used to fulfill the Urban Concerns, Women's Studies or Minority Studies requirements under the general distributionrequirements.Consult the General Education list for courses which fulfillthe specihc Perspectives. Augsburg also offers students the opportunity to minor in American Indian Studies or Women's Studies. The American Indian Studies program offers courses that encompass the range of American Indian contributions to North American culture including art, religion, literature and history. Also offered m two begnning courses in Ojlbwe (Chippewa),the original language of one of Minnesota's native people. Mildred Mueller, Coordinator Minor:Five courses including INS 105 and at least one Upper Division course. Indian Studies courses may also be taken as part of majors or minors in other academic subjects or to meet distribution/general education requirements. INS 105 Introduction to American lndian Studies An introduction to the content areas of American Indian Studies, including an overview of American Indian history, American Indian literature, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, art, music and language. Required for American Indian Studies minor. OJB 111, OJB 112 Beginning Ojibwe An introduction to the language and culture of the Ojibwe (Chippewa) Indians including vocabulary, reading, writing and conversational skills. Classroom practice will include linguistic patterns and oral interaction. The second course continues vocabulary, reading, writing, oral skills and culture, with increased emphasis on comprehension.This course is crosslisted with the Foreign Language Department. ENG 216American lndian Literature: Traditional and Modern Comparative studies of tribal oral traditions, early writings and modem literature written by or about American Indians. Problems of translation, interpretation and exploitationwill be examined. Modern novelists, poets and historians will be included. This course is cross-listed with the English Department. HIS 223 American lndian History: Pre-Columbian to Modern The government, tribal structures, philosophy, agricultureand commerce among the native people of North America are explored from p r e Columbian eras through European exploration and settlement. American Indian contributionsto world economics, agriculture, government, architecture, art and philosophy are included, as are wars, treaties, relocations and inter-governmentalrelations. This course is cross-listed with the History Department. INS 260 Contemporary American Indians The situation of Indians in the United States since the Indian Reorganization Act (1934)with an emphasis on current issues, e.g. tribal sovereignty, treaty rights and education. Examples of the persistence of religious/ cultural traditions among selected Indian tribes today. ART 290 Tribal Arts and Culture An overview of the visual arts of the American Indians within the United States with some attention to Canada, Central and South America. In addition to the visual arts of the Eastern Woodland, Plains, Pacific and Southwest Indians, some content will include drama, dance, poetry, mythology, rituals and religion. Students will produce art work such as weaving, baskets, pottery, jewelry, sculpture or prints. This course is cross-listed with the Art Department. INS 320 American lndian Women This course focuseson the roles played by women in the tribal cultures of native North America. It explores the continuity of women's roles over time as well as changes in these roles as a result of the influence of Western colonialism. It examines the life histories of Indian women of the past and present and assesses the contributions made by women to Indian community life today. (Rereq.:one course in Women's Studies or American Indian Studies or consent of instructor) This course is applicable to Women's Studies also. REL 370 American lndian Spirituality and PhilosophicalThought Religious beliefs, spiritual customs and philosophy of North American Indians are studied. Within these broad areas,the subjects of medicine, healing, shamanism, dreams, visions, myths and spiritual power are also included. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies and beliefs in an afterlife. This course is cross-listed with the Religion Department. Also approved as an elective: INS 233 Women: A Cross-Cultural Perspective (See under Women's Studies.) 231 Religion in African-American History An examination of selected topics related to the Black experience, e.g. African backgrounds, religion under slavery, evangelicalism.This course is cross-listed with the Religion Department. 232 Blacks in America: An Introduction to African-American Studies An interdisciplinary course providing an overview of the mapr issues related to the Black experience in terms of the family, education, religion, art, economics and politics. It is designed to heighten the student's consciousness regarding the African retentions in Black culture, the evolution of Black culture and the impact of Black culture on American society. Women's Studies values the experiencesand perspectives of women by placing them at the center as it branches out to critically examine women's contributionsin life and learning. Women's Studies seeks to complement other disciplines by expanding knowledge about women, addressing misconceptions and raising new questions which spark further investigation. It seeks to empower students for leadership. Women's Studies tries to be explicit about its goals and issues. It seeks to raise awareness of diversity, to critically examine all disciplines and existing social practices, to recover past achievements of women and encourage the work that women now do, to expand perspectives and to provide a basis for decision making and critical evaluation of future learning. mi no^: Five courses which must include INS 201, three electives, one of which must be Upper Division, and INS 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student's program must have the written approval of the Women's Studies Coordinator. INS 199 Internship in Women's Studies INS 201 Foundations in Women's Studies This multidisciplinary course is designed to raise awareness of women's status and women's diversity; to critically examine disciplines and social practices through the lens of feminist theory; to recover past achievements of women and survey the work that women now do; to expand perspectives; and to provide a basis for critical evaluation of future learning. INS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the biological, evolutionaryand historical origins of women's roles a i d status in human society. Emphasis will be placed on the comparative roles of women in different cultures. This comparison will include such North American models as the Navap, 0jib;e and Iroquois; African models such as the Pygmies and other tribal groups; the peasant societies of eastern Europe, Mexico, the Middle East and China. INS 265 Women in American Culture Through discussion of works by women historians and selections from women's journals, speeches, articles, short stories, poems, plays and other aesthetic creations, the class will collectively assess the position of Black and white women in American culture from the founding of the colonies to the present. Contributions by Indian women, Chicanas and other "invisible" women minorities will be included. INS 281 Topics in Women's Studies INS 311 Women and Development: Latin American Perspectives (See Global Education Programs.) INS 320 American Indian Women (See American Indian Studies.) INS 399 Internship in Women's Studies INS 481 Topics in Women's Studies INS 495 Women's Studies Seminar Selected topics. Required of minors who do not elect to do an Independent Study. To be completed after the introductory course and electives. INS 499 Independent Study In consultationwith a faculty member and with the approval of the Women's Studies Coordinator, a student selects a specific topic for study. Required of minors who do not elect to participate in the seminar. See department listings for descriptionsof the following approved electives from other departments: ART352 Women and Art ENG 282 or 482 Topics in Literature: Women and Fiction HIS 226 Asian and Asian-American Women in Public Life in the 20th Century WL421 Topics in American Politics POL459 Topics in Comparative Politics PSY 371 Psychology of Gender REL441 Feminism and Christianity International Relations is an interdisciplinarymajor which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for an Interim or a semester. Competency in one language is required and some students study two languages. The goal of the program is to give students a broad exposure to international studieswith considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia and others. Recent students have had double majors in History, Political Science, or a foreign language. Numerous combinations of majors and minors are possible with the InternationalRelations major. Norma Noonan, Director Major: 13courses. (1) Seven required courses: ECO 112or 113, HIS 103or 104, POL 158or 160; two of the following: HIS 332, POL 363,461; POL 490; the fourth term of college work in a modem foreign language. (2) Six of the following electives (not more than three from any one disciplinemay be counted toward the mapr): ECO 360,495; HIS 322,323,324,440,474; PHI 355; POL 350,351,381,382,455,459; Rn 356; SOC 336; Interim courses, seminars, Independent Study, topics courses and courses at other colleges/universities can be considered here with the approval of the Program Direstor; fourth tern or higher of college work in a second language. Minor:Seven courses and one year of foreign language. Required: ECO 112or 113, E3IS 103or 104, and POL 158or 160. One course of HIS 332, POL 363 or 461. One year of foreign language. Any three courses from the list of approved electives for the major. Not more than two courses from any department could count toward the minor. Note: Only the fourth or higher term of languages counts toward the major; prerequisite courses or competencies cannot be credited toward the 13required courses. Students should confer with the Program Director about regional and disciplinaryconcentrations possible within the mapr, for example, a concentration on a geographic area or in one of the major disciplines in the program. At least since b t e s , scholars have appreciated the value of mathematics in developing the skills of critical thinking, understandingabstrad concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative reasoning, these skills are still essential for any liberally educated person. Mathematics and computer science courses at Augsburg are intended to help develop these skills. 1 Mathematical ideas in and of themselves have had a formative impact on the development of civilization and the development of compute& has also influenced modern society. To the extent that a liberal education must include a variety of perspectives on our culture and heritage, a study of these influences is important. An increasingnumber of academic disciplines require a working knowledge of the tools of mathematics and computer science. This Department serves students majoring in a wide variety of fields. Majors within this Department are prepared for graduate school, work in industry or service professions, with opportunities to focus on either the theoretical or the applied areas of their vocations. In fad, the Department offers a concentration in applied mathematics as well as the more traditional major. Internshipand Cooperative Education options help studentstake advantage of Augsburg's proximity to the many technicaUy+riented enterprises in the city. Thus the Department aims to provide its own majors with skills necessary to serve the larger community through a variety of m s . MathematidComputer Science Faculty: Larry Ragland (Chairperson), Larry Copes, LarryCrockett, Suzanne Dor&, Beverly Durkee, Ken Kaminsky, Noel Petit, Beverly Stratton, Stephen Zhang Mathematics Major: Nine courses in mathematics including MAT 145,146,245, 246,324 and three electives from MAT courses above 210, at most one of which is at the 200 level; participation in departmental colloquium (MAT 491) during junior and senior years. Also required: CSC 170 or CSC 270. At least two of the Upper Division mathematics courses must be taken at Augsburg. For teaching licensure, the three electives must be 351,373, and 441. Students wishing to become licensed teachers are advised to consult with the Education Department for other require ments. Mathematics Major with concentration in Applied Mathematics: Nine courses including MAT 145,146,245,246,324 and three electives from MAT 327,328,355, 373,374, and approved topics courses (MAT 481). Also required: CSC 170 or CSC 270, PHY 121,122; participation in departmental colloquium (MAT 491) during junior and senior years. A minimum of two Upper Division mathematics courses must be taken at Augsburg. Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall. Independent Study at an advanced level. Mathematics Minor: Five courses, including 145,146,245, and 246 or 247, and one elective from MAT courses above 300. For a teaching minor the additional course must be selected from MAT 314,328,351,373,441. Prerequisites/PlacementExam -Before enrolling in any mathematics course the student must have placed appropriatelyon the Augsburg Mathematics Placement Exam, or have completed college courses equivalent to prerequisites. A course must be completed with a grade of 2.0 or higher to count as a prerequisite. The Placement Exam is given during college registration sessions and at other announced times during the year. It is required of all entering students except those who have received a grade of C or better in a college-level mathematics course taken at another college or who have passed the College Board Advanced Place ment Exam. These students and those who place into Group V should consult with the Department about appropriate courses to take. 103 Basic Mathematics A self-paced course for students needing a review of arithmetic and transition to algebra. Topics include integers, fractions, decimal numbers, ratios, percents, metric system, exponents, radicals and evaluation of algebraic expressions.Counts as one course in semester's load but does not give credit toward graduation. Admission only by Augsburg Mathematics Placement Test. (kereq.:Placement Group I. P/N grading only) 104 Intermediate Algebra A self-paced course for students needing a review of basic algebraic skills and concepts. Topics include operations with polynomials and rational expressions; exponents and radicals; solving linear and quadratic equations and inequalities; and graphing of linear and quadratic functions. Counts as one course in semester's load but does not give credit toward graduation. Admission only by Augsburg Mathematics Placement Exam. (Prereq.: 103or Placement Group 11. P/N grading only) 114 Elementary Functions A study of functions: algebraic, exponential, logarithmic and trigonometric. For students planning to take 124 or 145. Students who have completed 124 or 145 may register for credit only with consent of instructor. (Prereq.: 104 or Placement Group 111) 121 Finite Mathematics Topics of finite mathematics (combinatorics,probability, matrices, linear programming and graph theory) of primary interest to students in the social and behavioral sciences, business and information science. Students who have competed MAT 171 may not register for credit. (Prereq.: 104 or Placement Group 111) 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus with applications in the social and behavioral sciences. Students who have completed 124 or 145may not register for credit. (Prereq.: 104 or Placement Group 111. ) 124,125,224 Calculus I, ll, Ill Differential and integral calculus, including calculus of several variables and series, with applications primarily from the physical sciences, integrated with topics from plane and solid analytic geometry. Primarily for students in mathematics or the sciences. (Prereq.: 114 or Placement Group IV for 124; 124for 125; 125 for 224) 131 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. (Prereq.: 104 or Placement Group IID 145,146 AUGMENT Mathemetics I and II The Augsburg Mathematics Enrichment Program provides exploration of mathematical ideas. Attention will be paid to historical and philosophical connections and to reading, writing and thinking in mathematics. Includes calculus concepts such as: limit, continuity, derivative, antiderivative, integral, sequences and series; and selected topics from linear algebra, abstract algebra, number theory, probability geometry, topology, dfnarnical systems, graph theory and combinatorics. (Prereq: 114 or Placement Group IV for 145; 145 for 146) 171 Discrete Mathematics Topics in discrete mathematics such as sets and logic, combinatorics, probabfity, relations and functions, vectors and matrices, boolean algebra and graph theory of primary interest to students in Computer Science and Mathematics. Students who have completed MAT 121 may register for credit only with consent of instructor. (Prereq.: Placement Group IV) 211 Number Theory An introductory study of the integers and their properties. (Prereq.: consent of instructor) 215 Elementary Linear Algebra A study of linear equations, determinants, vector spaces, linear transformations and matrices. (Prereq.: 224) 226 Differential Equations Solutions of ordinary differential equations with applications; solutionsby special integral transforms; systems of differentialequations with matrix algebra techniques; series solutions. (Prereq.: 224) 245,246 Mathematical Structures and Reasoning I & II Topics introduced in 1 6 1 4 6 are further applied, generalized and abstracted. Emphasis is on mathematical structures, logical reasoning and proof formats. Additional topics include: multiple variable calculus, vectors and vector spaces and linear transformations. (Prereq.: 146 for 245; 245 for 246) 247 Introduction to Applied Mathematics Designed primarily for applied mathematics, preengineering and physical science majors, this course includes additional topics from vector calculus, differentialequations, complex functions and linear algebra. (Prereq.: 245) 299 Directed Study Independent Stuclyfor Lower Division credit. (Pmq.: Consent of imtmctor) Abstract Algebra A rigorous investigation of the basic structures of algebra, such as groups, rings, integral domains and fields. (Rereq.: 215 or 246) Analysis An introductionto the study of mathematical analysis. Includes a rigorous study of mapr concepts used in the calculus and their applicationto more abstract situations. (Prereq.: 224,246 or 247) Special Functions of Mathematical Physics (See PHY 327) Complex Variables An introductionto complex numbers and functions, limits, differentiation and integration, series, analytic functions, conformal mappings and applications. (Rereq.: 224,246 or 247) Modern Geometry A study of transformational geometry including complex number representations and applications to fractal geometry. (Prereq.: 215 or 246) Numerical Analysis A study of methods used to solve problems on computers. Analysis of computational problems and development of algorithms for their solutions, applications of a procedur&riented programming language in numerical analysis. Topics include the general concept of iterative formulae, solution of equations, Newton's method, linear systems, interpolation, numerical differentiation and integration. (Prereq.: 224 or 245; CSC 170) Probability and Statistics I A study of the structure of modem probability, enumeration techniques, special discrete and continuous probability distributions with applications to statistical problems, mathematical expectation, Chebyshds inequality, the central limit theorem. (kereq.: 224 or 245) Probability and Statistics II A study of sampling distributions associated with the normal and other distributions and methods of estimation: point estimation, interval estimation; hypothesis testing, regression and analysis of variance, nonparametric statistics. (Prereq.: 373 or equivalent) Internship A combined effort of student, faculty and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the Cooperative Education office as well as the Mathematics Internship Supervisor. Foundationsof Mathematics Set theory, logic, axiomatic method and development of number systems. (Prereq.: completion of or concurrent registration in 314 and either 324 or 328; or consent of instructor.) 481 Topics in Mathematics Study of advanced topics selected from real or complex analysis, abstract algebra, topology, pmbability, statistics or computer science. (Prereq.: 314 and either 324 or 328; or consent of instructor.) 491 MathematicsIComputer Science Colloquium This colloquium, which has no course credit, meets weekly to keep the mathematics and computer science community informed about contemporary developmentsin the field and about interestingideas that don't arise in courses. Junior and senior majors must attend, and others are welcome. Sessions are presented by faculty members or outside visitors. 499 Independent Study Topics defined through consultation between student and Department. Introductory Courses: 170,210, MAT 171 and MAT 124 or 145 Core Courses: 320,330,345,450 Computer Science B.A. Major: 11 courses including the four introductory courses, the four core courses and three electives. The electives must be selected from MAT 355, MAT 373 and Computer Science courses above 260. At least two electives must be selected from 270 or 271,340,352, and 445. At least two of the Upper Division courses must be taken at Augsburg. Participation in the departmental colloquium (CSC 491) is required for all junior and senior majors. Computer Science B.S. Major: 16 courses including the four introductory courses; the four core courses; 270 or 271,340,352,445, MAT 125 or MAT 146, MAT 224 or MAT 245, MAT 215 or MAT 246, and one elective selected from MAT 355, MAT 373, and Computer Science courses above 260. At least two of the Upper Division courses must be taken at Augsburg. Participation in the departmental colloquium (CSC 491) is required for all junior and senior majors. Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall. Independent Study at an advanced level. Computer Science Minor: Six courses including the four introductory courses and any two of the four core courses. 145 Computing for the Liberal Arts An introduction to computers, programming and computer applications, as well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not apply toward either a computer science major or minor. Structured Programming An introductionto computers, problem-solving, algorithm development and programming using Pascal. This course provides a foundation for further studies in computer science. (Prereq.: MAT 114 or MAT 121or MAT 122or BUS 279 or Math Placement Group IV) Data Structures Data structures and their implementation, recursion, searching and sorting algorithms, and continued development of programming methods using Pascal. (Prereq.: 170. Coreq.: MAT 121or MAT 171) Electronics (See PHY 261.) FORTRAN Study of the FORTRAN programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: 170 or another course with a study of a programming language) COBOL Study of COBOL programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: 170 or another course with a study of a programming language) Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms and tree and graph traversal algorithms. The limitations of algorithms, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: 210 and MAT 124or MAT 14.5) Theory of Computation Basic theoretical principles embodied in formal languages, automata, computability and computational complexity. Topics include Turing machines, Church's thesis, the halting problem and unsolvability. (Prereq.: 210 and MAT 124 or MAT 145) Digital Communicationsand Computer Networks Principles and methods of data communications, distributed processing systems, network protocols and securityand general computer interfacing. (Prereq.: 210) Principles of Computer Organization An introductionto computer architecture, processors, operating systems, instruction sets and assembly language programming. (Prereq.: 210) Database Management and Design Structure of database management systems, query facilities, file organiza- tion and security, includingthe development of an elementary database system. (Prereq.: 210) 399 Internship A combined effort of student, faculty and employer to complete a specific task and learn in a workplace. The Internship often is under the auspices of the Cooperative Education office as well as the Computer Science Internship Supervisor. 445 Operating Systems and Computer Architecture Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. mereq.: 345) 450 Principles of Programming Languages Principles that govern the design and implementation of programming languages. Topics include programming language syntax and semantics, BNF,parsing, compilers, interpreters, data structures, control structures and the run-time environment. (Prereq.: 210) 491 MathematicsIComputer Science Colloquium (See MAT 491.) 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated when the topics vary. (Prereq.: consent of instructor) 499 Independent Study Topics defined through consultation between student and Department. METRDUANSTUDIES (INS) Metro-Urban Studies is a tramdisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Uhan Studiesprogram seeks to blend classroom and field experience, theory and Internships which focus the content of liberal learning on the metropolitan community and the process of urbanization. The M-Urban Studiesmapr and minor a~ designed to provide underpduate pqaration forpostgraduate studiesin planning,&kchmI law, public .. admmstmtion, environmental studies, social government, community organkition and theology. 7he program and collegewideurban mpkment introduce studentsto the wide e e t y of developing mdated to urt.>an and metropolitan affairs,equipping studentswith the analytical and theoreticaltmls n q m e d to understand the metropolitancommunity. Cooperative Education and Internships are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College's location The Higher Education Consortium for Urban Affairs (HECUA)and Associated Colleges of the Twin Cities (ACTC) enrich the overall program Metro-Urban Studies Faculty:Garry W. Hesser (Director, SOO, Andrew Aoki (POL), Robert Clyde, Norman Ferguson (PSY) Major: 13 courses including POL 122 and 421; PSY 356; SOC 211 and 381; an approved Urban History course; SOC 362 or ECO 279; SOC 363 or POL 484;an Internship (399);and any four approved urban-related c o w . HECUA offcampus programs are highly recommended, especiallythe MUST Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Micrc-Economics. Minor: Three lower level Urban Studies courses, two of which must be POL 122 and SOC 211; and two upper division courses from the following:POL 421; PSY 356; SOC 381 or Internship (399), with the Internship highly recommended where appropriate. Other combinations are feasible if approved by the Director of the Program. 199 lnternship A work-based learning experience in which a student, faculty.memberand site supervisor design a learning apmnent which enables the student to exploremetro-urban studies as a mapr and consider its career alternatives. Participationin a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regardjig requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Wee. 299 Directed Study Independent Study for Lower Division students (Prereq.: consent of instructor and POL 122 or SOC 211) 399 lnternship A work-based learning experiencein which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of metmurban studies with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the terrn/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. b - 498 lndependent Study Metropolitan Resources An independently designed course which a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. ledures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources. The course is designed in consultation with and evaluated by a Department faculty member. (Prereq.:POL 122 or SOC 211 and consent of instructor) 499 lndependent Study Student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: POL 484 or SOC 363 and consent of instructor) URBAN STUDIES~ O N THROUGH S HEWA Augsburg co-foundedand plays a leading role in the Higher Education Consortiumfor Urban Affairs (HECUAIIa consortiumof 17 colleges and universities.Augsburg's Metro-Urbandirector served as its president from 1982 to 1987. Through HECUA, Augsburg studentshave access to five interdisciplinary field learning programs of exceptional qualityI located in ScandinaviaISouth AmericaI Central America and the Twin Cities. This program focuses upon the Twin Cities metro area. 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings conned experiences and direct observation with theory and research on the impact of race, class and gender on social inequality and unequal urban development. Competingtheories and strategies for urban and neighborhood development are examined and assessed in the context of dominant ideology and perspectives of people who challengeit. 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying -at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. 399 Internships (2 credits) Internshipsplace students with sponsoring organizations that provide supervised work experience for a minimum of 24 hours a week Coursework also includes readings, seminar discussion, field assignments and writing to meet the objectives of the internship. n. SGWDINAVIAN URBAN STUDIES TERM(SUST) This interdisciphary field learning program is at the University of Oslo and examines cities and urban life in Scandinavia. 372 Norwegian Language Intensivelanguage instruction at beginning or intermediate levels, with emphasis on conversational listening and speaking skills. Students with advanced Norwegian language proficiency have the option of studying Norwegian literature. Note: For Language credit the student should consult with the Chairperson of the Foreign Language Department. 377 Scandinavia in the World Global perspedives of Scandinavian societies. Exploration of Scandinavian viewpoints as small power nations in a world of super powers and their role in issues of peace, conflict resolution and arms control, EastWest relations, European security, trade and the Thii World. Emphasis on Norway with field travel to Scandinavian capitals and to Leningrad for discussionswith advocates of competing perspectives. 393 Norwegian Art and Literature: Perspectiveson Social Change Social change and issues of change and development in Norway as reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theaters, museums, galleries) and discussions with artists active in a variety of media. 394 Urbanization and Development in Scandinavia Examination of urban economic, social and cultural policies and practices as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformationsfrom rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinavian capitals for a comparative perspective. 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting Independent Study research, using Norwegian language skills, on a topic approved by the SUST Program Director and the appropriatehome college faculty adviser. III.SOUTH AMERICAN URBAN SEMEER (SAUS) This "semester in the city" program is located in either Quito, Ecuador, or Bogota, Colombia. It focuses upon urbanization and developmentin the Third World. 261 Spanish Language All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work. 361 Introduction to Latin America Overview of Latin American geography, history, economy, politics, culture and arts with emphasis on program sites as case studies. Focus on economic development issues, theories and models applicable to Latin America. 362 Urbanization in Latin America The development of cities and implicationsfor social change in Latin America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, govenunental policies'and urban elites. Models and theories of urbanization and development are compared and applied to Latin America. 363 Wealth, Poverty and Community Development The plight and prospects of the urban poor in Latin America. Emphasis on field study in bamo communities and site visits to public and private agenciesdealing with urban problems. 499 Independent Study Studentswith advanced Spanish a= required to prepare an Independent Study research paper. Depending on the topic and resources required, supervision by a professional at a local college or research institution or by SAUS faculty. N.CITY ARE This program studies the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich sources for the program. 330 Field Seminar: Emerging Art and Urban Cultures Exploration of the life experiences and works of artists, cultural workers and community organizers for understanding the difkrencesbetween formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. 399 Internships (2 Credits) Internshipsinvolve participation in an ongoing project with an individual artist, community organizer, art group or organization for the purpose of learning about life and work in that setting. The form and placement varies with each student's goals, needs and experiences. A Spring semester interdisciplinaryprogram that examines relationships among literature, ideology and society and how these shape perceptions of socialrealities. 360 Latin American Literature: Perspectiveson Social Change Study of selected literary works that illustrate s d &ties and express a variety of perspectives on Latin American societies and social change. Historical survey of the dominant trends in Latin American thought as manikted in major artistic periods. 364 Latin American Arts and Society Introduction to theoretical frameworks for examining the relationships among art, ideology and society. Intensive readings include works by theorists from Europe, the U.S. and Latin America. 367 Ideologies of Social Change in Latin America Theories of ideology and overview of Latin American ideologies related to development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependencia and Marxism. 499 Independent Study All students prepare an Independent Study paper on a topic and design approved in advance. Topics can include Latin American literature and others appropriate for Spanish language credit. (See listing under Interdisciplinary Studies (INS)).In the ACTC Class Schedule, Minority Studies courses are listed under Ethnic Studies. Music has the power to move and change us. Whether we experience music as a listener, teacher or performer, it adds a significant and satisfying dimension to our lives. As a college of the church, Augsburg celebrates the study of music as one of the @Is of God. Music in the Christian liberal arts setting reflects Augsburg's mission of educating the whole person. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human history and culture. In addition, all students of the College community have the opportunity of participating in choral and instrumental ensembles which perform locally, nationally and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The Music major combines a broad education in the liberal arts with preparation for a wide range of graduate and professional opportunities. Studentsmay choose from among four maprs in three degree programs: Bachelor of Arts-Music Major; Bachelor of Music-Performance Major; Bachelor of Music-Music Education Major, and Bachelor of Science-Music Therapy Major. In addition to opportunitiesas professional musicians, teachers of music, and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts mapr as an excellent preparation for satisfymgand effective service in many occupational areas. I 1 Music Faculty: Thomas Rossin (Chairperson), Trudi Anderson, Laine Bryce, John Dunham, Stephen Gabrielsen, Andy Heglund, Mary Homzaniecki, Kenneth Huber, Robert Karlkn, Merilee Klemp, Nicholas Lenz,Cynthia Lohman, Steven Lund, Charles McDonald, Roberta Metzler, Celeste (YBrien, Gordon W. Olson, Lila Olson, Sandra Powers, Nicholas Raths, Robert Stacke, George Stahl, Angela Wyatt Music Coordinato~Mary Ella Pratte Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program. Those wishing to become Bachelor of Music candidates must perform (LevelI1 repertoire) in their mapr performance medium for a faculty panel. They must then apply, by petition, to the Department before the end of their second semester of study. Candidate approval is necessary to register for B.M. level performance studies. Freshmen who wish to be considered for a Freshman Performance Scholarshipmust have the recommendation of their ensemble director or private lesson instructor. Transfer students may enter the B.M. program on probation, s u b j j to Departmental approval of a performance hearing and petition during their first semester in residence. All transfer students must take the theory placement examination at the first class meeting of MUS 101 or 102. Music Education majors must apply, by petition, to the Department during the sixth term of study. Additionally, Music Education majors must apply to the Education Department for acceptance into the music education licensure program. Departmental approval and a cumulative GPA of 2.5 in all music courses are necessary for the education licensure program. All other music major and minor candidates must apply, by petition, to the Department prior to registration for Upper Division courses. Auditions for memberships in ensembles are scheduled, followingapplication, during summer orientation sessions or at another time preceding initial registration, or during the first week of the school year. Honors Major: Candidates for the honors program are nominated each spring from among those juniors who have attained a GPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble; conducting an ensemble concert; or combinations of the above. Consult the Music Department Student Handbook for more information. Core Curriculum (requiredof all majors): 101,102,111,112,201,211,231,232,311, 312,341,342 or 344; eight quarter courses in a major ensemble; Performance Studies and recital quirements as given under each specific degree and major. (See Applied Music section.) French or German study as stated in general education requirements. Bachelor of Arts Music Major: Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performance graduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Requirements: 13course credits: Core curriculum plus one course credit of music elective; Performance Studies -six quarter courses and two half courses in the major instrument or voice, two quarter courses in the minor jnstrument or voice and a half senior recital (Music 458); keyboard proficiency and passing three Music Repertoire tests.Consult the Music Department Student Handbook for more information. Requirements for the Music Minor: Six course credits: 101,102,111,112; 231 or 232; 341; 342 or 344;four consecutive quarter courses in a major ensemble concurrent with four quarter courses in Performance Studies.Music minors must pass one Music Repertoire test. Bachelor of Music Music Education Major: Offers students the preparation necessary to become teachers of music in the public schools. This preparation includes coursework which allows the student to become certified to teach at the elementarythrough the secondary levels. Requirements: 17 course credits: Core curriculum plus 202,212; Performance Studies -two quarter courses, four half courses, two full courses in the mapr instrument or voice; two quarter courses in the minor instrument or voice; a half junior recital (MUS 358) and a full senior recital (MUS 459); improvisation compe tency on mapr instrument or voice; keyboard proficiency, passing three Music Repertoire tests, and achieving a cumulative GPA of 2 5 in all music courses and in the major performance medium. Vocal emphasis -MUS 251,252,253,254,435 Instrumental emphasis -MUS 151,155, and one course credit of music elective Other requirements:10 and onehalf course credits: HPE 114,115; PSY 105; EDS 265,354,355,356,357 or 358,388,478,481,482,483. Consult the Education Department, Music Department Student Handbook and program adviser. Music Performance Major: Designed for students who display advanced compe tence and achievement in music performance. This degree program is chosen by students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. Requirements: 20 course credits: Core cumculum plus 202,212; Performance Studies-two quarter courses and six full courses in the mapr instrument or voice; two quarter courses in the minor instrument or voice; full junior and senior recitals 358,459; keyboard proficiencytest, passing three Music Repertoire tests and achieving a cumulativeGPA of 2.5 in all music courses and in the major performance medium. Consult the Music Department Student Handbook for more information. Vocal Emphasie MUS 251,252,253,254,435, one course of music elective, two courses of French or German above the B.A. requirements. Piano or Organ Emphasis- 301,302,436,456, one-half course credit of music elective. Instrumental Emphasis MUS 301,302, one and onehalf course credits of music electives. Bachelor of Science Music Therapy Major: Fulfills academic and clinical requirements for registration with the National Association for Music Therapy, Inc., and prepares students for the professional certification examination developed by the Certification Board for Music Therapists. This course of study is chosen by students who wish to become registered music therapists. Requirements: 18course credits: Core curriculum plus one course credit of music elective; two of 151,155,156; 271,274,275,372,373,374,375,472,473,474,475,479; Performance Studies -six quarter courses in the mapr instrument or voice, two quarter COW in the minor instrument or voice and a half senior recital 458; keyboard proficiency, guitar proficiency, passing three Music Repertoire tests, and achieving a minimum grade of 2.5 in each music therapy course. Other require ments: EDS 282,356,357,358; PSY105,362; BIO 103; SOC 362 or PSY264. Graduates are eligible to take the National Association for Music Therapy certification examination. Applied Music Ensembles (MUD: One quarter course credit per semester is granted to members of mapr ensembles (MUE 111,112,121,141). Other ensembles carry no credit. Traditional grading is required for music maprs and minors in ensemble courses. The general student may register for credit with either traditional or P/N grading, or may choose no credit status with audit (V) designation. A maximum of two course credits in ensemble may be counted toward graduation requirements. Performance Studies for credit:Four synergistic elements are required -lessons, jury examination at end of each semester, performance workshop, and listening attendance at concerts, recitals and performance workshops). Areas of Concentrations The music mapr/minor student must declare an area of concentration. A secondary area, required of Music Education students, necessitates additional lessons, jury examination and performance. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit -one half-hour lesson and three hours of practice per week. One quarter course credit -one half-hour lesson and four hours of practice per week One half course credit -two half-hour lessons and eight hours of practice per week One course credit -two half-hour lessons and twelve hours of practice per week. Performances: All students registered in PerformanceStudies for credit must perform each year in a general student recital, at the end of each semester for a faculty panel, and additional performances as required by the instructor. Listening: All students registered in Performance Studies for credit are required to attend eight designated music events during each semester. Failure to attend the required number of Faculty Artist Series recitals, mapr ensemble concerts, or other designated music events is a factor in determining the final grade received in Performance Studies. Music maprs must pass a total of three Music Repertoire tests; music minors must pass one. (Consult the Music Department Student Handbook for contents of Music Repertoire tests.) Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals and will conduct a prerecital hearing for senior B.M. Performance Major recitals. Concurrent registration in Performance Studies in the major performance medium is required for recital performance. Students should carefully read the Music Department Student Handbook and consult continually with their applied teacher. The following guidelines provide an outline of requirements and procedures which must be followed by all recitalists. Departmental Sponsorship Recitals required for the fulfillment of the BM., BA., or B.S. degree requixements or Honors Major will be sponsored by the Music Department. Other student recitals may be departmentally sponsored. Duration and Repertoire Level All departmentally sponsored recitals must be representative of the academic guidelines set forth in the College Catalog and Repertoire Lists available in the Music Department. 1.B.M. degree junior recitals (MUS358) will be one-half hour in duration, and will be at repertoire Level 111for Music Education majors and one hour in duration at Level IV for Music Performance majors. 2. B.M. degree senior recitals (MUS 459) will be one hour in duration at repertoire Level IV for Music Education majors and one hour in duration at Level V for Music Performance majors. 3. B.A. and B.S. degree senior recitals (MUS458) will be one-half hour in duration at repertoire Level 111. Keyboard Proficiency: B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by passing the Piano Proficiency test. (Consult the Music Department Student Handbook for contents of Piano Proficiency test.) Many music courxs are offered in alternate years. Consult the ACTC Class Schedule or the Music Department for course offeringsin each term. Theory 101 Materials of Music 1 (112 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. 102 Materials of Music 11 (112 course) Diatonic harmony, secondary dominants and simple modulations. Aural Skills 1 (1/2 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing and harmonic dictation to parallel progress in 101. (Prereq.: concurrent registration in or completion of 101) Aural Skills 11 (1/2 course) Development of listening and reading skills to parallel progress in 102. (Prereq.: 111and concurrent registration in or completion of 102) Materials of Music 111 (1/2 course) Continuation of 102with chromatic harmony and modulation. (Prereq.: 102) Form and Analysis (1/2 course) Musical structures of common practice period and introduction to 20th Century practice. (Prereq.: 201) Aural Skills 111 (1/2 course) Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 112and concurrent registration in or completion of 201) Aural Skills IV (1/2 course) Further developmentof listening skills to parallel progress in 202. (Prereq.: 211 and concurrent registration in or completion of 202) Counterpoint 1 (1/2 course) 16th through 18th Century contrapuntal techniques including double counterpoint, pasacaglia, fugue and canon. (Prereq.: 201,211) Counterpoint 11 (1/2 course) Study of contemporarycounterpoint including works of Soenberg, Bartok, Hidemith, Stravinskyand Carter. (Prereq.: 301) Composition 1 (1/2 course) Study of notational systems, score layout, calligraphy, physical basis of sound,ranges of and arranging music for voices and instruments. Simple forms and tonal harmonic materials are employed. Composition 11 (1/2 course) Advanced arranging for vocal and instmental ensembles of varying sizes and types. Contemporarytechniques, atonal systems and larger forms are studied and used. Basic Conductlng (1/2 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. Choral Conducting (1/2 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class as the choir. 344 InstrumentalConducting (112 course) Preparation of and conducting instrumental literature. Advanced conductingtechniques. Organization of instrumental ensembles. History and Literature 130 Introductionto Music in the Fine Arts Relationship between music of each period and the other fine arts. For non-music majors. 230 Electronics in Music Ekploration and creation of sounds heard in 20th Century music. The study and application of practical eledronictechnology used in music will be combined with aesthetic considerations in the creative aspects of the art. For non-music majors. 231 History and Literature of Music I A study of the evolution of music from antiquity to 1750. (Prereq.:112, 201) 232 History and Literature of Music II Continuation of 231 from 1750 to the present. (Prereq.:112,201) 330 Ethnic Music Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For the general as well as the music student. The following four half courses a~ extensive studies of special eras in the history of music. (Prereq.:231,232) 331 Music of the Baroque Era (1/2 course) 332 Music of the Classical Period (1/2 course) 333 Music of the Romantic Period (112 course) 334 Music of the 20th Century (112 course) 432 Church Music and Worship Development and influence of church music as evidenced in contemp* rary worship practices. Designed for the general as well as the music and theology student. 435 Voice Repertoire (1I2 course) Interpretation, style and programming of the song literature from the 16th Century to the present. (Prereq.: 231,232) 436 Piano Repertoire (112 course) Study of the piano literature from the 17th Century to the present by listening, analyzing and performing. (Prereq.:231,232) 498 lndependent Study (1/2 course ) Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. 499 lndependent Study Advanced research and projects not otherwise provided for in the Department curriculum. Open only to advanced students upon approval by the faculty. Technique 151,152 Voice Methods (114 course) Fundamentals of tone production and singing. 155,156 Piano Methods (1I4 course) Basic keyboard familiarity,simple accompaniment and music reading skills necessary to meet specific degree requirements. (Prereq.: MUS 101) 157,158 Guitar Methods (114 course) Beginning techniques of classic guitar. 251 English Diction (114 course) Fundamental course in correct standard English diction for singing. Familiarization with the International Phonetic Alphabet. Open to all students rqjstered for vocal instruction. The following three quarter courses are continuations of 251 with application for the Italian, German and French languages. 252 Italian Diction (1I4 course) (Prereq.:251) 253 German Diction (114 course) (Prereq.:251) 254 French Diction (114 course) (Prereq.: 251) 358 Junior Recital B.M. candidates only. Half recital at repertoire Level III for Music Education Majors; full recital at Level IV for Music Performance majors. No course credit. 456 Piano Pedagogy (1/2 course) Principles, methods, materials and techniques for teaching piano. Survey of various pedagogical schools of thought. (Prereq.: consent of instructor.) 458 Senior Recftal Half recital by BA. or B.S. candidates at repertoire Level 111. No course d t . 459 Senior Recital (1 12course credit) B.M. candidates only. Recital must be preceded by a prerecital hearing by faculty committee.Repertoire Level IV for Music Education majors and Level V for Music Performance maprs. Therapy 110 Music Therapy: A Clinical Overview A survey of the music therapy programs in Minnesota, with field trips to various institutions. An introductory course for the freshmen and sophomores consideringmusic therapy as a major to give students a broad background in the ways in which music is used as a therapy. (Interim only) 271 Music Therapy Techniques and Materials (112 course) Study of non-symphonic instruments, Orff-Schulwerk, applicationsof recreational music activities to cliical settings. 274,275 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and developmentof an experimental research project. 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinaryapproach to music therapy. Theories of learning music, musical talent, and performance. 374,375 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 472 Influence of Music on Behavior A study of human behavior as it relates to music, with emphasis on psychological, cultural and biological aspects of musical behavior. Understanding of the theory of music therapy. 473 Music Therapy Senior Seminar Class discussionsof theories and research as they apply to therapeutic settings including discussion of professional ethics. A holistic approach to therapy with music. 474,475 Music Therapy Practicums (114 course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prenq.:three of 274,275,374,375) 479 Music Therapy Clinical Internship (112 course) Full-time placement in an NAMT Internship setting for six months. Application for Internship sites must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements) These musical organizationsexist not only for the benefit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of Fall semester or by arrange ment with the ensenibledirector. Assignment to an ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includesInterim. While the Department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chapel Choir will satisfy the major, minor or distribution/general education requirements. Instruments are available for rent. 111 Augsburg Choir (114 course) 112 Chapel Choir (Y4 course) 114 Advent Vespers Choir (0) 121 Orchestra (Y4 course) 122 String Ensemble (0) 131Woodwind Ensemble (0) 141 Concert Band (Y4 course) 142 Brass Ensemble (0) 143 Jazz Ensemble (0) Private instruction for credit is graded traditionally. All areas of study are available to the non-music major or minor. AU lessons are adapted to the individual needs of the student and those bearing credit are supplemented by accompanying, ensemble participation and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations:No-credit study has no repertoire requirements; Music Minor -Level I; B.A. and B.S. Majors -Enter I and attain III; B.M. Education Major -Enter I1 and attain IV;B.M. Performance Major -Enter 11 and attain V. l l x Voice 14x Brass: Trumpet, Trombone,Baritone, Tuba 12x Strings: Violin, Viola, Cello, 15x Piano Bass 13x Woodwinds: Oboe,Bassoon, Clarinet, Saxophone, Flute Recorder, Horn 4 16x Guitar Percussion 18x Organ 19x Harp Note carefully the following provisions: 1.Performance study registration occurs the first week of classes. 2. Senior music maprs who have attained a cumulative GPA average of 3.0 in their mapr instrument or voice will be awarded a Senior Performance Scholarshipwhich provides for free lessons in that mapr medium during the two semesters preceding graduation. Similar scholarships are available to entering freshmen. 3. A semester of study is 14 weeks of lessons and coaching. Any lessons during the Interim or Summer are arranged privately with the teacher. 4. A student who cannot attend a scheduled lesson is required to notify the teacher at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 5. Credit is granted only for study with faculty members of the Augsburg College Music Department. The Natural Science Licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. The program of courses is designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors,the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in Education. Early consultation with adviser is essential. Arlin Gyberg, Coordinator Licensure Program for Teachers: The Minnesota Board of Teaching has approved the licensure program for science teachers and authorized Augsburg to recommend candidates in: Life Science, grades 7-12 Life Science (minor), grades 7-12 Physical Science (Chemistry major or Physics major), grades 7-12 Chemistry (minor),grades 7-12 Physics (minor), grades 7-12 Middle School Science, grades 5 9 Broad Base Requirement: Seven courses: two in Earth Science (Astronomy or Meteorology, Geology), two in General Biology, three in Physical Science (Physics for the Life Sciences or a year of General Physics, and two courses of General Chemistry). Biology Major (For licensure in L ife Science):The Broad Base requirement plus eight courses: seven BIO courses, including 491 and at least one from each of the following p u p s : 0351 (Invertebrate Zoology) or 353 (Comparative Vertebrate Zoology), (ID 355 (Genetics) or 474 (DevelopmentalBiology), (III)361 (Plant Biology) or 481 (Ecology), (W) 471 (Cellular Biology) or 473 (Animal Physiology), (V) 440 (Plant Physiology)or 476 (Microbiology),and one course in Organic Chemistry. Chemistry Major (For licensure in Physical Science):The graduation major in Chemistry: CHM 115,116 (GeneralChemistry) (or 105,106), 351,352 (Organic Chemistry), 353 (QuantitativeAnalytical Chemistry), 361 (PhysicalChemistry), 363 (PhysicalChemistry Laboratory), one Advanced Chemistry course, and Chemistry Seminar.In addition, a year of General Physics and two additional physics courses above General Physics. Modern Physics and Electronics are recommended. Physics Major (For licensure in Physical Science): The graduation major in Physics: PHY 121,122 (General Physics), 245 (ModernPhysics), 351 (MechanicsI), 362 (Electromagnetic F'ields I), 395 (ComprehensiveLaboratory) and three additional courses to be selected from 261 (Electronics),352 (MechanicsII), 363 (Electromagnetic Fields 11), 481 (Thermal Physics), 486 (Quantum Physics D, and 488 (Quantum Physics II). In addition, a year of General Chemistry and one course each of Organic Chemistry and Analytical Chemistry. Licensure with Minor: For Life Science, Broad Base Requirement plus seven courses in Biology; for Chemistry, the Chemistry minor-and an additional Upper Division course; for Physics, the Physics Minor plus one additional course above PHY 122. Science (For Middle School Licensure -grades 5-9): Broad Base Requirement and an additional seven Natural Science courses, two in Earth Science (Meteorology and Mineralogy or equivalent), two Biology courses above General Biology, and three in Physical Science, at least one each in Chemistry and Physics above the level of General Chemistry or General Physics. Note: This is not a Natural Science major; it is a program for licensure. Students must still complete a college major. Professional nursing is a scholarly discipline that offers a unique service to individuals, families and communities as they pursue goals to promote, maintain or restore their health. This service, as defined by the profession, is the diagnosis and treatment of human responses to actual or potential health problems. The xope of professional nursing practice is changing and expanding. Nurses are being called on to function in a variety of settings that differ from those in the past. Today nurses work not only in hospitals and clinics but in corporations, government agencies, communities and their own independent practices; they are direct care-givers, researchers, teachers, leaders, managers, administrators and consultants. The expanding practice of professional nursing mpkes practitioners who are liberally educated in the humanities, in the natural and social sciences and in nursing theory and methodology, and who are critical thinkers and ethical decision-makers.The nursing major, informed by study in the liberal artstradition and nursing theory, process, and research, prepares registered nurses for professional practice based on knowledge, reasoned inquiry and professional values. Augsburg's nursing program, leading to a Bachelor of Science degree with a major in Nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for Public Health Nurse registration in Minnesota. With one additional course, they are eligible to apply for School Nurse certification. Requirements for admission to the major are: completion of an associate degree or diploma program in nursing with a minimum overall grade point average of 25; a w e n t license to practice as a registered nurse in the state of Minnesota; and completion of courses in inorganic chemistry, organic or biochemistry, anatomy and physiology, microbiology, English composition, introductory sociology and introductory psychology. Students must take these courses at Augsburg or another accredited college or university prior to admission to the nursing major. The prerequisite courses in sociology, psychology, English, chemistry and biology listed above may apply toward distribution/general education requirements as well as toward admission to the major. All prerequisite courses must be taken using the traditional grading system and must have been completed at the 2.0 level or above. Courses with grades below 2.0 must be repeated or challenged satisfactorily. In addition, applicants must validate their theoretical knowledge via written testing prior to acceptance to the major. These tests are given at Augsburg through the Department of Nursing. Applicants must give evidence of current nursing clinical practice within the past five years. This may include 1) graduation from a school of nursing, 2) work experience, or 3) completion of a nursing refresher course, or an acceptableequivalent All students are required to take the NLN Baccalaureate Comprehensive Examination during the last semester of their senior year. Nursing Department Faculty: Beverly Nilsson (Chairperson), Marian Enos, Sharon Ostwald, Pamela Weiss-Faman, Teri Welcher Major: 10 courses in Nursing including 305,306,310,311,330,350,403, 404,423, 427; an approved Upper Division science course; and an ethics course, either PHI 380 or REL 483. A minimum grade of 2.0 in each nursing course and the required science and ethics courses, and a cumulative GPA of 2.5 at the completion of the Level I and Level I1 courses of study are required. Courses in the Nursing major are offered on weekends with clinical courses requiring additional weekday time. The courses are designed so that the mapr may be completed within three years. However, more time may be required to complete the total course of study depending on the number of d t s transferred from other colleges or universities.Studentsin nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the Nursing mapr should consult with an adviser from the Nursing Department for program planning. Honors Major: GPA of at least 3.6 in the major and 3.3 overall; applicationto the Department Chairperson by November 1of the senior year; recommendation by Nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for 499 to complete the thesis. 305 Contemporary Nursing I: Communication This is a transitional course that introduces the componentsof the pro& sional role and begins the professional wcialkation process. The communicative process is emphasized as one means by which the nurse client relationship is negotiated. Interactive, group, and learning theories are explored for their applicabilityto changing professional ro1'es and practice. A teaching project is required. (Rereq. or current enrollment: an a p proved Upper Division science class) 306 Contemporary Nursing II: Paradigms in Nursing An introduction to theories and conceptual thinking in the process of professional development is provided in this course. The function of theory in guiding nursing practice is emphasized. Selected nursing conceptual models are studied and their application to practice is examined using the nursing process format. Clinical application of a holistic health assessment is required. (kereq.:305) 310 Community Health Nursing I This course focuseson community health delivery systems and the practice of public health nursing. Concepts of health are examined as they apply to current community health problems and issues. Clinical application of course content includes the assessment of an elderly person and definition of a framework for the assessment of a specific community. Ethical issues related to community health decision-making with aggre gate groups are explored. (Prereq.: 330) Community Health Nursing II: Practicum* This course provides a clinical experiencein the practice of public health nursing in which the student provides direct care to culturally diverse clients and groups. The student will provide care to both disease and disability and health promotion clients. The student will analyze a specific community system and the community's provision of health related s e ~ c e s(Prereq.: . 310) Trends and Issues in Nursing This course is designed to investigate the current responsibilities of the professional nurse. Contemporary economic, social, political and professional trends and issues are explored in relation to their implications for nursing practice. (Prereq.: 306; PHI 380 or REL 483 or concurrent enrollment) Introduction to Nursing Research The research process and the methods appropriate to nursing are emphasized in this course. Issues of ethics in nursing research are explored. Students critique nursing research for its applicability to nursing practice. (Prereq.: 330) Contemporary Nursing Ill: Families This course provides a theoretical basis for nursing of culturally diverse families throughout the life span. Content includes family as a social system and explores theories related to family structure and functioning as well as families with psychosocial problems. Consideration is given to the role of the nurse in family health care. (Prereq.: 350. To be taken prior to or concurrentlywith 423.) Contemporary Nursing IV: Leadership and Management This course provides a theoretical basis for leadership and management as emerging professional nurse roles. Concepts of change, conflict, communication and system dynamics are explored. Ethics, accountability and advocacy provide the basis for role development and professionalism. (Prereq.:403) Practicum In Nursing I: Nursing of the Family* This is a clinical practicum offering the student an opportunityto apply content from 403 in providing nursing care to complex families in a selected practice setting. (Prereq.: 403 or concurrent enrollment) Practicum in Nursing II: Leadership and Management* This clinical practicum utilizes knowledge and skills from 404. Opportunity is provided to apply leadership and management theory in a selected practice setting. (Prereq.: 404) Topics in Nursing This course is designed to provide in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the needs and interests of the students and faculty. (Prereq.: Senior standing or consent of instructor. On demand) 499 Independent Study This learning experience provides the opportunity for the student to study a selected topic or issue in depth. Students consult with faculty and submit written study proposals, objectives and methods of evaluation prior to registration. *If the pracficums in nursing me not taken concurrently with their respectice theory courses, students me required to consult zvithfaculty prior to registration regarding reztiezv of the theoretical content. The Philosophy Department assists students to understand issues raised in the traditional areas of philosophy. To this end, we consider problems of knowledge and questions of truth, the nature of reality, the basis of values and rules for correct reasoning. Our goals am to instill in students a love of truth, to inspire a curiosity about the sipficance and meaning of the world they experience and to develop the skills of critical analysis and creative synthesis. The liberal arts curriculum provides an opportunity for students to explore different aspects of the world from a variety of perspectives or disciplines. Philosophy plays a central role in the liberal arts by encouraging students to explore questions about themselves, human experience, right and wrong, the world and God.Ekpmng with two Somatic principles: "The unexamined life is not worth living" and l'Know yourself," the study of philosophy assists students in the realization of their unique potential for understanding and self-fulfillment Four courses in the history of philosophy -begmmng with the ancient Greeks and Romans and continuing through the Medieval and the Renaissance periods to the present -form the core of the philosophy program. In these courses students are taught how to read, understand and criticize great texts of Western civilization. In addition, students have the opportunity to explore the relation of philosophy to other disciplines and to take advanced seminarsin special topics. This major has been carefully planned so that students can easily have two majors. Though some majors go on to graduate school in philosophy, most use the major to prepare for other professional studies such as law, medicine or the Christian ministry. Many enter the marketplace, confident that the study of philosophy has given them the ability to think critically. I Philosophy Faculty: Bruce Reichenbach (Chaiierson), David Apolloni, Kenneth Bailey, Mark Fuehrer, Paul Holmer Major: Nine courses, including 230,241,242,343,344, and a course in the 400s (other than 499). Five of the courses must be Upper Division. Honors Major: Admission to the Philosophy Honors program is by recommendation of the Philosophy faculty.Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student's choice, involving research above the course level, and a defense of this thesis before the faculty of the Department. Minor: Five courses including two from 241,242,343, and 344. I 110 Introduction to Philosophy Though each person has his or her own set of ideas and beliefs, rarely have they been critically analyzed or evaluated for their consistency, adequacy or truth. One reason for this is that individuals lack the needed skills. Another is that they may have had little opportunityto examine critically some of the ideas basic to Western culture. The purpose of this course is to provide the student with some experience in examining ideas and thereby to sharpen the critical and analytical skills required to evaluate and construct a system of ideas and beliefs. 120 Ethics Ethics studies our moral beliefs, helping studentsto consider the basis which they use to make moral judgments. The course explores the rnapr philosophical approachesto evaluating moral actions and then applies these approaches to contemporary personal and social moral issues. This enables students to be aware of the nature of value disputes, the different perspectives taken and the reasoning used to resolve them. Throughout the course Christian ethics will inform our considerations. Students taking 120 may not take 125. 125 Ethics and Human Identity This course is a philosophical study of the role of human understanding, feelings and action with respect to the pursuit of happiness. We begin by asking what the end or purpose of human life is, assessing the role of reason, will and passion with respect to this end, and then deciding on the moral and intellectual virtues required to reach the end. The topic of friendship and human loves is investigated next. The course ends with an analysis of human happiness. Students taking 125 may not take 120. 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules which govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on inductive reasoning. 241 History of Philosophy I: The Classical Philosophers The writings of Plato and Aristotle are the foundations of all philosophical thought in Western civilization. In this course students will read and analyze some of the key works by Plato and Aristotle. In addition, other philosophical schools of thought in the ancient world will be studied: Stoicism, Epicureanism and Neoplatonism, in order to familiarizethe student with the other elements that constitute classical philosophy. 242 History of Philosophy II: Medieval and Renaissance Philosophy The Middle Ages was a period of great synthesisof elements of Christian revelation, classical philosophy and Islamic culture. In this course students will read writings by St. Anselm, St. Bonaventure, Occam, St. Thomas Aquinas, Hildegard and Nicholas of Cusa in order to understand the process of philosophical assimilation involved in constructinga Christian philosophy. Sincethe Renaissance intensified the medieval synthesis, students willbe exposed to the thought of Pico, Ficino and Bruno. 299 Directed Study Independent Study for Lower Division credit. 343 Historyof Philosophy Ill: Enlightenment and 19th Century Philosophy Does knowledge begin with innate ideas or with experience? Can we get beyond our own concepts to know the world itself! What is an idealistic view of the world? This course studies the mapr rationalists of the 17th Century (Descartes, Spinoza, Leibnitz), the mapr empiricists of the 18th Century (Locke, Berkeley, Hume), Kant's synthesis of philosophy and 19th Century Idealism and the reaction to it (Marx, Kierkegaard, Nietzxhe). (Suggestedprior course, 241 or 242) 344 History of Philosophy IV: 20th Century Philosophy What lies behind 20th Century philosophys love affair with language? Is truth that which works? Can we remake philosophy as a rigorous science? These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism and phenomenology. (Suggested prior course, 241,242 or 343) 350 Philosophy of Religion What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can we reconcile the goodness of God with human and animal suffering? Are miracles possible? Are we really immortal? We will conduct a systematicinquiry into these questions which form the basis of religious beliefs. (Suggested: one prior course in philosophy. Cross-listed with Religion 350) 355 Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianismand Taoism. (Suggested: one prior course in philosophy) 360 Political Philosophy By studying the writings of political philosophers from antiquityup to the modem period, students will be asked to examine crucial questions concerning the organization of human society.The relation of the nature of the state to religion, the home and the aty will be looked at through the eyes of Plato, Aristotle, Cicero, Dante and Machiavelli. 365 Philosophy of Science The course explores whether scientists' knowledge of the world is profoundly different from and better than that of the nonscientist, what constitutes scientific knowledge and the degree of certainty yielded by the methods used by scientists to attain knowledge. In addition to dealing with these questions, students will work in researching and developing philosophical problems in the special sciences. (Suggested prior course, 230 or one course in natural science) 370 Existentialism Studies in the writings -both philosophical and literary -of prominent Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair and paradox. (Suggested:one prior course in philosophy) 380 Ethics of Medicine and Health Care Application of ethical principles to problems which arise in the areas of health care and delivery, human experimentation, genetic engineering, abortion, care for the dying and euthanasia. 399 Internship Internship for Upper Division credit. 410 Topics in Philosophy Advanced studies covering a specific area of philosophy, such as philosophical movements, the history of an idea or specific problem or interdisciplinaryproblems. S e m iformat. May be taken more than once for credit. (Suggestedprior courses: any from 241,242,343,344 or consent of instructor) 430 Studies in Individual Philosophers Advanced studies in the philosophy of particular philosophers. Seminar format. May be taken more than once for credit. (Suggested prior courses: 241,242,343 or consent of instructor) 499 Independent Study Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. See Health and Physical Education Physicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinatingand expanding area of study and as a basic science, physics plays an important role in many of the liberal arts disciplines and contributesto society's understandingof such areas as energy, weather, medical science and space exploration Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing M e n g e , the Department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met and stimulate sound thinking, perceptive judgment and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also serves as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmentalscience, engineering and medical and health related fields. In addition, the Physics program at Augsburg functions in a supportiverole for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the Pre-Engineeringprogram with degree programs available at cooperating universities at both the bachelois and the advanced degree levels. The Department maintains active research programs through its Center for Atmospheric and Space Sciences. Several students work each academic year and summer as research assistants in these efforts, which are supported by NASA, the National Science Foundation and other federal agencies. The Department also administers Augsburg College's portion of funds designated for the Minnesota Space Grant College Consortium, fundedby NASA. Cooperative Education, Internship and Undergraduate Research programs provide opportunitiesfor students to apply their physical science knowledge and problem solving skills in practical situations in industrial, govemmental and academic settings. Studentsmay participate in alternating term Co-op programs or work part-time during two or moR academic terms. Internship opportunitiesalone generally involve only one semester. The Department serves the liberal arts tradition by offering courses for the non-science students that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comp~hension. Physics Faculty Kenneth Erickson (Chairperson),Stuart Anderson, Mark Engebretson, JeffreyJohnson, Robert Stenstrom,William Momma. Physics Research Staff: Anthony Hansen, William Jasperson, Miriam Peterson, David Venne. Atmospheric Sciences Research Group, Augsburg College Center for Atmospheric and Space Sciences. BA. Major:Nine courses, including 121,122,245,351,362,363,395 and 3% (onehalf course each), plus two courses above 122. B.S. Major: 12courses, including 121,122,245,261,351,352,362,363,395 and 396 (one-half course each), and 486, plus two courses above 122. A year of introductory chemistry is also required. B.S. Major with Concentrationin Space Physics: 13courses, including 121,122, 245,261,320,351,352,362,363,395 and 3% (one-half course each). 420 and 486, plus one course above 122. A year of introductory chemistry is also required. In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 124or 145, 125or 146, and PHY 121,122 during the freshman year, and MAT 224 or 245 and 226 or 247 during the sophomoreyear. Teaching Licensure Major: The same as the major. Students are advised to refer to the Education Department section of the Catalog and consult with the Education Department early in their planning. Honors Major: A GPA of 3 5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year. Minor: Five courses, including 121,122, and three courses above 122. Society of Physics Students: The Augsburg chapter of Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics. Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.0 in physics and overall, and rank in the upper third of their class. 101 Astronomy A descriptivecourse covering our solar system, stars and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. The necessary optical instnunents are explained and use is made of a 12-inch reflecting telescope, an eight-inch Celestron and a threeinch Questar. Night viewing and laboratory sessions are important components of the course. (Three onehour lectures. Prereq.: Mathematics Placement Group 11) 103 Conceptual Physics An introductory course in which the applications, problems and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. The course stresses a hands-on intuitive a p proach to physics and is designed to serve students in biology and education. (ll-me onehour lectures, two-hour laboratory. Prereq.: Mathematics Placement Group 111) 106 Introductory Meteorology A study of the science and wonders of the atmosphere.The course is designed to provide a working knowledge of the basic science principles required for kderstanding weather and climate. Attention will be given to the overall weather patterns of the earth and to the many varied aspects of weather, some of which include: clouds and precipitation, thunderstorms, tomadoes and hurricanes, weather monitoring and forecasting, the influence of weather on pollution, fronts, cyclones and optical phenomena of the sky. Laboratory exercises are included as an integral part of the course. The course is designed to be an elective or to satisfy the distribution/generaleducation requirement for the liberal arts student. (Three onehour lectures. Prereq.: Mathematics Placement Group 11) 111 Physics, Computers, and Society A study of the historical development of selected topics in physical science. Attention will be given to the interaction of physics and its associated technology with philosophy, religion and culture. Study of mechanics, electricity and digital electronics will lead up to discussion of the meaning of 20th Century physics and of the role of electronics and computers in modem society. Microcomputers will be used extensively in the laboratory. (Three onehour lectures, two-hour laboratory. Praeq.: Mathematics Placement Group 11) 121,122 General Physics I, II A rigorous study of classical physics including mechanics, wave motion, thermodynamics, electricity, magnetism and optics. Designed for Physics majors, Pre-Engineering students and other specified majors. Must be taken in sequence. ('Tluee one-hour lectures, %hour laboratory. Prereq.: MAT 124 or 145, or concurrent registration) 199 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which enables the student to explore physics as a major and consider its career alternatives. Participationin a concurrent seminar is expected. Prior to the beginning of the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement siteby registering with the Internship and Cooperative Education Office. 245 Modern Physics An introduction to modem physics from an historical and experimental basis. Relativity, quantum effects, atomic and molecular physics, nuclear and solid state physics. This course indicates the need for, and develops the experimental basis of, quantum mechanics. (Three one-hour lectures. F'rereq.: 122) 261 Electronics A review of AC and DC circuits and study of analog electronics comprises the first half of the semester. The second half includes study of digital electronics culminating in analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: 103,111 or 122; and MAT 122or 125 or 146) 299 Directed Study Independent Study for Lower Division credit. 320 Introductionto Space Science A survey of the earth's space environment including solar, planetary, magnetospheric, ionospheric and upper atmospheric physics. Topics include solar flares, solar corona, the solar wind, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms and magnetosphere-ionosphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation and a m r a . (Three one-hour lectures. Prereq.: 245) 327 Special Functions of Mathematical Physics An introduction to mathematical physics at an intermediate level, with emphasis on functions which have been developed to aid in analyzing problems in physics and engineering. Beginning with a review of complex numbers and partial differentiation, topics include Fourier series, series solution of selected differential equations, Legendre, Bessel and other orthogonal functions, partial differential equations and functions of a complex variable. (Three onehour lectures. Prereq.: 122or consent of instructor, MAT 224 or 245 or equivalent.) 351,352 Mechanics I, II A careful study of classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include conservation principles, single particle motion, systems of particles, oscillatory systems, central-force motion, dynamics of rigid bodies, gravitation, kinematics of two-particle systems and noninertial reference frames. (Three orle-hour lectures. Prereq.: 122, MAT 226 or 247) 362,363 ElectromagneticFields I, II The classical electromagneticfield theory is developed using the vector calculus throughout. Electrostatics, magnetostatics, solution of Laplace's and Poisson's kuations, electric and magnetic properties of materials and the theory of electromagneticradiation based on Maxwell's equations. (Three one-hour lectures. Prereq.: MAT 226 or 247) 395,396 Comprehensive Laboratory (112 course each) An emphasis on independent laboratory investigations, including participation in physics seminars. Experiments in the area of mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics and modem physics. (One threehour laboratory and one seminar hour per week. Prereq.: junior standing or consent of instructor) 399 Internship A work-based learning experience in which a student, faculty member and site supervisor design a learning agreement which links the ideas and methods of physics with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. Prior to the beginning of the term/registration, intaestd students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. 420 Plasma Physics A rigorous study of the fundamentals of plasma physics including plasma parameters, plasma drifts and particle motion, electric and magnetic fields, kinetic theory, and Maxwell-Boltzmann distribution function and Boltzmann equation, magnetohydrodynamics, plasma waves and instabilities and transport processes. The applicationsof plasma physics to laboratory and space plasmas will be emphasized. (Three onehour lectures. Prereq.: 362,363 or concurrent registration) 481 Thermal Physics The study of properties of systems and processes for which temperatureis an important variable. The subject is developed from two independentyet complementary viewpoints; the experimental, macroscopic classical thermodynamicsand the theoretical, microscopic statistical mechanics. (Three onehour lectures. Prereq.: 351) 486 Quantum Physics I A development from first principles, including de Broglie's postulates, the Sduoedinger equation, operators, wave functions, expectation values, angular momentum and approximation methods. Specific problems studied include potential wells and potential barriers, the harmonic oscillator and the hydrogen atom. (Three onehour lecture. Prereq.: 295, 351) 488 Quantum Physics II The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular physics, nuclear physics and particle physics. (Three one-hour lectures. Prereq.:486) 499 Independent Study An opportunity for students to explore systematicallya problem in experimental or theoretical physics, worked out in consultation with a faculty adviser. Open to juniors and seniors with Departmental approval. P O ~SCIENCE L DEP- (POL) Firmly grounded in the liberal artstradition, political science has mots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and sigruficanceof authority in human affairs establish the focusof political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigatepolitical cooperation and conflict, analyze and compare political systems and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history and sociology to the study of politics. Providing work in several sub-fields of political science, the major supplies the breadth appropriate for graduate work in the discipline, as well as in public adminstration, public policy analysis, law and other professions. It also serves as a foundation on which to develop careers in public service, business, communications and other fields. Lqplative and other Intemships, as well as si@cant independent research projects, are within easy reach of Augsburg Political Science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg Political Science students have the benefit of an experienced faculty that brings a balanced expertise to the course offerings, as well as speual strengthsin interpreting politics in the contexts of the mass communications media, communism, and American public law. The Departmental faculty is committed to the view that the study of politics, involving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important as@ of liberal learnings. Political Science Faculty Norma Noonan (Chairpason), Milda Hedblom, Andrew Aoki, Philip Fishman, Mary Ellen Lundsten, William Morris, Myles Stenshoel Major: Nine courses, plus Statistical Analysis (SOC 362). Required: 121 or 122or 160 or 170; 158; 484; and at least five other Upper Division courses in fourout of five political science areas. A seminar in one of the five areas may be counted for that area. Honors Major:The Honors Mapr in Political Science includes the requirements listed above, plus the following: The student's gradepoint average must be 3.5 in the major and 3.0 overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March 1of the senior year, an Honors Thesis to be defended before a faculty committee. Students may work with any member of the Department on their Honors Thesis. For specific requirements, consult the Departmental Chairperson. Students should apply for the Honors Major no later than the first term of the junior year. Minor: Five courses, including 121or 122or 170; 158; and at least three Upper Division courses in three out of five political science areas. Political Science Areas: (I) American Government and Politics, (ID Comparative Politics and Analysis, (III) InternationalPolitics, (IV)Public Law and (V)Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a Political Sciencemajor in combination with specified social science courses, in compliance with state requirements. For more information, see the Department Chairperson. See the class schedule for precise listing of terms in which courses are offered. I. American Government and Politics 121 American Government and Politics The politics of American government including the forms of political ideas, the pattern of participation, the dynamics of congressional, presidential and bureaucratic policymaking, and current issues in American society. 122 Metropolitan Complex Politics in the urban setting, including important issues, actors and strudures influencing public policy in the modern urban complex. Discussion-lecture, simulation and meetings with political experts and activists. 325 Public Administration The politics of public administration and bureaucratic policy-making in the United States; governmental regulation, promotion and management, emphasizingpolitical and economic interaction. (Prereq.: one course in political science or consent of instructor.) E 326 Political Parties and Behavior The political behavior of the electorate emphasizingpublic opinion and political parties in the electoral process. Field work with political parties and interest p u p s and media in presidential elections (optionalin nonpresidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of electionyears.) 342 Mass Communications In Society Effects of mass communicationson individual behavior; the uses and control of mass media for political and social purposes including a study of censorship, newsmaking entertainmentand public affairs programming. gunior and senior students only.) 370 Constitutional Law (See Section IV for description.) 371 Topics in Constitutional Law (See Section IV for description.) 421 Topics in American Politics Selected themes, including legislative, executiveor judicial process and policy process in American politics; national, urban or state focus;topic to be included in subtitle. (Prereq.:one course in political science or consent of instructor. On demand.) II. Comparative Politics and Analysis 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process, with some comparison of major political systems and discussion of contemporaryissues. 350 Comparative Democracies The emergence, maintenance and decline of selected democracies, focusing on political behavior, institutions, and processes. (Prereq.:one course in political science or consent of instructor) 351 Communist Political Systems A comparative analysis of the Soviet Union and other Communist states in terms of political behavior, institutions, processes and politics. (F'rereq.: one course in politid science or consent of instructor) 359 Topics: Women In Comparative Politics Various aspects of women in comparative politics will be explored. Themes will vary. (Prereq.: One course in political science or consent of instructor) 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political p m s s e s such as political participation, communications, political developments, political change and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor. On demand.) Ill. lnternational Politics 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations and a focus on recent problems. 363 Communist Foreign Policies Analysis of the motivation, formulation and implementation of foreign policies of Communist nations with emphasis upon the Soviet Union and China. (Prereq.: one course in political science or consent of instructor) 461 Topics in lnternational Politics Selected themes including interpretations of international politics, foreign policy decision making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) 490 Seminar in lnternational Relations Capstone semjnar for students mapring in International Relations; analysis of some methods for studying internationalrelations; analysis of mapr trends; senior thesis. Open to other studentsby consent of instructor. (kereq.: four courses in the International Relations sequence) IV. Public Law 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. 370 Constitutional Law The legal-plitical-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: 170 or consent of instructor) 371 Topics in Constitutional Law Selected topics in Constitutional Law, especially Civil Rights. Content will vary, defined by the subtitle of the course. (preq.: 170 or consent of -. -.--, :- -. 375 Media Regulation, Law, and Ethics A study of key issues and contemporaryconflicts in media ethics and regulation, including the uses of law to settle disputes about content in the media, access to the media and ownership of the media. Alternative justifications and critiques of mass media systems will be examined. (Prereq.: Lower Division political science course, speech/communications course, SPC/POL 342, or permission of instructor) V. Political Theory and Analysis 158 Political Patterns and Processes (See Section 11for description) A study of influential political philosophers, emphasiig the values, goals and assumptions which continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) 381 Topics in DemocraticTheory A study of democratic theory. The s u b j j matter will vary and be defined by the subtitle of the course: American political thought, comparative democratic theory, etc. (prereq.:one course in political science or consent of instructor) 382 Marxist Theory: From Marx to Mao Origins and evolution of Marxist theory and movements emphasizing Marxism as developed in Russia and China. Consideration of the political, social and economic dimensions of the theories, with some focus on the preferred futures envisaged in the doctrine. (Prereq.:158or consent of instructor) 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study; mapr research required. (F'rereq.:SOC 362 Statistical Analysis; 158and two Upper Division courses, or consent of instructor) VI. Seminars, Independent Study and Internships 199 Internship Lower Division Internship. Consult Internship Supervisor in the Department to determine project. (P/N grading only unless Internship Supervisor grants exception.) 295 Lower Division Seminar Special topics. Consult Department Chairperson concerning terms and subject matter. (On demand) 299 Directed Study Independent Study for Lower Division students. (Prereq.: consent of instructor) 399 lnternshlp Consult Chairperson or Internship Director to determine project. (Prerq.: consent of instructor. P/Ngrading only unless Internship Supervisor grants exception) 484 Political Analysis Seminar An analysis of &fferent approaches and theories in the study of politics including an examinationof the requirements of science as a model for political study; major research required. (Prereq.: SOC 362 Statistical Analysis; 158and two Upper Division courses, or consent of instructor) 490 Seminar in International Relations (See W o n 111for description) 495 Seminar Selected topics. Consult Department Chairperson concerningterms and subject matter. (Prereq.: consent of instructor) 498 lndependent Study: Metropolitan Resources An independentlydesigned course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g. lectures, s y m p sia, performances, hearings. These resources become the core of the course, supplemented by traditional College resources, and designed in consultation with and evaluated by a faculty member of the Department. (Prereq.: consent of instructor) 499 IndependentStudy Topics defined through consultation between instructor and student. (prey.: consent of instructor) Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studyinghow people cope with their environment and interact with each other. The Department's courseshave three basic goals: (1)to introduce the student to the m m n t information and methods in psychology as well as earlier approaches to psychological questions; (2) to develop the ability to analyze, interpret and evaluate behavioral researchIand (3) to provide practice in the application of these principles. The Department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Cooperative Education and Internships are designed to provide students with practical pre-professional experience.On-thepb experience gives students the opportunity to test career fields and develop professional contacts. Psychologistsuse a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills can be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law and medicine. Student interns are placed in the metropolitan area where they can acquire practical, pre-professional experienceand develop professional contacts. This program mutually benefits the students and the community. I I Psychology Faculty Nancy Steblay (Chairperson),Lyla Anderegg, Grace Dyrud, Norman Ferguson, Duane Johnson Major: 10 courses including 105,230,330,381,399, and 493. A minimum of five courses must be from Augsburg. Students are also acpeded to select one course from the Developmental/Personalitycourses and other electives to complete the mapr. Not more than two courses from among 299,399 and 499 may be counted toward requirements for a mapr. It is recommended that Psychology majors take additional course work from other areas that will complement and strengthen their particular interests in psychology; for example, areas such as business administration, biology or communication.AU psychology maprs must have an adviser in the Psychology Department. Honors Major: GPA of 3.5 in the mapr and 3.0 overall, and completion of a high quality research project culminating the mapr program. Application for honors consideration must be made during the junior year. Please consult the Department Chairperson for more detailed requirements. Minor: Five courses including 105, with a minimum of two courses at Augsburg. Not more than one course from 299,399 and 499 may be counted toward the minor. 101 Self-Identity and Values A study of self-identity and values as related to personal l i i . This course uses a psychological perspective to explore the role of the individual in the larger social context. Major topics include the acquisition, develop ment and evolution of self-identity and values and the influence of sex roles. (This course does not substitute for PSY 105as a prerequisiteto Upper Division psychology courses.) 102 The Individual in a Social World An investigation of the behavior of the individual as it occurs in social environments. Examples of human behavior which are best understood through analysis of both individual and social factors will serve as the course framework. The scientific method is emphasized as an aid in understandingissues of influence in social systems, with major topics including attitude formation and group processes. (This course does substitute for PSY 105as a prerequisiteto Upper Division psychology courses.) 105 Principles of Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Application of psychological concepts to everyday situations is emphasized. 199 Internship A work-based learning experience in which a student, faculty adviser and site supervisor design a lezrning agreement which enables the student to explore psychology as a possible major and consider its career options. See PSY 399 for additional information. (Prereq.: 102or 105 and one other psychology course) 230,330 Research Methods: Design, Procedure and Analysis I, II A two-term sequence including experimentation in such areas as human learning, problem solving, social psychology and sensation-perception. Emphasis will be placed on both statistical and experimental design methodology. Research Methods I may be taken for credit without continuing in Research Methods II. Majors in Psychology must take both terms of the two-term sequence;230 must precede 330; 330 should be taken in the term immediately following 230. (Prereq.: 102or 105and MPG III) 251 Sensing and Perceiving An ecologically oriented approach to the study of perceptual systems. Emphasis on the processing of environmentalinformation and how this relates to adaptive behavior and subjective experience.Topics include: adaptationto novel environments, machine intelligence and anomalous perception such as illusions. (Prereq.:102or 105. On demand) 299 Directed Study Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration. (Prereq.: 102or 105) 325 Social Behavior Social factors which influence individual and group behavior in naturalis- tic and experimental settings. Topics include: cooperation, competition, affiliation, conformity and attitudes. (Prereq.: 102or 105) Developmental Psychology: Child Emphasis on normal child developmentand behavior. Consideration of theoretical systems used for viewing developmental sequence and continuity.Inquiry into practical implications and applicationsof data and theory in respect to the development of children. (Prereq.: 102or 105) Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Considerationof data and theory related to development during the adolescent and young adult periods of life. (Prereq.: 102or 105) Developmental Psychology: Middle Adult and Older Adult Emphasis on normal development and behavior. Consideration of data and theory related to developmentduring the middle adult and older adult periods of life. Includes perspectives on death and dying. (Prereq.: 102or 105) Brain 81Behavior A survey of the functions of the nervous system which are responsible for behavior in animals and human beings. Major topics include: sleep and wakefulness, motivation and emotion, learning and memory and mental disorders. (Prereq.: 102 or 105)Additional lab hours required. (On demand) Environmental Psychology This course uses a cultural-ecologicalviewpoint to study the influence which the environment, both natural and human-made, has on behavior. Major topics include: overcrowding and environmentalstress; territoriality; defensible space and crime; and specific environments such as rooms, buildings and cities. (Prereq.: 102or 105) Learning Learning concepts, behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 102or 105) PsychologicalAssessment Theory, principles and examples of tests of personality and intelligence. (Prereq.: 102or 105. On demand) Personality An introduction to the field of personality study including theory, research, assessment and contemporary applications. (Prereq.: 102or 105) Behavior Disorders An introduction to maladaptive human behaviors from the social, organic and psychological points of view. (F'rereq.: 102or 105) Psychology of Gender A study involving knowledge of materials bearing on the development of sex difkrences and roles, the effed of society upon values and goals, differentiallegal status of each sex and psychophysiologicaldata bearing upon these differences. (Prereq.:102 or 105 or consent of instructor) Organizational Psychology Theoretical conceptualizations of organizationalbehavior. A study of the individual, groups, structure, change and developmentin organizations. (Prereq.: 102 or 105) Psychology in Historical Perspective Historical developmentof psychological viewpoints and theoretical positions. (Prereq.: two psychology courses) Internship A work-based learning experience in which a student, faculty adviser and site supervisor design a learning agreement that links the principles and methods of psychology with the opportunities available at the placement. Prior to the be$nning of registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative Education Office. (Prereq.:junior class standing and four psychology courses) Program Evaluation The application of scientific research techniques and statistical analysis to programs for social improvement.Designing information systems for the ongoing monitoring of programs. Assessing community needs. Assessing program effectiveness and efficiency.The political and organizational context of program monitoring and evalukion. The role of evaluation research for social policy and program improvement. (Prereq.: 264 or SOC 362;SOC 363.O n demand) Counseling Psychology Principles, methods and attitudes involved in the counseling process. Consideration given to goals and ethical guidelines for a counseling relationship. (Prereq.: three psychology courses and junior class standing) Current Topics in Psychology Study of selected areas and topics in psychology that are not treated extensively through current course offerings. Specific topics will be published prior to registration. (Prereq.: 102 or 105 and consent of instructor) Seminar: Contemporary Issues Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five psychology courses) 499 Independent Study Limited registration by special permission for advanced students in psychology. Students must present a written plan prior to registration including carefully considered rationale and purpose for the proposed Study. Augsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task The biblical faith and tradition of the Christian church have influenced the Western world to a degree much greater than is sometimes recogruzed. They have affected and continue to influence language, literature, history, values and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of biblical history and that of the Christian church and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more thanis represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks to introduce students to some of these major religious traditions. Coursesin religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith, enabling them to reflect theologically on their own religious commitment. The College offers both a major and a minor in Religion. Studentswho wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriatefor that purpose. Religion Faculty: Philip Quanbeck (Chairperson),John Benson, Bradley Holt, Lynne Lorenzen, Curtis Peter, William Russell, Eugene Skibbe Major: Eight courses, including 111,221,356,481 and 495, the seminar especially for majors, taken in the junior or senior year. Before taking the seminar, each major must have written one formal research paper and placed it on file with the Department Chairperson. Only one Interim course may be applied to the major. One Upper Division New Testament Greek course may be applied to the major. Religion Major with a Concentrationin Youth and Family Minis* This major requires nine courses including an Internship. In addition to the courses required for a Religion mapr, namely REL 111,221,356,481 and 495, the following are required: REL 342,343,415, and a supervised Internship in the Youth and Family area. Consultation with one of the staff members in the Youth and Family Institute is required in order that proper preparation in discipline areas outside the Department of Religion may be achieved. Program for Christian Day School Teachers: Students pursue one of the regular teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, five courses in reliion are required: 111,221,362, The Christian Day School (Interim) and The Lutheran Heritage (Interim). Student Teaching experience is required in both a public school setting and in a Christian Day School. This program prepares students who are intmsted in teaching in Christian day schools, particularly those of The Evangelical Lutheran Church in America, although participation is not limited to such schools. Honors Major: GPA of 3.3 in the mapr and 3.0 overall; research project approved by the Department and colloquium with the Department. Minor: Five courses. Not more than one Interim course may be counted for the minor. Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department and/or general education course credit. All maprs are urged to consult with the Department Chairperson. 111 Introduction to Theology An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. 199 Internship Internship on Lower Division level. 221 Biblical Studies The origin, literary character and transmission of the biblical documents. The task of biblical interpretation.The history of Israel and the emergence of the church. 231 Religion in African-American History (See INS Minority Studies.) 299 Directed Study Independent Study on Lower Division level. 342 Theology of Youth and Family Living Contemporarytheories of youth and family living are examined within the context of Christian teachings. Emphasis will be placed on individual development at every age, how individuals relate in systems and how Christian ideas intersect to enhance the functioningof families, particularly in relationshipto current crises in teenagers &d families. Theology of Marriage The Christian tradition provides the opportunityfor wholeness by promising forgiveness of unworthy aspects of oneself, access to God's love, and greater acceptanceof one's spouse. In this course, parallel concepts of psychological wholeness, in the Jungiantradition, and of repentance and forgiveness in the Christian tradition are applied to marital relationships. Philosophy of Religion (See Philosophy Department) Denominationsand Religious Groups in America A study of the beliefs and worship practices of the major denominations and religious groups. Some contemporary cultic movements will also be considered. History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam. Lectures plus some discussion of primary documents from these religious communities. Survey of Church History A survey of Christian history in the early, medieval, Reformation and modem periods. Some attention to primary sources, in addition to interpretations of the periods in question. The expansion of the church, its inner life, its relation to the state and the development of its doctrine will be major elements of the study. Life and Work of the Church Congregational life in its varied character with attention directed to Christian education and curriculum, youth work and parish work. Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society. The Church in the First Four Centuries A study of the early Christian Church in the context of the Roman Empire, including such topics as persecution and martyrdom, the development of the creeds, Christianityin conflict with Gnosticism and mystery religions, monasticism and mysticism, early Christian worship. Also includes the theology of several early Christian leaders and a special unit on the life and thought of Augustine. Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16thCentury.Special attention to the writings of Martin Luther and other representative figures. Religlon In America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominationsand the responses of religion to the challengesof its environing culture. Scandinavian Immigrant Church History Topics and themes related to church history and Scandinavian immigration to this country. (Offered as funding permits) The Church and Social Change in Latin America (See Global Education, Program in Global Community) American Indian Spirituality and PhilosophicalThought (See INS,American Indian Studies) Internship Limited to students who have completed at least four academic courses, have at least first semester junior standing and satisfy Department guidelines. The Gospels and Personality Theory The ministry of Christ, as recorded in the Gospels, will be studied as a context and foundation for the maximum utilization of personality theory In effectively responding to contemporaryissues of teenagers such as food disorders, suicide, addictions and perfectionism, among others. Eastern Orthodoxy This course will explore the history, theology, and liturgical life of the Eastern Orthodox Christian Church. Theology and history will be considered primarily from the perspective of those Christians who live in Greece, Turkey, Bulgaria, Romania, Yugoslavia and Czechoslovakia, with special attention to the Orthodox Church in the Soviet Union. Church Music and Worship (See Music Department.) Feminis