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Title: Augsburg College Undergraduate Catalog, 1969-1970
Collection: Course Catalogs
Search Result: AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70 RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68 AUGSBURG COLLEGE AFFl LlATlON Augsburg College is a fouryear liberal arts college affiliated with The American Lutheran Church. The College offers...
Show more AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70 RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68 AUGSBURG COLLEGE AFFl LlATlON Augsburg College is a fouryear liberal arts college affiliated with The American Lutheran Church. The College offers a broad education in a Christian environment. ACCREDITATION Augsburg College is fully accredited by the North Central Association of Colleges and Secondary Schools, the National Council for the Accreditation of Teacher Education, the American Chemical Society, and the American Association of University Women. MEMBERSHIPS Augsburg College holds membership also in the American Council on Education, the Association of American Colleges, the American Association of Colleges for Teacher Education, the National Lutheran Educational Conference, the Association of Minnesota Colleges, the Minnesota Private College Council and the Association of Protestant Colleges and Universities. COURSES OF STUDY Augsburg College offers a Liberal Arts education with courses leading to a Bachelor d Arts degree offered in 29 major fields of study. Students are prepared for teaching, business administration, social work, medical technology, secretarial work, parish work, and missions. Students may prepare for further study in the fields of engineering, theology, dentistry, medicine, nursing, and law, and for graduate study in various fields. LOCATION Augsburg College is located along Interstate Highway No. 94, just 20 blocks from the downtown loop area of Minneapolis. Students have easy access to libraries, museums, and art collections. They also have the opportunity t o attend lectures, musical programs and other cultural activities in the Minneapolis-St. Paul area. SETTING The twelve-block Augsburg campus is located in the heart of Minneapolis and is adjacent t o the University d Minnesota West Bank campus and two of the city's largest hospitals. In this urban setting, Augsburg students prepare for careers in our increasingly urban society. A friendly atmosphere prevails on the Augsburg campus. Students participate in all phases of campus community life under the direction of a capable, wellprepared faculty. DEVELOPMENT A comprehensive development program is in operation which will, over the years, add additional land and buildings t o the Augsburg College campus. THE AUGSBURG COLLEGE CAMPUS Augsburg College is located near the Minneapolis loop and the University of Minnesota. The Administrative offices are in Science Hall at the corner of 7th Street and 21st Avenue South. Prospective students and other interested persons are cor- dially invited to visit the campus. Visiting hours are 9 a.m. to 5 p.m., Monday through Friday; Saturday by appointment. A letter or telephone call in advance is recommended. Write to the Office of Admissions, Augsburg College, Minneapolis, Minnesota 55404; or telephone 332-5181. ACADEMIC CALENDAR, AUGUST 1968 S M T W T F 1 2 4 5 6 7 8 9 1 11 12 13 14 15 16 18 19 20 21 22 23 25 26 27 28 29 30 S 3 0 17 24 31 JANUARY 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 12 13 14 15 16 17 18 19202122232425 26 27 28 29 30 31 SEPTEMBER 1968 S M T W T F S 1 2 3 4 5 6 7 891011121314 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 OCTOBER 1968 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 NOVEMBER 1968 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 DECEMBER 1968 S M T W T F S 1 2 3 4 5 6 7 891011121314 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 FEBRUARY 1969 S M T W T F S MARCH 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16171819202122 23 24 25 26 27 28 29 30 31 APRIL 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 13 14 15 16 17 18 19 20212223242526 27 28 29 30 MAY 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 11 12 13 14 15 16 17 18192021222324 25 26 27 28 29 30 31 2 3 4 5 6 7 : 9 10 11 12 13 14 I 5 16171819202122 23 24 25 26 27 28 SUMMER SESSION 1968 June 24 July 4 Aug. 2 ........... (Mon.) ............ ............ Final registration and beginning of classes (Thurs.) ........................ Holiday (Fri.) ................. Final examinations ............ ACADEMIC YEAR 1968-69 FALL TERM Sept. Sept. Sept. Nov. Nov. Nov. 5-9 .......... (Thurs.-Mon.) ... Freshman Welcome Week 9, 10 ......... (Mon., Tues.) ................ Registration 11 .......... (Wed.) . . . . . . . . . . . . . . . . . . . . . . Classes begin 19 .......... .(Tues.) ............... Last day of classes 20-26 ........ (Wed.-Tues.) ......... Final examinations 27-Dec. 3 . . . . (Wed.-Tues.) .......... Thanksgiving recess WINTER TERM Dec. 3 ............. (Tues.) ...................... Registration Dec. 4 ............. (Wed.) ..................... Classes begin Dec. 20, 9:00 p.m. ... (Fri.) ............. Christmas recess begins Jan. 6, 7:45 a.m. . . . (Mon.) . . . . . . . . . . . . . . . . . . . . Classes resume Feb. 25 ............ (Tues.) . . . . . . . . . . . . . . . Last day of classes Feb. 26-March 4 . . . (Wed.-Tues.) ......... Final examinations March 5-10 . . . . . . . (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break SPRING TERM March 10 . . . . . . . . . . (Mon.) ...................... Registration March 11 .......... (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin April 2, 9:00 p.m. . . (Wed.) ............... Easter recess begins April 8, 7:45 a.m. ... (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume May 23 . . . . . . . . . . . . (Fri.) ............... Last day of classes May 2 6 3 0 ......... (Mon.-Fri.) . . . . . . . . . . . . Final examinations June 1 . . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement ACADEMIC CALENDAR, 1969-1970 AUGUST 1969 S M T W T F 1 3 4 5 6 7 8 10 11 12 13 14 15 17 18 19 20 21 22 24 25 26 27 28 29 31 S 2 9 16 23 30 JANUARY 1970 S M T W T F S 1 2 3 4 5 6 7 8 910 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER 1969 S M T W T F S 1 2 3 4 5 6 78910111213 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S 1 8 15 22 FEBRUARY 1970 M T W T F S 2 3 4 5 6 7 91011121314 16 17 18 19 20 21 23 24 25 26 27 28 , OCTOBER 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 1 0 1 1 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 NOVEMBER 1969 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MARCH 1970 S M T W T F S 1 2 3 4 5 6 7 8 91011121314 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 APRIL 1970 S M T W T F S 1 2 3 4 5 6 7 8 91011 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 FIRST SUMMER SESSION 1969 Final registration and beginning of classes July 4 ............ (Fri.) . . . . . . . . . . . . . . . . . . . . . . . . . . . Holiday July 18 (Fri.) ................. Final examinations June 9 ............ (Mon.) . . . . . . . . . . . . ............ July 21 Aug. 8 SECOND SUMMER SESSION 1969 (Mon.) . . . . . . . . . . . . . . . . . . . . Classes begin ............ (Fri.) . . . . . . . . . . . . . . . . . . Final examinations ............ ACADEMIC YEAR 1969-70 FALL TERM Sept. 4-8 .......... (Thurs.-Mon.) ... Freshman Welcome Week Sept. 8, 9 . . . . . . . . . (Mon., Tues.) ................ Registration Sept. 10 ...........(Wed.) . . . . . . . . . . . . . . . . . . . . . Classes begin Nov. 18 . . . . . . . . . . . (Tues.) ............... Last day of classes Nov. I S 2 5 ........ (Wed.-Tues.) ......... Final examinations Nov. 26-Dec. 2 ..... (Wed.-Tues.) ......... Thanksgiving recess WINTER TERM Dec. 2 . . . . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . . Registration Dec. 3 . . . . . . . . . . . . (Wed.) ..................... Classes begin Dec. 19, 9:00 p.m. .. (Fri.) . . . . . . . . . . . . . . Christmas recess begins Jan. 5, 7:45 a.m. . . . (Mon.) ................... Classes resume Feb. 24 ............ (Tues.) . . . . . . . . . . . . . . Last day of classes Feb. 25-March 3 . . . .(Wed.-Tues.) . . . . . . . . . Final examinations March 4-9 ......... (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break SPRING TERM March 9 . . . . . . . . . . . (Mon.) ....................... Registration March 10 . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin March 25, 9:00 p.m. . (Wed.) . . . . . . . . . . . . . Easter recess begins March 31, 7:45 a.m. . (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume May 22 . . . . . . . . . . . .(Fri.) . . . . . . . . . . . . . . . . Last day of classes May 25-29 ........ (Mon.-Fri.) . . . . . . . . . . . Final examinations May 31 . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement DECEMBER 1969 S M T W T F S 1 2 3 4 5 6 78910111213 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MAY 1970 S M T W T F 1 3 4 5 6 7 8 10 11 12 13 14 15 17 18 19 20 21 22 24 25 26 27 28 29 31 S 2 9 16 23 30 AIMS AND OBJECTIVES Augsburg College is a Christian liberal arts college of The American Lutheran Church. The faculty and the Board of Regents of the College affirm the following as their understanding of the aims, philosophy, objectives and character of this institution. ULTIMATE AlMS TO contribute to the true good of human life and society. To contribute to the building of free and living congregations in the community of the Christian Church. BASIC PHILOSOPHY The Christian message concerning the redemptive act of God in Christ constitutes the greatest potential for good in human life and society; but this potential is realized only insofar as it is actualized in the minds and hearts of individuals. The redemption of the mind constitutes the unique educational task laid upon the Christian Church; in seeking to relate all learning to the truth of the Christian faith, the Christian college performs its greatest service both to the Church and to society. Where there is an atmosphere of free and honest inquiry, truth has the overwhelming advantage; the Christian college, therefore, pursues its purposes not by indoctrination or coercion, but by inviting teachers and students to join in a common search for truth and in a common attempt to see all truth in relation to ultimate Truth. PRIMARY OBJECTIVES To attract to the college students of high ability and genuine religious concern who can reap the maximum benefit from a program of Christian higher education. To provide a campus setting that is conducive to the spiritual, mental, moral and physical wellbeing of its students. To stimulate its students' intellectual interest, and to assist them to develop the habits and skills necessary for sound academic work. To acquaint its students with the spiritual, cultural and intellectual riches of mankind, both for the sake of the enrichment of their own lives and, through them, for the enrichment of their homes and communities. To confront its students with the problems and benefits of living and serving in an increasingly urban culture. To lead its students to a deeper understanding and experience of the Christian Gospel in its relati,on to every area of life and learning. To assist its students in discovering and clarifying their peculiar aptitudes and interests, and to provide training and counsel that will assist them in preparing for a life work appropriate thereto. To aid its students in the development of Christian attitudes and Christian qualities of character; and to encourage each GENERAL INFORMATION student to look upon his life as a Christian vocatio,n, and an opportunity for service t o God and man. DISTINCTIVE CHARACTER Augsburg College is a Christian community of life and learning. As a Christian academic community, Augsburg seeks that high level of excellence which is appropriate to such a community. Augsburg treasures its religious and cultural heritage as an institution founded by Lutheran immigrants from Norway who sought t o play a creative role in American life and society, and seeks to preserve the enduring values of this heritage in the life of the college community today. As a metropolitan college, Augsburg attempts to relate its faculty and students t o an urban culture by utilizing the educational, social, cultural and religious resources of the growing metropolitan community in which it is located. THE PHYSICAL PLANT Instructional facilities and student housing a t Augsburg are conveniently located in relation to each other. Old Main, erected in 1900, contains a large number of classrooms and offices. Science Hall, erected in 194849, includes the general administration offices; well-equipped laboratories for chemistry, phys- ics, and biology; a medium-sized auditorium; and several classrooms and faculty offices. The Lisa Odland Observatory, on the roof of Science Hall, was completed in the summer of 1960. The George Sverdrup Library, named in honor of Augsburg's fourth president, was erected and dedicated in 1955. Adjacent to Science Hall and of similar contemporary architectural design, it contains spacious reading rooms, seminars, work rooms, a visual-education center, the Augsburg Archives, classrooms, and a number o~f faculty offices. There is stack space for approximately 100,000 volumes. Melby Hall, the new auditorium-gymnasium, was completed in 1961. This building, named in honor of Professor J. S. Melby, dean of men from 1920 to 1942, basketball coach and head of the Christianity department, provides excellent facilities for the health and physical education program, intercollegiate athletics, chapel services and general auditorium purposes. East Hall, purchased in 1966, provides a rehearsal hall for the Concert Band and Repertoire Band as well as rehearsal and instruction rooms for instrumentalists. The Music Hall was acquired by purchase in 1947 and has been remodeled to provide vocal, string and piano rehearsal rooms together with a rehearsal room for large groups. The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic and other speech activities. The Augsburg College Center, completed in 1967, is a center of non-academic activity on campus. The building houses the Commons, which is the name for the main dining area, plus private dining rooms and coffee shop. Student government and student publications have quarters in this building. The bookstore is also located here. Spacious lounges and recreational areas are provided in this threestory building containing 55,000 square feet of space. Urness Tower Residence for Women, completed in 1967, is an eleven-story building providing living quarters for 324 women students. The building was named in honor of Mr. and Mrs. Andrew Urness who have given several generous gifts to the college. A unique feature of the building is that each floor is considered a "house unit" providing the 36 residents, housed two to a room, with their own lounge, study and utility areas. The second floor level with main lounge, also provides an apartment for the head resident. There is an observation lounge a t the top of the structure. Sverdrup-Oftedal Memorial Hall, erected in 1938, was named in honor of Augsburg's second and third presidents. The building houses about 65 men students and provides for some faculty and administration offices in one wing. Sivertsen-Mortensen Hall in- corporates a building donated to the college in 1939 from the late Dr. Iver Sivertsen and Mrs. Sivertsen, and a larger addition erected in 1955 and named in honor of Miss Gerda Mortensen, dean of women at Augsburg from 1923 to 1964. The building provides housing for about 144 men students as well as apartments for the resident head. The Studio Building, dedicated in 1964, houses the Department of Art on its two floors. West Hall is an apartment building purchased in 1966 shortly after it was constructed. The building houses 38 women students and an apartment for the head resident. Cottage Houses. A large number of dwellings have been acquired in recent years in the expanded campus area to provide accommodations for men or women students, married students and for faculty and staff members. The President's Home, an attractive colonial residence, is located on the West River Road. THE ARCHIVES The Augsburg Archives seeks to gather and make available for use documents, books, and other articles of historical value. The George Sverdrup Library provides adequate, fire-proof quarters for the archives. Here are found a large collection of periodicals, manuscripts, letters and pictures, affording extensive resources for scholarly research. - LIBRARY FACILITIES The beautiful and spacious George Sverdrup Library provides a central study-workshop for both faculty and students. It contains about 70,000 volumes, exclusive of pamphlets, and is adding approximately 7,000 new volumes each year. Students and faculty working in either of the two large reading rooms find the atmosphere conducive to quiet study and research materials close at hand. All books are kept on open shelves. Reference service, provided by an able and welltrained staff, is available to students. Special collections have been developed in the Music Library, the Chemistry Library, the Curriculum and Library Science Libraries, and in the Audio-Visual Center. In 1966, the AmericanScandinavian Foundation presented its collection of Scandinavian music to the College. Additional conveniences include conference rooms for larger groups or small classes. A typing comer is provided in the first-floor reading room. The library subscribes to nearly 600 of the best periodi- cals dealing with a large variety of subjects, as well as a number of serials devoted to the interests of special fields. Current issues are displayed in a pleasant browsing area. The library plays an active role in promoting general reading, presenting regular book displays, and sponsoring monthly book discussions for faculty, staff, and students. In the Twin City area are other libraries which make their holdings available to Augsburg students, notably, the St. Paul and Minneapolis public libraries, the latter of which issues library cards to out-of-town students for each school year. NATURAL SCIENCE LABORATORIES The laboratories of the Natural Sciences are located in the Science Hall. Four laboratories and storeroom and office space for bidogy are located on the second floor; three larger laboratories and two special research laboratories for chemistry and two laboratories for physics are located on the third and fourth floors. A chemistry library is located near the research facilities. Storerooms and faculty offices are also located here. FINANCIAL INFORMATION 1968-69 COMPREHENSIVE FEE Includes tuition, board and room and General fee as described below. (per year) TUITION New freshmen entering September, 1969 (per year) This rate is guaranteed for four consecutive years. In case of time lost due to illness or accident, the rate, upon application and approval, may be extended for a fifth year. Transfer students and returning students not on a prior year-guaranteed plan. (per year) Part-time students (carrying less than 12 credits per term) (per credit hour) Fee for auditing is one-half the fee for credit. Students carrying more than 51 credits for the academic year are charged $25.00 per credit hour for excess hours. BOARD AND ROOM Residence Halls Honor Houses (upper-class students only) The board plan provides 21 meals per week. (per year) (per year) OTHER REQUIRED FEES General Fee (per year) (Covers subscription to yearbook, newspaper, admissions to all regularly scheduled athletic events, dramatic productions, convocations, and the support of Student Society activities and the College Center.) Part-time students are charged on a proportionate basis. Application Fee Required of all new students, non-refundable. Initial Payment-New Students Required of students whose application for admission has been accepted; to be paid by May 1, 1969. The payment is applied to the tuition fee, but is not transferable or refundable. Room Reservation Deposit-Returning Students Required by July 1, 1969, to reserve a housing assignment for the term beginning September, 1969. Breakage Deposit Required of all students. Refundable upon graduation, transfer to another institution, or discontinuing educational program at Augsburg College. SPECIAL FEES Change in registration after classes begin (per cancel or add) Late registration after classes begin (per day) Graduation fee Transcript fee: first copy free, additional copy Arrangements for special examinations are made in Registrar's office, with charges according to schedule on file. SPECIAL COURSE FEES Computer Science Student Teaching Improvement of Reading Music Lessons (10 per term) Practice Studio Rental Organ (one hour per day) Piano or Voice (one hour per day) Books and supplies are available from the Bookstore. Estimated costs (per year) $ Linen service, required in residence halls (per year) $ Personal expenses for clothing, entertainment and transportation vary from student to student. In planning a yearly budget, a student should add (per year) $ (7 SETTLEMENT OF ACCOUNT A statement of charges for the year will be prepared and forwarded to the student early in August. Payment of one-third of the annual charge is due a t the beginning of each term except that for the fall term payments will be due on or before August 20, so that all necessary processing of financial arrangements can be completed in time to clear the student for registration. Variation from this schedule must be arranged with the Treasurer's Office prior to August 20. No student is permitted to register if his or her account for a preceding term has not been paid in full. REFUNDS If a student decides to cancel his registration, refunds of tuition and room charges are allowed as follows: during the first week of classes, 80%; during the second week, 70%; during the third week, 60%; during the fourth week, 50%; and during the fifth week, 40%. No allowance is given after the fifth week. If a student is forced to cancel his registration because of accident or illness during the first five weeks of the term, the charge is one-half of the rate indicated. Students required to enter military service will receive a full refund of tuition and a proportionate refund on room charges. In all cases, board refunds are made on a proportionate basis. FINANCIAL ASSISTANCE Financial aid in the form of loan funds, scholarships, and parttime employment is available a t Augsburg College. Augsburg participates in the College Scholarship Service (CSS) of the College Entrance Examination Board. Participants in CSS subscribe to the principle that the amount of financial aid granted a student should be based uposn financial need. The CSS assists the college's financial aid officer in determining the student's need for financial assistance. Entering students seeking financial assistance are required to submit a copy of the Parents' Confidential Statement (PCS) form to the College Scholarship Service, designating Augsburg College as one of the recipients, by March 15. The PCS form may be obtained from a secondary school or the College Scholarship Service, Box 881, Evanston, Illinois 60204. All upper-class students are required to submit a Parents' Confidential Statement-Renewal form each year. Several loan funds have been established to assist students in working out their financial problems. Loans may be arranged at a reasonable rate of interest for various periods of time. The General Student Loan Fund, established through the gifts of many individual donors, is maintained chiefly by contributions from the Augsburg College Women's Club. National Defense Student Loans, established by the National Defense Education Act of 1958, are available t o students capable of maintaining good standing in their chosen course of study. Special consideration will be given to all students with a superior academic background. Loans will normally be granted for the academic year, September through June, or the remaining balance thereof. Reapplication will be necessary for each succeeding loan period. United Student Aid Funds is a program of endorsing loans made by local banks to college students requiring financial assistance. A grant to the college by the Gamble-Skogmo Foundation provided the funds to establish the initial reserves required. The United Student Aid Fund Incorporation also handles the Federal Insured Loan program. Arrangements for all types of loans are made through a conference with the Dean of Students, chairman of the faculty committee on financial aid. In addition to arranging loans, the committee counsels students on financial matters with the objective in mind of helping the student work out a satisfactory plan for his finances. SCHOLARSHIPS SCHOLARSHIPS AVAILABLE TO FRESHMEN Foundation Fellowships are offered to students with outstanding high school records and high scores on the Scholastic Aptitude Test of the College Entrance Examination Board. Recipients are guaranteed enrollment in hon,ors course work. These awards range in amount from $100 to full tuition and are renewable for four years for students with a grade point average of 3.0 (B average). TO qualify for a Foundation Fellowship a student should rank in the upper five percent of his high school class and have a combined score of 1200 or higher on the Scholastic Aptitude Test. The scholarship committee also considers an individual's interests, abilities, and character. Honor Scholarships are offered to good students who have strong potential for academic success at Augsburg College. These awards range in amount from $100 to full tuition and may be renewed for four years for students with a grade point average of 2.50. Students who rank in the upper fifteen percent of their high school class and have above average scores in the Scholastic Aptitude Test are eligible for Honor Scholarships. Chemistry Scholarships and Research Awards are offered each year by the Department of Chemistry to students strongly interested in chemistry or medicine. The six awards vary in amount from $2,000 to $4,000 over four years. A student qualifies for a Chemistry Scholarship on the basis of his high school performance, a special chemistry examination, financial need, and vocational objective. Summer Research Awards are also available t o students in chemistry. This award provides a stipend of $600 for each student to do research under the guidance of the chemistry department. Academic Grants are awarded to students on the basis of financial need as demonstrated by the College Scholarship Service. Students who are admitted t o Augsburg College but do not qualify for a scholarship may be considered for an academic grant or financial award'. These awards range in amount from $100 t o $600 and may be renewable for four years with a grade point average of 2.0 (C average). SCHOLARSHIPS AVAILABLE TO UPPERCLASSMEN Departmental Scholarships of varying amounts are awarded each year to students who are highly recommended by the chairman of their maj,or department. These scholarships are renewable if the student maintains a scholastic average of 2.75 or better. Alumni Achievement Scholarships are awarded to outstanding students in the freshman, sophomore, and junior classes for use the following academic year. The scholarship fund., which is equivalent to three half-tuition scholarships, is awarded on the basis of previous academic performance. No award will be in excess of financial need. The Augsburg College Women's Club Schdarship awards, totaling $400, are granted each year to two or more students of outstanding character and excellent scholarship. The Peggy Christensen Benson Memorial Scholarship was established in 1965 by her husband, Thomas I. Benson. The Scholarship is awarded annually to a student studying choral music. The Thorvald Olsen Burntvedt Memorial Scholarship Fund was established in 1960 by gifts from the Burntvedt family and through a church-wide offering, to honor the memory of Dr. T. 0. Burntvedt who was President of the Lutheran Free Church from 1930 to 1958. One or more scholarships are awarded annually to a student or students in the senior class who are preparing for the ministry. The Alma Jensen Dickerson Memorial Scholarships were established in 196.1 by Mrs. Alma Jensen Dickerson, a member of the Augsburg faculty from 1943 to 1954. One or more scholarships are awarded annually to able and deserving junior or senior students. The M. J. Estrem Scholarship was established in 1965 by Mr. and Mrs. M. J. Estrem of Minneapolis to provide an annual scholarship for some worthy student of the College, such student to be selected upon the recommendation of the Scholarship Committee of the College. Augsburg awards Foreign Student Scholarships each year to deserving students from other countries. These scholarships may be awarded in amounts up to the equivalent of full tuition. The Gamble-Skogmo Foundation Scholarship Fund, established in 1965, makes possible the awarding of one or more scholarships each year to upperclass male students interested in careers in the field of business. The 0. I. Hertsgaard Scholarship was established in 1966 by Mr. and Mrs. 0 . I. Hertsgaard. One or more scholarships will be awarded annually to junior or senior students who have demonstrated a proficiency in choral and/or instrumental music, who show interest or potential in conducting and show promise of overall academic success. The Keith E. Hoffman Memorial Scholarship was established in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis in memory of their son who gave his life in the conquest of Okinawa. The scholarship is awarded annually to a student selected on the basis of academic achievement, personal character, and ability in the field of athletics. International Milling Company Scholarships are funded by contributions made by the International Milling Company to the Minnesota Private College Fund. These scholarships of variable amounts are awarded annually to able and deserving upper-class students. The American Indian Scholarship was established in 1955 by Spring Lake Park Lutheran Church, Minneapolis. It is a scholarship of $200 to be applied on tuition at Augsburg College. It is to be awarded to an American Indian student selected on the basis of scholarship and economic need. The Iver and Marie Iversen Scholarship was established in 1957 through a grant from Mr. Iver Iversen of Brooklyn, New York. It is awarded annually to a student in the College. The award, in the amount of $250, is made on the basis of need, scholarship, and interest in Christian service. The Magnus A. Kleven Family Scholarship was established in 1956 by members of the family to honor their parents. The scholarship is awarded annually t o a student on the basis of academic achievement, personal character, and promise of achievement in the field of physical education. Lutheran Brotherhood Scholarships of $500 each are provided by the Lutheran Brotherhood Life Insurance Society and awarded each fall to outstanding Lutheran college seniors. The students are selected by the College in the spring of the junior year on the basis of religious leadership and scholastic standing. Aid Association for Lutherans Scholarships were established in 1966 from funds given by Aid Association for Lutherans Insurance Company. These scholarships of variable amounts are awarded annually to able and deserving upper-class students who are policy holders. David Mathre Memorial Scholarship for Student Teachers is available to qualified full-time students in need of financial assistance during the term in which they are doing student teaching. The Onesirnus Scholarship, established in 1962 by Mr. and Mrs. James Helleckson, is awarded annually in the amount d $300 to an Augsburg student or graduate who is preparing for service in the Christian ministry. The Henry P. Opseth Music Scholarship was established in 1953 in memory of Henry P. Opseth, former head of the Music Department and director of the Augsburg College Choir. It is awarded annually to a sophomore or junior student s f outstanding promise in the field of music. The Adolph Paulson Memorial Prize, from a fund established by members of the Paulson family in memory of Professor Adolph Paulson who taught social science at Augsburg from 1930 to 1935, is awarded annually to a college student for the best essay written on an assigned subject in the field of Christian sociology. The amount of the prize is $50. The Quanbeck Scholarship Fund was established in 1963 by a bequest of John G. Quanbeck. The income from this fund is awarded annually to freshman students who, without assistance, would be unable to pursue higher education. The Reader's Digest Endowed Scholarship Fund, established in 1965, provides an annual scholarship for a deserving and able upperclassman. The Reverend Olaf Rogne Memorial Scholarships were established in 1958 by two anonymous donors to honor the memory of Reverend Olaf Rogne, business administrator of the college from 1940 to 1952. Three awards of $500 each are made annually to selected students preparing for Christian service. The Marlys Johnson Simengaard Memorial Scholarship was established in 1964 by her family and friends to honor her memory. As an expression of Christian concern for the problems of social injustice, this scholarship is awarded periodically to an American Negro student. Social Service Scholarship Program is sponsored by the Division of Charities of the American Lutheran Church. Two scholarships of $300 or three scholarships of $200 will be awarded each year to students at Augsburg College. The recipients must be juniors or seniors of the Lutheran faith who are enrolled in social work courses and plan to continue training in a graduate school of social work. In addition to scholastic achievement, a student's interests, aptitude, and skills in working with people are considered in making this award. The Marilyn Solberg Voice Scholarship in memory of Marilyn Yvonne Solberg, a member of the Ausgburg College Choir from 1950 until the time of her death in 1953, was established in 1955 by her parents, Mr. and Mrs. Iver Solberg and her brother, Doman. It is awarded to an Augsburg student who has music as a major or minor and who shows outstanding promise or achievement in the art of singing. The Marguerite Hamilton Storley Memorial Scholarship was established in 1965 by her family and friends to honor her memory. A scholarship of $300 will be awarded annually to an able and deserving junior or senior student recommended by the scholarship committee. The Professor P. A. Sveeggen Memorial Scholarship was established in 1959 by friends t o honor the memory of P. A. Sveeggen, professor of English at Augsburg from 1915 to 1952. The award of variable amount is made annually to an outstanding student in the field of English. Tozer Scholarships of $500 each are awarded annually to outstanding Junior or Senior students who are residents of the state of Minnesota. Monies for these scholarships are provided by the Tozer Foundation, Inc., of Stillwater, Minnesota. The Edward Yokie Memorial Scholarship was established in 1962 by E. Lorraine Yokie and Doris E. Yokie, daughters of Edward Yokie. A scholarship will be awarded annually t o an able and deserving junior or senior student recommended by the scholarship committee. Memorial Scholarship Foundation. Undesignated memorial gifts are placed in the Foundation Fund. Income from these endowment gifts is used to provide scholarships of varying amounts. The scholarship committee selects students who are able and deserving. The Crown Prince Harald Scholarship was created by the Augsburg College Board of Regents on the occasion of the visit by Crown Prince Harald o'f Norway to the Augsburg campus in October, 1965. This annual scholarship provides one year's full tuition for a student from Norway who wishes to s,tudy at Augsburg. The recipient is chosen from applicants by a committee in Norway set up for this purpose. The Manivald Aldre Memorial Chemistry Scholarship was established in 1960 by friends and the Department of Chemistry t o honor the memory of Manivald Aldre, assistant professor of chemistry at Augsburg from 1949 t o 1958. The annual award is made t o a student whose academic record indicates promise of achievement in the field of chemistry. The Carl Fosse Memorial Chemistry Scholarship was established in 1960 by the Department of Chemistry to honor the memory of Carl Fosse, professor d chemistry at Augsburg from 1921 to 1942. The annual award is made to a student whose academic record indicates promise of achievement in the field of chemistry. The Covey Hendrickson Memorial Chemistry Scholarship was established in 1967 by the family and friends and the Department of Chemistry to honor the memory of Covey Hendrickson, a student of chemistry at Augsburg until his death in June, 1966. The annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry. The Dr. Frederick C. and Laura E. Mortensen Chemistry Scholarship was established in 1961 by the chemistry staff. The award is made annually to a chemistry student whose record indicates promise in the field of chemistry. The Dr. W. M. Saudstrom Chemistry Scholarship was established in 1963 by a gift from Dr. Sandstrom, retired professor of bi,ochemistry at the University of Minnesota. The annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry. The Walter Gordon Schnell Memorial Chemistry Scholarship was established by friends and the Department of Chemistry in 1960 to honor the memory of Walter Gordon Schnell, a student of chemistry at Augsburg until the time of his death in January, 1960. The annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry. The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship was established in 1963. This annual award is made to a student whose academic background indicates promising achievement in the field of chemistry. GRADUATE SCHOLARSHIPS The Greater Augsburg Alumni Association Scholarship of $500 is awarded annually to an outstanding alumnus of Augsburg in order to encourage and assist promising students in the carrying out of projects of graduate study. The George Sverdrup Graduate Fellowship was established by the Board of Trustees of Augsburg in 1947 to honor the memory of George Sverdrup, President d Augsburg from 1911 to 1937. It is awarded annually to an Augsburg graduate of outstanding character and ability who plans to prepare further for the vwation of teaching. The amount of the Fellowship is five hundred dollars. STUDENT ElMPLOYlVIENT An employment service, located in the Student Personnel Office, assists students in obtaining part-time remunerative work during the school year, Christmas vacation, and summer. Both on-campus and off-campus jobs are available. ADMISSION APPLICATION PROCEDURE Applications for admission are provided by and submitted to the Office of Admissions, Applications may be obtained by visiting, writing, or calling (332-5181). A majority of the applications are received between September and January of the students' senior year in high school. Although the closing date for making application for the fall term is August 1, the class may be filled well in advance of this date. An early decision plan is available for highly-qualified applicants who apply before December 1. These applicants are notified concerning admission on the basis of grades through the junior year and college aptitude test scores. Students applying after December 1 will generally not be notified concerning admission until after the Scholastic Aptitude Test scores have been received by the college. A $100 tuition deposit is due before May 1, with earlier payment giving preference in the assignment of campus housing. Students admitted after May 1 are required to make the $100 tuition deposit within two weeks of notification of acceptance. The tuition deposit is not refundable but applies to the cost of tuition. An interview on campus is encouraged. Instructions for applying for admission: 1. Return the application form with a $10 application fee (non-refundable) and a photograph to: Off ice of Admissions Augsburg College Minneapolis, Minnesota 55404 2. Request your counselor or principal to send us a transcript of your high school record and all test results. Transfer students will request the previous college or colleges to send an official transcript of grades together with results of standardized tests taken. 3. The Scholastic Aptitude Test (SAT) of the College Entrance Examination Board is required for admission. The test should be taken early in the senior year or late in the junior year. See your counselor or principal about registering for the SAT or write to College Entrance Examination Board, c/o Educational Testing Service, Box 592, Princeton, New Jersey. Transfer students are not required to take the SAT. ADMISSION REQUIREMENTS The quality of a student's work in high school, type of course program, scores on college aptitude tests, extra-curricular participation, and recommendations are important factors in considering an application for admission. Augsburg College seeks students who rank high in their high school graduating class, at least in the upper half, and who have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board. It is recommended that a student have a least 12 academic subjects in his college preparatory curriculum, which should include four units of English, and a t least two units each of a foreign language, social studies, mathematics, and science. A unit is defined a s a course covering one academic year and equivalent to at least 120 hours of classwork. A recent physical examination is also required. Students will be provided with blanks early in the summer to be filled out and returned to the Student Personnel Office by August 1. The health report must be received before the student will be permitted to register. TRANSFER Students are accepted by transfer from other colleges and universities if their academic record and test results are satisfactory and they are in good standing. College credit is granted for liberal arts courses satisfactorily completed a t accredited institutions. A maximum of 95 quarter credits is allowed on transfer from a junior college. The college reserves the right not to grant credit for courses where it considers the work unsatisfactory, and to grant provisional credit for work taken in unaccredited institutions. The grade point average for gra-duation is based on work taken a t Augsburg. ADVANCED PLACEMENT Advanced placement is granted to students who qualify, on the basis of work taken in high school or elsewhere, to enroll in courses beyond the beginning course. Placement may be determined by tests, or by the level and length of the course previously completed. ADVANCED STANDING Advanced standing, that is, college credit, is granted t o high school students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5 on the Advanced Placement Examinations. MPUS There are many influences which mould life and character in c01lege. While the exercises d classroom, laboratory, and library form the organizing basis of college activity, they need to be supplemented by other than academic forces. These intangible but very real supplementary influences have much to do with creating the climate of an institution. At Augsburg definite emphasis is placed upon the maintenance of a wholesome spirit of Christian community living. THE CHAPEL SERVICE At the center of Augsburg's program is the daily chapel service, where the faculty and students gather for united worship, prayer, and a brief meditation upon the Word of God. Regular attendance is expected of all students and faculty. COMMISSION OF RELIGIOUS ACTIVITIES The Commission of Religious Activities, composed of students and faculty, is responsible to the Augsburg community for the implementation of the religious program. Chairman of this Commission is a student, who is also a member of the Student Council. Although Augsburg College does not believe that religious life can be separated from the rest of life, this Commission does see its major responsibility in relation to worship, devotional life, and the stimulation of faith through discussion and service. RECREATION STANDARDS AND DISCIPLINE At Augsburg all of the work of the college rests on certain Biblical affirmatives about human nature and man's relation to God. As a Christian liberal arts college, Augsburg takes these relationships seriously and therefore seeks to educate the whole man. It follows that one of its important responsibilities is to establish programs and policies that contribute to this end. It is expected of each student that his life, conduct and influence, both on and off campus, shall be worthy of a member of a Christian college, and students who do not feel drawn to this quality of life should not seek to be enrolled at Augsburg. Without attempting to dictate to the individual conscience, the college reserves the right to ask its students to adapt themselves to the social and recreational program approved by the college. It reserves the right to dismiss any student whose continuation in college is deemed undesirable for social as well as for academic reasons. It is the policy of the college that such action shall be taken only after the available campus resources of counseling and judicial processes have been utilized. Thus, disciplinary problems are first dealt with through counseling. Those not solved this way are channeled to a student-faculty Judicial Council through the Office of the Dean of Students. In all cases, careful investigation and the privilege of a hearing precede any disciplinary action. In seeking to develop a constructive recreational program, some limitations have been placed on certain activities. The college is opposed to all forms of gambling. The college does not allow the possession or consumption of alcoholic beverages in residence halls, in any college-approved place of residence or at any collegesponsored event. Minnesota state law forbids the possession or consumption of alcoholic beverages by people who are not 21 years of age. CONVOCATION Convocations are held on Wednesdays throughout the year. These programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is covered, including the scientific, political, social, religious, and artistic. SOCIAL, CULTURAL AND RECREATIONAL PROGRAM In attempting to meet the needs and interests of Augsburg students, use is made of all existing facilities on campus and many of those which are available in the Twin Cities. Much activity outside the classroom occurs in the College Center. There the college community is drawn together by social, recreational, and cultural activities. The activities program is designed to complement the classroom experience and to enhance the student's college experience. Throughout the year a variety of social activities are held in the center, in residence halls, and elsewhere on campus. These social activities include parties, teas, picnics, films, banquets, dances, talent shows and special dinners and big-name entertainment. Traditional highlights of the year are Homecoming, the Christmas Buffet, Sno-Days, the Carnival, and the spring formal dance. Many students take part in the social society system at Augsburg by joining either a men's or women's society. These societies are small groups which provide a natural contact between upperclass students and freshmen, and commuter and residence students, as they plan activities. The society system is governed by the InterSociety Council which, in turn, is responsible to the Student Council. The recreation program has activities for both participants and spectators. The intramural program under the direction of the Physical Education Department features touch football and basketball. On campus such recreational facilities as pool tables, ping-pong, and bicycles are available in addition to the facilities in Melby Hall. Students also enjoy tennis at nearby parks and swimming at Fairview Hospital. In the winter, students go on skiing outings or stay on campus to ice skate. There are informally organized soccer and boot-hockey teams. For the spectator there are the intercollegiate athletic contests. Students may attend home games on their activity card. For many of the away games bus transportation is arranged for those wanting to attend. The cultural program includes activities from the creative and performing arts. In the College Center there are art exhibits, discussions, music listening facilities, small recitals, concerts, drama readings and films. Art works are also exhibited in the Studio and the Scholarshop. Augsburgians also enjoy the annual choir, orchestra, and band concerts in Melby Hall. The college also features a major dramatic production each term in the Little Theatre. Students are admitted free to on-campus dramatic and musical programs by their activity card. Major responsibility for programming is handled by the Program Commission. The committees under the Program Commission are Social, Recreation, Fine Arts, Forum and Lecture, Hospitality, and Promotion. METROPOLITAN OPPORTUNITIES Augsburg's location in Minneapolis gives its students unique opportunities to make use of some of the finest educational and cultural advantages which the Northwest has to offer. Excellent art collections are to be found in the Minneapolis Institute of Arts, the Walker Art Center and several other art galleries. The Twin Cities' libraries are extensive in their services. The Historical Museum in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and other concerts afford rich opportunity for the enjoyment of music. Several theaters in the Twin Cities such as the Tyrone Guthrie Theater, Theater-in-the-Round, the Old Log Theater, the Firehouse Theater, and St. Paul Civic Opera Company provide a variety of dramatic and musical presentations. Many students and faculty attend Minneapolis Symphony Orchestra concerts by virtue of a special college season ticket arrangement. Season tickets are available also for other University concerts and for drama productions at the University and Tyrone Guthrie Theaters. Students also enjoy Minnesota Twins baseball and Viking football games a t Metropolitan Stadium. The Student Society consists of all full-time and part-time students enrolled a t Augsburg College. The central concern of student government is focused on education to the end that individuals may develop their full capabilities through intellectual growth. The student government relates to this broad objective by assuming responsibilities for furthering student affairs, educating members to the democratic process, developing a sense of community, fostering intellectual activity, and participating in policy making. STUDENT GOVERNMENT The administration, under the direction of the president, resides in the executive branch. Seven commissioners are each responsible to the president for one of the major areas of student life. Eight boards also assist him in his work. The Student Council, presided over by the vice-president, is the twenty-member legislative branch of the government. Each of the college classes has its own officers and participates in student government through its representatives on the council. The Judicial Council is a student-faculty judiciary whose rulings are subject to appeal only to the President of the College. The Student-Faculty Council, composed of students, administration and faculty, discusses campus problems, considers legislation adopted by one group or the other which affects the college as a whole, and promotes cooperation and understanding between the students, the faculty, and the administration. The students also have representation on college committees such as the President's Cabinet, the College Center Cabinet, and several faculty committees. The Student Society is a member of the National Student Association, the largest representative national union of students in the United States. Through this organization the students receive programming aids for use on the campus, and add their voice to the voice of all American students before the national government and other organizations in matters of student concern. The Student Government directs several projects of interest to the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political Action Week, Homecoming, Student Lecture Series, Development Council, Welcome Week, Sno-Days, International Students Program, Faith-in-Life-Week, College Center Programming, relationships with community organizations and contacts with neighboring institutions of higher education. Associated Women Students, composed of all the women students, provides opportunity for the women to develop meaningful selfgovernment. It aims to create a sense of harmony and fellowship, to promote and maintain high standards of honor and integrity in personal conduct, and to encourage participation in all college activities. It is affiliated with the Inter-collegiate Associated Women Students, a national organization. AWS has an on-campus council and an off-campus council which deal with the problems and programs of their respective areas. The college newspaper, The Augsburg Echo, is published by a student staff. The Echo serves as a voice of the student body as well as a medium of information. It provides an opportunity for experience in the many phases of journalistic work. PUBLICATIONS Augsburg's yearbook, the Augsburgian, provides a pictorial record of the activities of the year. Work on the annual provides opportunity for creative expression in artistic design as well as in photography. The Publication Commission is comprised of the editors, business managers, and advisers of the Augsburgian and the Echo. The chief responsibility of the Commission is to select editors and business managers for the campus publications. The Auggie is a directory of students, staff, and faculty and is published under the direction of the Office of Public Relations. The enthusiasm and energy of students motivate them to pursue their interests beyond the classroom. For most effective participation, students with similar interests have united to form clubs. Several of these are extensions of courses beyond the classroom. Others are devoted to interests not offered in the curriculum. All these organizations are co-ordinated through the Student Organizations Commission of the Augsburg Student Society. This Commission acts to evaluate club activities, to approve annual schedules, and to represent clubs at Student Council and Executive Council meetings. The Augsburg Chemical Society is open to both majors and minors in chemistry. The meetings consist of seminars on current topics in this specific area. The Augsburg College Association for Childhood Education is an organization especially for students in the elementary education program. It is concerned primarily with professional standards in the teaching profession, educational changes, and needs of children in the field of elementary education. CO-CURRICULAR PROGRAM Augsburg College Children's Groups involves students who meet weekly with a group of neighborhood children. The students provide such activities as games, crafts, field trips, and sports as they show their concern for these children by their own personal invoIvement. The Augsburg YGOP Club and YDFL Club aim to stimulate interest in public affairs and give students opportunity to participate actively in local, state, and national politics, and in other human relations activities. The Augsburg Society for Dramatic Arts provides for its members an opportunity to learn from participation in stage presentations and from field trips, as well as from reading and seeing plays produced. Membership is open to all students. Membership in National Collegiate Players represents recognition for continued excellence in drama participation. It is open to qualified upperclassmen. The "A" Club is limited to men who have won a major "A" at Augsburg. The aim of this organization is "to bind the 'A' men of the past, present, and future into a more intimate bond of fellowship, and to keep the athletics of Augsburg on the highest possible plane." The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the culture, language, and people of various countries. The Debate Club fosters debate activity at Augsburg as it meets to develop skills necessary in debating. Members of the club represent Augsburg in the Twin Cities Debate League and other intercollegiate tournaments. The French Club is composed of students interested in the French language and culture. The German Club is open to all students who are studying or have studied German. In addition to providing opportunity for conversational practice, the club also promotes understanding and appreciation of the German people, their achievements and customs. Karate Club is organized to provide instruction in classical Karate for Augsburg men and women students. It also promotes better understanding of Karate itself and of the various schools of Karate. The Norse Club is composed of students who are interested in Norwegian culture as reflected in Norwegian literature, music, art and history. The Pre-Sem Club, composed of all pre-seminary students at Augsburg, is an organization that expresses concern for spiritual life at Augsburg, as well as acquaints its members with the vocation of the Christian ministry. The Psychology Club promotes interest in various fields of psycholowThe Ski Club is a recreation group promoting interest and developing skills in skiing. The Spanish Club serves as a means of interpreting Spanish culture to students in an informal way. The Sociology Forum is an organization of students preparing for professional work in the field of Social Service. The Student National Education Association, Martin Quanbeck Chapter, offers to its members associate membership in professional education associations and strives to acquaint future teachers with the importance of teaching as a profession. The Ushers' Club is a service organization providing trained ushers for public events scheduled for the campus. The Writers' Club includes students who enjoy creative expression in various forms of writing. The members share their literary efforts in an informal atmosphere, and benefit from mutual criticism. They publish The Arkai, a collection of the best creative writing each year. The Women's Recreation Association at Augsburg is a member of the Minnesota Athletic Association of College Women. Membership in this organization is gained by participation in individual and group recreational activities with awards given on a point basis. The Augsburg Concert Band numbers fifty members selected by audition from all classes. In addition to local appearances, the band tours annually to various parts of the United States. The Augsburg Choir has sixty-five members selected by audition from all classes. In addition to local appearances, the choir goes on tour each year to various parts of the United States and occasionally to Canada. The choir toured Norway and other European countries in 1965. The Augsburg College Choral Club performs frequently in campus programs and concerts and sings at various churches in the Twin City area. Membership is by audition or consent of the director. The Augsburg College Orchestra presents programs of standard repertoire for orchestra alone as well as with soloists and choral groups. In addition to campus and local appearances, the orchestra tours in the Midwest. Membership is by audition. Larger campus musical groups also include the Repertoire Band and the Symphonia. MUSIC ORGANIZATIONS PHYSICAL EDUCATION AND RECREATION Under the direction of the Department of Health and Physical Education, a wide range of recreational activities is arranged for general student participation. Every student is urged to participate in some activity for his own recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Climaxing the intramural program is the Extramural Meet, a tournament for the winners of intramural schedules in various colleges. INTERCOLLEGIATE ATHLETICS Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams in football, cross country, basketball, hockey, wrestling, baseball, track, tennis, and golf. PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE ATHLETICS It is the purpose of Augsburg College to provide an intercollegiate athletic program which is in harmony with its Christian philosophy. This philosophy is to be reflected in the conduct and outlook of both the players and the spectators. The educational program of the college recognizes that recreation and play are a fundamental part of human life, and that this phase of life needs to be cultivated if physical, mental, and emotional health are to be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to the fact that competitive play can contribute to the development of student interests, skills, insights, and loyalties. More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in and out of athletics, such basic qualities of character as self-discipline, honesty, sense of fair play, and cooperation. (2) The participant should develop the knowledge, interests, and skills which will be of special use to him in such vocations as teaching and coaching or recreational leadership, or in his own recreational activities. Far from being set apart from his educational goal or in any way competing with it, the student's participation in intercollegiate athletics must either contribute directly to this goal or be complementary to his other educational activities. (3) The student spectator should acquire and exhibit some of the finer qualities of Christian character, such as self-restraint, sense of fair play, appreciation of high-grade performance on the part of both opponents and fellow-students, and respect for individual personality. (4) The intercollegiate athletic program should contribute to the development of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not overshadow pride in high scholastic achievement, nor can it take the place of a well-rounded and effective intramural and general recreational program. ELIGIBILITY REQUIREMENTS In order to participate in certain extra-curricular activities, students must meet established eligibility requirements. Organizations check eligibility of candidates by submitting a list to the Director of Student Activities for approval. Eligibility f w participation in intercollegiate athletics is governed by the rules of the Minnesota Intercollegiate Athletic Conference. A student on academic probation may not be a member of the Augsburg College Choir, Concert Band, or the Orchestra. He is not eligible to participate in a major dramatic production, cheerleading, student publications, societies, or to accept elected or appointed student-government otfices or chairmanships. This list is not inclusive and o,ther activities may be designated. HONORS AND AWARDS The purpose of Beta Chi Epsilon is to honor those senior women who have maintained a high level of academic achievement and who have shown loyalty by giving service and leadership to the college community. In turn, it is the responsibility of these women to foster the development of academic excellence, leadership, and service among women students of Augsburg College. On the 1927 Class Cup for Scholarship Trophy is engraved the name of each s.tudent who has achieved the highest scholastic standing in his college graduating class. He must have attended Augsburg for a t least two years. Omicron Chapter of Lambda Iota Tau, a national honor society, is open to students with a major or minor in English or a foreign language, who have attained a high scholastic average and have presented a paper on a literary topic before a public audience. The purposes of the Timia Society, the Augsburg honor society, are to recognize academic achievement and to promote scholarship. Juniors and seniors who have earned a 3.5 grade point accumulative average are eligible for membership, while freshmen and sophomores with a 3.25 grade point average may be admitted as pledges. Augsburg has a Chapter of Pi Gamma Mu, the National Social Science Honor Society, which is affiliated with the Association of College Honor Societies. A high level of scholarship in the social sciences is required for election to membership. The Dean's List includes students who have achieved a grade point average of 3.5 or better in the previous term of work a t Augsburg College. The 1925 Class Cup in Athletics is awarded to the athlete who has made outstanding records both in athletics and in scholarship. The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged to be the most valuable player on the basketball team. Outstanding seniors are nominated annually by a Student-Faculty Committee for membership in Who's Who Among Students in American Colleges and Universities. Special attention is given to scholarship, leadership and participation in extra-curricular activities such as athletics, drama, music organizations, societies, student government and community activities. Institutional services to students are organized and administered in accordance with plans and policies established by the Student Personnel Committee. Included are such services as Admissions, Counseling, Testing, Freshman Orientation, Student Records, The Student Health Service, Housing and Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services is centered in the Office of the Dean of Students. ADMISSIONS Pre-college counseling concerning admissions requirements, college entrance examinations, financial aids, and career planning is available from qualified personnel in the Office of Admissions. Counseling can be obtained either on campus or in schools and homes as the counselors travel throughout the Upper Midwest. In addition to high school seniors, sophomores and juniors are encouraged to use these services and also to visit the campus if at all possible. STUDENT PERSONNEL SERVICES COUNSELING Counseling services are maintained in an effort to assist each student to obtain the maximum benefits from the learning experiences offered a t Augsburg College. Matters such as uncertainty over vocational choice or educational planning, religious uncertainty, health or financial problems, personal and social adjustment and personal deficiencies can interfere with the learning process and are dealt with in counseling sessions. It is hoped that through counseling, students will develop a more realistic understanding of themselves and the surrounding world, and keener awareness of resources available to them as they meet the problems of daily life. At Augsburg the counseling process is carried on a t several levels. All faculty members participate in the counseling program, and each new student is assigned to a faculty counselor who works with him until he chooses a major field of study. At that time, the major adviser becomes his counselor. In addition, there are staff members who have specialized training in counseling and techniques for dealing with problems of adjustment. The personnel deans serve as special counselors. The counseling program is coordinated through the Director of Psychological Services in the Office of the Dean of Students in accordance with the plans and policies established by the Student Personnel Committee. RECORDS Individual student records are kept in the Records Office under the supervision of the Registrar. These records include admission data, academic achievement, student participation and achievement in non-academic activities, test scores, reports of counseling, and other information. The Student Personnel Office maintains a file of student government officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters. THE STUDENT HEALTH SERVICE The Student Health Service provides dispensary service with two registered nurses on duty. The college physician has daily office hours for consultation and for emergency treatment. Infirmary roloms are provided. The Health Service is located in Fairview Hospital, adjacent to the campus. Physical examinations are given to all seniors. Before registering, each entering student is required to have on file the report of a physical examination given by his family physician. Corrective treatment is prescribed where needed. Students who have personal problems are encouraged to seek help through counseling conferences. If a serious problem develops which demands professional skill, the student is referred to the offices of the personnel deans. Referrals may be made to the College Chaplain, or the College Psychologist. FRESHMAN ORIENTATION Freshmen and other new students participate in Freshman Days before the beginnkg of classes each year. The students take tests, attend classes, inspect the college facilities, and become acquainted with their fellow students, with the faculty, and especially with their own faculty counselors. The faculty counselors and students have several conferences during which they plan the student's program of study. All new students are given a battery of tests during Freshman Days. Scholastic Aptitude Test scores and special placement test scores are used by counselors to help students plan their initial programs. Personality inventories and the vocational interest profiles help the students to know more about themselves, in order to make a good choice of subjects and occupational goals. A special course in improvement of reading is offered for interested students. Freshmen who expect difficulty with the increased quantity and complexity of the reading material encountered in college are especially urged to enroll in this course. IJ HOUSING AND FOOD SERVICE In its residence program, the college aims to develop in the students Christian character, self-control, and thoughtful consideration of others. At the same time, the college realizes that students' happiness, comfort, and emotional adjustment in the residence halls are direct influences on their general efficiency in the classroom. In an effort to provide these opportunities for development, student residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the head residents and personnel deans. Upper-class students serve as counselors in the residences and attempt to help residents with problems of personal adjustment. The head residents and personnel deans serve as resource people for these counselors and handle cases referred to them. All students not living at home are required to live in collegeoperated housing. Students desiring to reside in the city with relatives must first secure approval for such an arrangement from the Student Personnel Office. All students living in residences take their meals in the Commons. The college also provides a number of houses for men and women with a cooperative houseplan option. Residence halls are open to students a day before regular schedules become effective, and they close a day after the term closes. Students who wish to stay in residence during vacations must apply for the privilege. Rooms are furnished except for bed linen, towels, blankets, and bedspreads. Laundry facilities are available in each residence. Bed linens and towels may be rented with laundering service a t a reasonable cost. This service is required of all students in residence halls. An optional linen service is available to students living in houses. Students engage a room a t the beginning of the fall term for the entire school year. A room deposit is required of upper-class students to hold a room. This fee is payable a t the Treasurer's Office by May 15. Students who have not paid the room deposit by this date are automatically removed from the housing roster. No refunds are made after August 1. All men living in Memorial Hall, Mortensen-Sivertsen Hall and cottage housing, are required to pay a $20 key and breakage fee a t the beginning of each school year. At the end of the year the fee is refunded if the condition of the room and furniture is satisfactory and the key is returned. GRADUATE PLACEMENT The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions a t the local, state, and national levels. The services of the Placement Bureau are free t o graduating seniors. Alumni seeking the services of the Placement Bureau will be charged a re-registration fee of $5. There is no placement fee. CO-ORDINATION OF STUDENT ACTIVITIES The Director of Student Activities assists student officers to maintain effective functioning of student activities, and keeps on file the club constitutions, rosters, and schedules of meetings. Faculty advisers to student organizations are approved by the Director. The program of student activities is a primary responsibility of the Program Commission and the Student Organization Commission in addition to other Boards and Commissions under the Augsburg Student Society. A weekly bulletin of events is prepared for the Echo by the Student Personnel Office. The college Master Calendar is kept in the Office of Student Activities. GRADUATION REQUIREMENTS Following are the requirements for graduation with the Bachelor of Arts degree from Augsburg College: 1. Satisfactory completion of the General Education Requirements described below. 2. Completion of a major. 3. A total of 180 quarter credits. (186 for students above junior standing in fall of 1968) 4. At least 54 credits in courses numbered above 50. 5. A minimum of "C" average in all courses taken. 6. Proficiency in English. 7. The last year of course work a t Augsburg. GENERAL EDUCATION REQUIREMENTS The general education program a t Augsburg College consists of core and distribution requirements as follows: 1. English 11, 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2. History 1 or 2 or 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 3. Religion 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 4. Sociology 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 5. Physical Education 1, 2, 3 (one year) . . . . . . . . . . . . . . 1 6. Art 1 or Music 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 7. Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 8. Religion 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 9. Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-18 10. Natural Science or Mathematics . . . . . . . . . . . . . . . . 8-12 11. Political Science or Economics . . . . . . . . . . . . . . . . . . 4 12. Speech or Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 13. Religion (upper division) . . . . . . . . . . . . . . . . . . . . . . . . 8 credits credits credits credits credit credits credits credits credits credits credits credits credits The first five courses listed above should be taken in the freshman year, except that students with majors in biology, chemistry, music, or medical technology may postpone history or sociology until the sophomore year. Religion 21 is required in the sophomore year. It is recommended that the general education requirements be completed in the first two years of college, except item 13 above. One upper division religion course should be taken in each of the junior and senior years. Students who enter college with a high proficiency in English will enroll in English 15 instead of English 11 and will substitute a literature course for English 12. The number of credits required in a foreign language is determined by proficiency examinations. The student is required to have the equivalent of four terms of a foreign language for graduation, that is, two terms of the beginning course and two terms of the intermediate level course. He is exempt from this requirement if he has had four years or more of one foreign language. In the natural sciences, two courses in biology, chemistry, mathematics, or physics satisfy the requirement. It is recommended that the two courses be taken in the same department. Students ACADEMIC ADMINISTRATION who obtain a grade of A or B in the first course of science have the option of taking Philosophy of Science for the second course. Philosophy 21 and 22 are designed to meet the philosophy requirement. Philosophy 23 may be used also. Students may choose from Political Science 20, 21, 22 or Economics 22 for the requirement in political science or economics. The general education requirement in speech or literature will be satisfied by: Speech 11 or 51; English 35, 40, or 45. Upon request a student may substitute another literature course by permission of the instructor. MAJORS AND MINORS The following majors are offered: American Studies Art Biology Business Administration: Accounting Business Administration: Finance Business Education Chemistry Economics Elementary Education English French German Greek Health and Physical Education History Mathematics Medical Technology Music Natural Science Philosophy Physical Education Physics Political Science Psychology Religion Scandinavian Studies Social Sciences Sociology Spanish Speech Students are required to prepare a plan for the major with the head of the department offering the major. This is normally done in the spring term of the sophomore year. A student may earn a minor in any of the fields listed above except Elementary Education and Medical Technology. Minors are also offered in Library Science and Latin. For major and minor requirements, see departmental statements. ELECTIVE CREDITS Most courses of study are designed to give the student an opportunity t o elect credits beyond those which are required for the major and for general education. To ensure a bro'ad range 08felectives, a limitation of 60 credits has been set as the maximum number of credits from one department which may count toward the Bachelor of Arts degree. (Exception is made for music majors who may count 68 credits in music. Business Administration and Economics are c o n s i d e ~ dseparate departments for this purpose.) A student may earn up to five credits in independent study courses in one year. A maximum of ten credits earned by independent study may be applied toward the 180 (or 186) credits required for the degree. PROFICIENCY IN WRITING All students are required to take an English test a t the end of the sophomore year and must demonstrate a proficiency in writing in order to qualify for the A.B. degree. See under Department of English. DEGREE WITH DISTINCTION Graduation with distinction is determined as follows: Summa Cum Laude . . . . . . . . . . . . . . . . . . . . . . 3.8-4.0 grade average grade average Magna Cum Laude . . . . . . . . . . . . . . . . . . . .3.5-3.79 Cum Laude .......................... 3.1-3.49 grade average + + To be eligible for these honors, the student must have completed a t least two years of work a t Augsburg, and his record at Augsburg, as well as his total record, must meet the requirements as given above. GRADE VALUES A . . . . . . . . . . . . . . . . . . . . . . . . Superior, 4 grade points per credit B . . . . . . . . . . . . . . . . . . . . . . . . . Very good, 3 grade points per credit C . . . . . . . . . . . . . . . . . . . . . Satisfactory, 2 grade points per credit D . . . . . . . . . . . . . . . . . . . . . . . . . . Passable, 1 grade point per credit F . . . . . . . . . . . . . . . . . . . . . . . . Failure, 0 grade points per credit E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Condition I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incomplete WP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Passing WF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Failing W . . . . . . . . . . . . . . . . . . Course withdrawn during first four weeks; or student withdrew from college. S (satisfactory), P (pass), N (no credit) indicate level of achievement; they do not affect grade point average. CONDITIONS AND INCOMPLETES A condition or an incomplete received at the end of a term must be removed within the first five weeks of classes of the following term. If conditions and incompletes are not removed within five weeks of the following term, the condition automatically becomes a failure and the incomplete becomes the grade submitted by the teacher along with the Incomplete. The final grade after the con,dition examination is taken may not be higher than D. A fee of $5 is charged for an examination making up an incomplete or a condition received a t the end of a term. REPEATING COURSES A course which has been failed or in which a D has been earned may be repeated for credit. Only the credits and grade earned the second time are counted toward graduation. Courses in which higher grades have been earned may not be repeated for credit; they may, however, be audited. - REGISTRATION Students who have been accepted for admission should register on the days designated in the Calendar for this purpose. Those who register late are charged a late registration fee of $1 per day after classes begin. The last date on which a student may register for or enter a course is one week after the beginning of classes. Registration for audit requires the same procedure as registration for credit. Audit registration is considered equal to one-half the credit registration in determining load and fees. Registration means that the student accepts all the rules and regulations established by the school. No credit will be given a student for any subject for which he has not registered. The college reserves the right to cancel any course for whichthere is not sufficient registration. The normal registration is 15 credit hours. A credit hour is nonnally defined as one recitation period a week throughout a term. The privilege of registering for more than 17 credit hours is granted to students who have gained an average record of B, or three grade points per credit, in the preceding term. No student is permitted to carry work for more than 19 credits per term. Students working part-time are urged to arrange the amount omf their registration accordingly. CHANGE OF REGISTRATION AND CANCELLATION A student who desires to make a change in his registration should obtain a form from the Registrar's Office. The approval of the teachers concerned, the student's adviser, and the Registrar are needed. A fee of $2 is charged for each change of registration after the first three days of classes. No course may be added after the first week of classes. A course which is cancelled during the first four weeks of classes is followed by W. After the first four weeks and before the last three weeks of the term, a course which is cancelled is given a grade of WP if the student is passing and WF if he is failing the course. No course may be cancelled during the last three weeks of the term. A student who finds it necessary to leave school before the end of a term must cancel his registration at the Registrar's Office in order to remain in good standing. CLASSIFICATION IJ In order to be classified in one of the regular college classes, a student must be carrying a minimum of 12 hours of work in which college credit is given. Classification is based on the attainment of the following number of credit hours with a t least twice that number of grade points: Credits Grade Points 36 72 Sophomore 84 168 Junior 130 260 Senior Students are classified by this regulation a t the time of their registration each school year. Students registered for less than 12 credits are classified as special students. PROBATION AND DISMISSAL A student is placed on scholastic probation a t the end of any term in which his achievement is unsatisfactory. The following guidelines are used in placing a student on probation with the overall average entering in as an additional factor. First-year students with a grade point average o,f 1.5 or below Second-year students with a grade point average of 1.6 or below Third-year students with a grade point average of 1.8 or below Fourth-year students with a grade point average of 1.8 or below All students with 7 or more credits of F. In order to be removed from probation, a student must achieve a grade point average of 2.1 or better for at least one term. A student will usually be allowed to continue on probation for two terms. If his academic achievement has continued to be unsatisfactory, he will be dropped for low scholarship. CLASS ATTENDANCE Regular class attendance is required of all students in lo'wer division courses. Attendance in upper division courses is voluntary for juniors and seniors unless required by the teacher of the class. In classes for which attendance is required, a record of attendance is kept and periodic reports on absences are submitted to the Registrar. Students wh'o find it necessary to be absent because of illness or for other reasons should report the reasons for the absence to their teachers. For prolonged absence of over one week due to illness, the student may obtain an excuse signed by the Health Service if this is requested by the teacher. Students with an excessive number of absences not excused by the teacher may be dropped from the course with a grade of F. Absences for tours, field trips, and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods absent, are issued by the Dean to all instructors involved, but the student is still responsible for any work missed. Teachers deal with tardiness as they see fit. Students arriving in class late must assume responsibility for reporting their presence to the teacher. EXAMINATIONS Tests are given periodically throughout each term. In the middle of the fall term, reports of the grades attained by freshmen are made to the Registrar who forwards them to the counselors, parents, and students. Final reports are sent at the end of each term to the parents and students. Written examinations are regularly scheduled a t the close of each term. No student or class may arrange to take a final examination in any course before the examination week. Absence from a final examination will result in a grade of failure unless the student presents a reasonable excuse immediately to the teacher concerned. If a student has obtained permission from the Dean of the College to take a final examination at another hour than that scheduled, he is charged a fee of $5 for such an examination. Before the student takes the examination, he must obtain a statement from the Registrar's office and bring it to the teacher concerned. COMPREHENSIVE EXAMINATIONS Comprehensive examinations may be permitted in courses in which the Committee on Admissions and Student Standing believes the student has adequate preparation or background. Students who wish to take a comprehensive examination must apply in writing to this committee. When permission is granted, the necessary approval forms may be secured at the Office of the Registrar. A fee of $5 ($10 for students not currently enrolled) is charged for each credit hour and must be paid in advance. Examination questions and the answers will be filed in the Registrar's Office. UNIVERSITY COURSES By arrangement with the University of Minnesota, students may register for courses at the University. But such registrations will not be allowed unless the student has a C average in his courses at Augsburg. Also, the combined number of credits in any term must not exceed 17. The credits thus gained a t the University may be transferred to Augsburg College and counted towards graduation. COURSES OF STUDY Descriptions of the courses offered in 1968-70 are given on the following pages. Unforeseen circumstances may necessitate making changes. Courses with inadequate registration may be cancelled. Students should consult the schedule o,f classes t o determine definitely the current course offerings. NUlMBERING OF COURSES Courses numbered below 50 are lower division courses; those numbered 50 and above are classified as upper division. In general, courses numbered 1-19 are primarily for freshmen; 20-49 for sophomores; 50-74 for juniors; and 75-99 for seniors. SYMBOLS # Course may be taken with consent of the instructor irrespective of prerequisites. CREDITS Credits shown are in terms of quarter credits. Unless otherwise stated a four-credit course meets four times a week and a fivecredit course five times a week. A term or quarter is 11 weeks in length, and the normal load for a student is 15 credit hours per term. DIVISIONAL ORGANIZATION The college courses are organized into four divisions in order to make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman for each division is appointed for a two-year term. Major and minor requirements are indicated in the departmental statements. DIVISION of the HUMANITIES Mr. Raymond E. Anderson, Chairman Department of Art Department of Classical Languages Greek; Latin Department of English Department of Modern Languages French; German; Scandinavian Studies; Spanish Department of Music Department of Speech DIVISION of NATURAL SCIENCES and MATHEMATICS Mr. Theodore Hanwick, Chairman Department of Department of Department of Department of Department of Biology Chemistry Health and Physical Education Mathematics Physics DIVISION of RELIGION and PHILOSOPHY Mr. Philip A. Quanbeck, Chairman Department of Philosophy Department of Religion DIVISION of the SOCIAL SCIENCES Mr. Einar 0. Johnson, Chairman Department of Business Administration, Economics, and Business Education Department of Education Elementary Education Secondary Education Library Science Geography Department of History Department of Political Science Department of Psychology Department of Sociology AMERICAN STUDIES Mr. Nicholl, Director of Program The aim of the program in American Studies is to develop the student's understanding of American culture, past and present, in breadth as well as some depth. The major is interdepartmental, built primarily upon American area courses now offered in various departments. The program should offer the student a good foundation for graduate studies in law and the ministry, for the M.A. in library science and the M.A.T. in secondary school teaching. The major would also provide a good background for careers in the U.S. Government, particularly civil service positions and the foreign service. Major: 56 credits, minimum Requirements for the major include a core of foundation courses (29 crs.); a program of elective courses for integrated study (minimum, 18 crs.) and American Studies 99 (5 crs.); and American Studies 95 (4 crs.), a seminar of concentrated study. The core of courses, to be taken in the departments of English, History, Political Science, and Religion aim to give the student a broad foundation of subject matter in major areas of American culture, past and present, and introduce him to the methodologies of various disciplines. The following are required core courses: English 45: Major American Writers (5 crs.) Prereq. Eng. 11-12 History 21-22: United States History (10 crs.) Prereq. Hist. 1 or 2 or 3 Political Science 20: American Government I, Foundations of Amer. Dem. (5 crs.) Political Science 21: Am. Gov't 11, Amer. National Gov't (5 crs.) Religion 63: American Protestantism (4 crs.) Prereq. Rel. 11 and 21 In his program of elective courses the student would attempt to achieve a measure of integrated study of major themes in American civilization. Papers written in Independent Study, Am. S. 99, would attempt to accomplish this. From the following elective courses the student must choose a minimum of 18 credits from a t least 3 departments: Education 87: School and Society (4 crs.) English 82: The American Novel (4 crs.) Prereq. Eng. 45 History 55: Twentieth Century United States History (4 crs.) History 56: History of American Foreign Policy (4 crs.) Prereq. Hist. 21 or 22 Political Science 22: Amer. Gov't 111, State and Local Gov't; Public Administration (5 crs.) Prereq. Political Science 20-21 Political Science 70: Constitutional Law I (4 crs.) Prereq. Pol. Sci. 20, 21, 22 Philosophy 65: American Philosophy (5 crs.) Prereq. Phil. 21 Psychology 81: History and Theory (4 crs.) Prereq. # Sociology 59: Religion and Society (4 crs.) Prereq. Rel. 11 and 21 Sociology 42: Rural American Community (4 crs.) Prereq. SOC. 11 Sociology 43: Modern Urban Community (4 crs.) Prereq. Soc. 11 Refer to course listings under the various departments for full descriptions of the above elective courses in the program. American Studies courses (required): 95 Seminar 4 crs. Focuses on a limited, significant problem or phenomenon in American culture. Use of primary source material from various disciplines. Practice in the integrated use of these materials for an understanding of the topic in depth. To be taken in the senior year. For majors or #. (Winter) 99 Independent Study 5 crs. Major themes or topics cutting across courses elected in the program are chosen by the student for integrated study. The writing of several papers of an interdisciplinary nature. To be taken in the senior year. For majors only. (Spring) MR. THOMPSON, chairman, MR. HOLEN, MR. MOSAND, MRS. JENSON; MR. MOLDER, MR. WESTPHAL, artists in residence DEPARTMENT The Department of Art endeavors to further the student's technical and conceptual understanding of art. Besides experience in the disciplines of drawing, print making, painting, sculpture, and ceramics, emphasis is given to the function of art in history and religion. Because of the place art has in contemporary life, students are encouraged to consider the areas of teaching, graduate study, commercial designing, and avocational art. ART OF In addition to the courses oirered for credit, students have the opportunity to study and discuss rr-ith -4ugust Molder, artist in residence, problems of art related to the m a h g of stained gIass windows. David Westphal, cinematographer in residence, is available to those interested in film making as a fine art medium. Major: 46 credits, including 7, 8, 12, 18, 21, 67, 83, 84, 85, 99. Minor: 26 credits, including 7, 8, 12, 18, 21 or 50, and 83 or 84 or 85. Majors prepanng for teaching in secondary or elementary schools are required to take 50. It is recommended that art majors and minors take Introduction to Fine Arts under the Department of Music. 1 I INTRODUCTION TO FINE ARTS 4 crs. Historical and topical studies in fine arts. The visual arts seen in relation to music. Participation in the cultural life of the community leading towards appreciation and criticism. [3 lect., 1disc. Fall, Spring, 1 7 DRAWING 2 crs. Drawing in pencil, charcoal, pastel, ink, and mixed media. Emphasis on still-life and interiors. [2 double labs. Fall, Winter, Spring.] 1 8 DRAWING 2 crs. Figure drawing. C2 double labs. Fall, Winter, Spring.] 1 12 COMPOSITION 6 crs. A study of the elements of form and composition. Two- and threedimensional studies executed on a small scale. C4 lect., 2 double labs. Fall, Winter.] 18 PAINTING I 4 crs. Painting in aqueous media and oil. Emphasis on still-life, landscape, and figurative painting. [4 double labs. Prereq.: 7. Fall, 1968-69. Fall, Spring, 1969-70.1 1 2 I SCULPTURE I 4 crs. Modeling head studies, figures, and animal forms in terracotta and plaster. C4 double labs. Prereq.: 7. Fall.] 1 25 GRAPHIC DESIGN 4 crs. A study of the techniques and goals of business art. A concern for graphic design through calligraphy, typography and the preparation of art work for reproduction. [Winter, 1968-69.1 UPPER DIVISION COURSES 1 50 CERAMICS I 4 crs. An introduction to the making of pottery with an emphasis on handbuilding and glazing. C4 double labs. Winter.] 51 CERAMICS II 4 crs. A continuation of hand-building and glazing with an introduction to throwing techniques. [4 double labs. Prereq.: 7, 8. Spring.] 1 55 PAINTING II 4 crs. Further study of painting in oil and aqueous media. [4 double labs. Prereq.: 12, 18. Spring.] 1 58 ART IN ELEMENTARY SCHOOLS 4 crs. Theory, methods and materials of art in elementary education. C2 lect., 2 double labs. Spring.] 4 crs. 1 67 PRINT MAKING I Principles and methods of color printing and composition. Emphasis on the woodcut. [4 double labs. Prereq.: 7, 8. Spring.] 4 crs. 1 68 PRINT MAKING II Serigraphy and intaglio methods in plastic and copper. 14 double labs. Prereq.: 12, 67. Winter.] 1 78 SCULPTURE II 4 crs. Three major works in any three of the following media: steel (welding), plaster, lead, wood, fiberglass, and stone. [4 double labs. Prereq. 7, 8, 21. Winter, 196-9. Spring, 1969-70.1 1 8 3 ART HISTORY I 4 crs. Survey of architecture, sculpture, and painting in western civilization. Prehistoric to Renaissance. [Fall.] 1 84 ART HISTORY II 4 crs. Continued historical survey. Renaissance to the 1860's. [Winter.] 1 85 ART HISTORY Ill 4 crs. Modern art and its developing trends from the 1860's to the present. [Spring.] 1 99 STUDIO Ill 2-5 crs. Advanced study in either painting, sculpture, print making, or ceramics. Art majors will be granted up to 8 credits in this course. [Prereq. : second course in the studio area and#.] DEPARTMENT OF BIOLOGY MR. SULERUD, chairman, MR. HERFORTH, MR. MICKELBERG, MR. THORPE, MR. URDAHL It is intended that the offerings of the Department of Eiology should be extensive enough to meet the needs and interests of a tvide variety of students. For the nan-science major the aim is to pmvidc a reliable basic understanding nf biological science and, more generally, of the character of scieniifie Colmvlcclgc. The more ad\-anced courses are designed to provide a good preparation for students who elect to pursue the study of biological science for a career in the profession of biology or in a related area such as the medical profession. All students who intend to complete a major or minor in biology should plan their program carefully with specific reference to their intended career. It is important that a prospective binlogy major consult with the biology staff concerning this planning as soon es possible. In general, a broad background in the supportihg sciences and in mathematics is essential. Students who plan to enter graduate or medical school or to teach secondary school upon graduation must be certain to meet the appropriate preparatory requirements. Recommended fouryear programs for such students are given under Curriculums in the catalog as are the programs for pre-dental, pre-nursing and medical technology students. Major: Two programs leading to a biology major are available. Option I i s recommended, with few exceptions, for students who intend to obtain an advanced degree in biology, medicine or related fields. Option II may be preferable for potential secondary school teachers and others whose intended careers require relatively more work in biology and somewhat less in the related sciences. Option I: 38 credits in biology, including 11, 12, 72, and two terms of seminar; introductory chemistry (Chem. 15, 16; or 5, 6) and two terms or organic chemistry (Chem. 51, 52); one year of physics (Physics 21, 22, 23); two terms of calculus (Math. 41, 42) in addition to introductory math. Note: Medical schools also normally require quantitative analysis (Chem. 53). Option 11: 46 credits in biology, including 11,12, 72, one additional course in the 70 series, and two terms of seminar; four terms of chemistry, normally introductory chemistry (Chem. 15, 16; or 5, 6) and either two terms of organic Chemistry (Chem. 51, 52) or one term of organic chemistry (Chem. 23) and one term of analytical chemistry (Chem. 53); introductory mathematics (Math. 13, 14; or Math. 40; or equivalent). Minor: 30 credits in biology including 11 and 12; introductory chemistry (Chem. 15, 16; or 5, 6). Biology 1, 3, 4, 6 and 8 do not count toward a major or minor in biology. Biology 1and 6 satisfy the general education requirement in science; for this purpose Biology 1must precede Biology 6. H I PRINCIPLES OF BIOLOGY 5 crs. The basic concepts of biology. A general education course, not intended for majors in biology. Does not normally apply toward a biology major or minor. Students who receive a grade of B or better may be allowed to enter Biology 1 2 on consent of instructor. [4 lect., 1 double lab. Fall, Spring.] 4, 4 crs. 3 , 4 HUMAN ANATOMY AND PHYSIOLOGY A professional course in the structure and function of the human body. Designed for student nurses only. [Biol. 3: 2 lect. and 2 double lab. Fall; Biol. 4: 3 lect. and 1double lab. Winter.] W 6 HUMAN ANATOMY AND PHYSIOLOGY 5 crs. Designed to make the student aware of the structure and function of the human body. Required for physical education majors. Does not apply toward a biology major or minor, but does apply to the general education requirement in science if preceded by Biology 1. [4 lect., 2 double lab. Spring.] 8 MICROBIOLOGY 4 crs. Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. For student nurses only. [Prereq. :Chem. 3.3 lect., 2 double lab. Winter, Spring.] 1 1 , 12 GENERAL BIOLOGY 6, 6 crs. A comprehensive introduction to biological science. For biology and other science majors. First term. molecular and cellular biology, genetics and development, evolutionary mechanisms. Second term: vertebrate anatomy and physiology, phylogenetic relationships of organisms, ecology. Must be taken in sequence. C5 lect., 2 double lab. Prereq.: Chem. 5 or 15. 11, Winter. 12, Spring.] 5 1 INVERTEBRATE ZOOLOGY 5 crs. The major invertebrate types stressing classification, morphology, behavior, life history, and evolutionary relationships. [4 lect., 2 double lab. Prereq. :12. Fall.] 53 COMPARATIVE VERTEBRATE ZOOLOGY 6 crs. A comparative study dealing with the taxonomy, morphology, and evolution of the larger vertebrate phyla. [4 lect., 2 double lab. Prereq.: 12, Winter.] 61 PLANT MORPHOLOGY 5 crs. The structure, reproduction, and development of the major taxonomic plant groups. [4 lect., 2 double lab. Prereq.: 12. Fall, 1969.1 W 63 PLANT TAXONOMY 5 crs. Principles of plant classification with special emphasis on the flowering plants. Includes field collecting and classifying some plants indigenous to our state. [4 lect., 2 double lab. Saturday field trips required. Prereq.: 12. Spring, 1968.1 W 71 CELLULAR BIOLOGY 6 crs. A study of the ultrastructure, function, and genetics of cells. Laboratory work includes microtechnique, cytological studies, studies in cell physiology, and a n introduction to tissue culture. [5 lect., 2 double lab. Prereq.: 12, Chem. 23 or 51. Fall.] W 72 GENETICS 5 crs. The principles of heredity with emphasis on recent advances in molecular, cellular and human genetics. Laboratory, with work on Drosphila and certain micro-organisms, is optional for one additional credit. [5 lect., 1double lab. plus individual work if lab is taken. Prereq.: 12. Spring.] W 73 GENERAL PHYSIOLOGY 6 crs. A study of physical and chemical processes occurring in animals with emphasis on the vertebrates. [5 lect., 2 double lab. Prereq.: 12, and Chem. 23 or 51. Winter.] 74 DEVELOPMENTAL BIOLOGY 6 crs. A consideration of the chemical, physiological, and morphological changes which occur during the development of organisms with emphasis on the vertebrate animals. Experimental as well as descriptive studies are included in the laboratory work. [5 lect., 2 double lab. Prereq.: 12. Spring.] UPPER DIVISION COURSES 76 MICROBIOLOGY 6 crs. An introduction to the study of micrclorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morphology, physiology, genetics, and pathogenicity are considered as well as certain methods. [5 lect., 2 double lab. Prereq. : 12, Chem. 23 or 51. Fall.] E 81 ECOLOGY 5 crs. A survey of representative biological communities; the shtdy of reciprocal relationships between organisms and their environments. [4 lect., 2 double lab. Saturday field trips required. Prereq.: 12. Spring, 1969.1 91, 92, 93 SEMINAR I cr. each Discussions of topics based on biological literature and research. Topics may concern the history and philosophy of science as well as current literature. Biology majors are required to register for at least two terms in their senior year. [Fall, Winter, Spring.] 99 INDEPENDENT STUDY 1-5 crs. Individual work on a research project. [Prereq.: Previous arrangement with instructor. Fall, Winter, Spring.) MR. BUDGE, chairman, MISS LUND, MR. SABELLA, MR. SLESNICK, MR. TEDEFAIAK Majors in this department supplement the liberal arts program with general and specialized knowledge in business and economic affairs. The business administration major offers a basic core of courses, and then allows the student to choose a limited specialization in accounting or finance, and hence to prepare for careers in these fields. The economics major concentrates on fundamental theoretical and policy matters so that the student learns to analyze economic issues. He is prepared thereby for graduate study in economics. Either of these majors also can provide the background needed for general administrative careers in business, government, or various public and private institutions. In particular, either major could be the basis for graduate study in such fields as hospital and public administration, industrial relations, or law. DEPARTMENT OF ADMINISTRATION, ECONOMICS, AND EDUCATION BUSINESS ADMINISTRATION Major in Business Administration-Accounting : 38 credits, including Bus. Ad. 1, 2, 31, 61, 62, 63, 81, 83. Major in Business Administration-Finance: 38 credits, including Bus. Ad. 1, 2, 31, 61, 62, 73, 78. Both programs also require Econ. 22, 23, 51, 58 or 91 or 92; and Soc. 61. Minor: 18 credits, including Bus. Ad. 1, 2 ; and two courses from Bus. Ad. 61, 62, 63, 73. Econ. 22, 23 also required. Other combinations may be allowed by permission. 1 , 2 PRINCIPLES OF ACCOUNTING 4, 4 crs. Basic concepts of accounting, accounting for individual proprietorships, partnerships, and corporations. Special topics including manufacturing accounting, taxes, and budgeting. [I, Fall. 2, Winter.] 31 BUSINESS LAW 5 crs. Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. [Fall.] W 61 FUNDAMENTALS OF FINANCE 5 crs. Capital structures of business organizations, use of financial statements, cash flow, raising and control of short and long-term funds for a business enterprise. [Prereq.: 1 , 2 . Fall. 1 62 INTERMEDIATE ACCOUNTING 5 crs. An analysis of accounting theory pertaining to financial statements, income concepts, capital stock and surplus accounts, current and longterm assets. [Prereq.: 1, 2. Winter.] 63 INTERMEDIATE ACCOUNTING 5 crs. An analysis of accounting theory pertaining to investments, tangible and intangible fixed assets, liabilities and reserves, actuarial topics. Additional emphasis on income determination considering price level changes. [Prereq. : 62. Spring.] 73 FINANCIAL MANAGEMENT 5 crs. Financial problems relating to budgeting, short and long-term fund requirements, debt and equity choices, mergers and reorganizations presented in case materials. [Prereq. : 62. Spring, 1969-70.1 UPPER DIVISION COURSES 78 INVESTMENTS 5 crs. The nature of various types of securities. Analysis of securities of industrial, utility, and financial enterprises and various governmental units. Portfolio management. [Prereq. :41. Spring, 196849.1 8 1 COST ACCOUNTING 5 crs. Essential features of accounting for manufacturing emphasis on management control. [Prereq. 1, 2. Fall.] 82 TAX ACCOUNTING concerns with 5 crs. The more common and important provisions of federal income taxes for individuals and various forms of business enterprises. [Prereq.: 1, 2. Winter.] 83 AUDITING 5 crs. Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. [Prereq.: 63. Spring.] ECONOMICS Major: 37 credits, including Econ. 22, 23, 51, and 58. Soc. 61 and Bus. Ad. 1, 2 also required. Mathematics through course 43 is highly recommended for those planning on graduate study in economics. Minor: 22 credits, including Econ. 22, 23. 22 PRINCIPLES OF ECONOMICS I 4 crs. Analysis of economic institutions, problems, and policies. Emphasis upon the foundations of economics, economic systems, and specific issues, such as unemployment, poverty, monopdy, inflation, role of government. [Fall,Winter, Spring.] 23 PRINCIPLES OF ECONOMICS II 4 crs. Micro- and macroeconomic theory examined with the analytical tools of economics. Topics include determination of the level of national income and employment, money and bankjng. monetary-fiscal policy, economics of the firm, product and resource pricing and allocation, etc. [Prereq. : 22. Spring.] UPPER DIVISION COURSES E 5 1 INTERMEDIATE MICROECONOMICS 5 crs. Theory of demand, theory of the firm, price and output determination under various market conditions, factor price determination. [Prereq.: 23. Fall.] 52 ECONOMIC DEVELOPMENT 5 crs. Determinants of growth, theories, and historic patterns. Analysis of the present developing nations a s to characteristics, problems, and policies to promote growth. [Prereq.: 22 or #. Winter, 196849.1 53 LABOR ECONOMICS 4 crs. Economics of the labor market. Wage determination, collective bargaining, role of unions, level of total employment, economic security, and governmental activity. [Prereq. : 22 or # Spring.] . E 58 INTERMEDIATE MACROECONOMICS 5 crs. Determinants of national income, employment, and price level analyzed via a macro-model. Some consideration of macremeasurement, the business cycle, growth, monetary-fiscal policy. [Prereq.: 23. Winter, 1961)-70.1 91 PUBLIC FINANCE 5 crs. Governmental taxation, spending, borrowing, and the impact of governmental finance on economic activity. [Prereq.: 22 o r #. Fall.] 92 MONEY AND BANKING 5 crs. Functioning of the monetary and banking system, particularly commercial banks, the Federal Reserve and its role in relation to aggregate economic activity. Emphasis upon monetary theory and policy. [Prereq. : 23. Winter.] 9 9 INDEPENDENT STUDY 2-5 crs. Individual supervised projects designed to give the student opportunity to analyze some topic or issue in depth. [Prereq.: #. Fall, Spring.] BUSINESS EDUCATION These courses a r e planned to prepare students to teach business education in high school, for stenographic and secretarial positions in business offices, for parish secretarial work, and to provide a n o p portunity for the development of business skills for personal use. Major: 51 credits, including 8, 10, 21, 22, 50, 53, 63; Bus. Ad. 1, 2, 31; Econ. 22, 23. Minor with secretarial emphasis: 26 credits, including 8, 10, 21, 22, 50 and 53. Minor with accounting emphasis: 25 credits, including 8, 50; Bus. Ad. 1, 2 ; and Econ. 22, 23. For those who have had elementary shorthand in high school, the major may be 47 credits and the minor, 22 credits. Students with two years of shorthand from high school may be exempted from a total of 8 credits in shorthand, but they must elect one other course in the business field. I ELEMENTARY TYPEWRITING 2 crs. The fundamental skills of typewriting. Emphasis on personal use. Not open to students who have had one year of high school typewriting. [5 hours. Fall.] 8 CALCULATING MACHINES 4 crs. Operation of ten-key and full-key adding machines and the rotary calculator. Introduction to automation. [4 hours. Fall, Winter.] 10 DUPLICATING, TRANSCRIPTION, AND RECORDS MANAGEMENT 4 crs. Operation of transcription machines, stencil and spirit duplicating machines. An introduction to and application of basic principles of filing and organization of records in the office. 14 hoilrs. Prereq.: 1 or equiv. Spring.] 21 ELEMENTARY SHORTHAND 4 crs. Fundamentals of Gregg shorthand (Diamond Jubilee) with emphasis on theory, reading and writing shorthand. Introduction to transcription. Not open to students who have had one year of shorthand in high school. [5 hours. Prereq. : 1 or equiv. Fall.] 22 INTERMEDIATE SHORTHAND 4 crs. Review for those with previous shorthand instruction. Development of speed and accuracy in taking and transcribing mate?ial dictated a t speeds of 80-100 words a minute. 15 hours. Prereq.: 21 or equiv. Winter.1 UPPER DIVISION COURSES W 50 ADVANCED TYPEWRITING 5 crs. Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of legal documents. [Prereq.: 1 or equiv. Winter.] 53 ADVANCED SHORTHAND 5 crs. Advanced study of Gregg shorthand. Rapid dictation and transcription of material dictated a t speeds of 100-120 words a minute. [Prereq.: 22 or equiv. Spring.] 63 SECRETARIAL PROCEDURES 4 crs. Dictation, business letter writing, telephoning, use of business and legal forms, personality development, writing application letters, and making applications for a job. An introduction to automation. [Prereq.: 22 or equiv. Spring.] 65 BUSINESS SEMINAR 3 crs. A study in special problems in the field of business education through research and-inforial discussion. Special emphasis on general business. l-Fd.1 DEPARTMENT OF CHEMISTRY MR. AGRE, chairman,MR. ALTON, MR. GYBERG, MR. HOLUM, MR. INGEMANSON, MR. LYLE I t is the purpose of this department to give students an understanding and an appreciation of the nature of matter and the ways by which this has been elucidated. The curriculum in chemistry provides an opportunity to examine the chemical aspect of the structure, the power, and the beauty of one of the great intellectual accomplishments of man-modern science-and it provides dramatic examples of effective ways to handle certain types of problems. Courses in chemistry are offered as part of a liberal arts education, and as a preparation for: (1)high school teaching, (2) the study of biology, medicine, dentistry, pharmacy, medical technology, nursing and allied professions, (3) graduate study in chemistry and molecular biology, and (4) the chemical profession. The chemistry department is approved by the American Chemical Society for the preparation of chemistry majors. Students planning to majo-. in chemistry in preparation for graduate school, medical school, or high school teaching, are urged to consult with the chemistry staff a t the earliest possible time. Major: 40 credits, including Chem. 51, 52, 53, 61, and one additional upper division course. Also required are Physics 21, 22, 23; Math. 41, 42. Recommended for pre-medical students: 15, 16, 51, 52, 53, 61, and 62; for pre-dental students: 15, 16 (or 5, 6), 51, 52; for graduate study: 15, 16, and all courses above 50. Additional mathematics and physics strongly recommended for graduate study. Majors participate in informal, weekly seminars during the junior and senior years in Chem. 91. Minor: 27 credits; must include Chem. 15, 16 (or 5, 6) and other courses to complete the 27 credits. Chem. 23 and 53 are strongly recommended. Course 3 does not count toward the major or minor. See under Curriculums for a suggested course of study. 3 ELEMENTARY CHEMISTRY 4 crs. Selected elements of general, organic, and biological chemistry are organized around the theme: the molecular basis of life. Designed for prospective nurses from Lutheran Deaconess, Fairview, Methodist, and Swedish Hospitals. 13 lect., 1double lab. Prereq.: H.S. Chem. Fall.] 5 , 6 PRINCIPLES OF CHEMISTRY 6, 6 crs. Primarily for non-majors. The concepts and laws underlying chemistry illustrated by examples from inorganic and organic chemistry. Semimicro qualitative analysis included in the laboratory. [5 lect., 2 double labs. 5, Fall. 6, Winter.] 6, 6 crs. 15, 16 GENERAL AND QUALITATIVE CHEMISTRY An intensive course for pre-medical students and future chemists; others only by permission of instructor. First term devoted to fundamental principles, and second to inorganic chemistry and qualitative analysis. [5 lect., 2 double labs. Proreq.: H.S. Chem., elem. alg., plane geom. 15, Fall. 16, Winter.] 6 crs. 2 3 ELEMENTARY ORGANIC CHEMISTRY Designed for medical technology and other students 1.. ho desire less than the more intensive two-term course. Aliphatic and aromatic compounds with frequent reference to bio-chemistry. [5 lect., 1 three-hour lab. Prereq. :5 or 15. Spring.] 5 1 . 52 ORGANIC CHEMISTRY 6 , 6 crs. Important classes of organic compounds with special emphasis on types of mechanisms and multi-step syntheses. Descriptive material is correlated by means of modern theories of chemical bonds, energyrelationships, and reaction mechanisms. Laboratory work is a study of techniques while synthesizing or identifying typical compounds. Normally taken in the sophomore year. [5 lect., 2 three-hour labs. Prereq. : 6 or 16. 51, Fall. 52, Winter.] UPPER DIVISION 53 QUANTITATIVE ANALYTICAL CHEMISTRY 5 or 6 crs. Gravimetric and volumetric analysis with some instrumental analysis. Ionic equilibria and treatment of data. Normally taken in the sophomore year. Medical technology students register for 6 credits, others for 5. [4 lect., 2 three-hour labs. Prereq. : 6 or 16. Spring.] 61, 62 PHYSICAL CHEMISTRY 6, 6 crs. Atomic structure, states of matter, gas laws, thermodynamics, thermochemistry, equilibrium, solutions, phase rule, electrochemistry, kinetics, and colloids. [5 lect., 1 three-hour lab. Prereq.: 53, Physics 23, Math. 42. 61, Fall. 62, Winter.1 63 ADVANCED ORGANIC CHEMISTRY 5 crs. Organized around the problems of identifying organic compounds in the laboratory, the lecture topics include : structure-spectra correlations for TTe. UV, NMR, and mass spectroscopy; classical methods; use of the literature (inc. Beilstein); and further study in reaction mechanisms. IR and UV spectra routinely used. [4 lect., 2 four-hour labs. Prereq.: 52, 61, and some reading knowledge of German. Spring.] 1 72 QUANTUM CHEMISTRY 4 crs. Classical mechanics, uncertainty principle, Schrediiger's equation, approximate methods of solution, commutators, conservation laws, electron spin, angular momentum, the hydrogen atom, many electron problems. [4 lect. Prereq. :61 or #. Winter.] 8 1 ADVANCED ANALYTICAL CHEMISTRY 5 crs. Principles of atomic and molecular spectroscopy and their application to modern analytical methods. Includes instrumental methods, such as spectrophotometric, electro-analytical, and chromatographic techniques. [3 lect., 2 three-hour labs. Prereq. :53, 62 or #. Fall.] 83 ADVANCED INORGANIC CHEMISTRY 5 crs. Correlation of inorganic chemistry using the electrostatic, valence bond, and molecular orbital models. Coordination compounds are discussed using the ligand field theory. Preparations of typical inorganic compounds using a variety of techniques including vacuum manipulations. [4 lect., I four-hour lab. Prereq. : 62 or #. Spring.] 91 CHEMISTRY SEMINAR 0 crs. During the junior and senior years all chemistry majors will participate in weekly seminars to present and discuss research papers of general interest. [Fall, Winter, Spring.] 97 CHEMISTRY RESEARCH Cr. arr. During the summer after the junior year or during the senior year, each chemistry major preparing for graduate study in chemistry may participate in independent research in cooperation with staff members. By staff permission only. [Fall, Winter, Spring, or special summer program.] DEPARTMENT OF CLASSICAL. LANGUAGES MR. COLACCI, chairman, SISTER M. GERTRUDE WARD The purpose of the courses offered in the department is two-fold; first to provide the students with a linguistic foundation in order that they may have a direct approach to the classical tradition which is an essential part of our Western literary heritage; second, to introduce the studects to some of the major works of the Greek and Latin world in the original language. Courses 11 through 52 are designed to meet the two-year requirement in New Testament Greek of most theological seminaries. GREEK Major: 42 credits in Greek. Also required: Latin 1, 2. Special arrangements will be made for students who intend to major in Greek. If the number of students is not large enough to permit regular offering by the College, provisions will be made so that they may complete the major at the University of Minnesota. When this is the case, in addition to courses 11, 12, 13, 51, 52, 59, they are required to take a t the University, five courses to be chosen from those listed under Greek, 61 to 163. Minor: 27 credits. H 1 1 , 12 BEGINNING GREEK 5, 5 crs. Theoretical and practical study of Greek grammar, with special emphasis an morphology. Translation exercises from and into Greek. CPrereq.: Latin 2 or 2 yrs., H.S. Latin or #. 11, Fall, 12, Winter.] 13 INTERMEDIATE GREEK 5 crs. Continuation of grammar with special emphasis on syntax. Reading and parsing of easy selections from classical and New Testament Greek writings. [Prereq. :12. Spring.] 5 1 , 52 NEW TESTAMENT GREEK 4, 4 crs. Selections from the synoptic Gospels and the book of Acts. Special emphasis is given to parsing and syntax of the Greek text. [Prereq.: 13. 51, Fall; 52, Winter.] H 55 GREEK EXEGESIS 4 crs. Selections from the Pauline and Catholic Epistles. Special emphasis is given to the syntactical and exegitical approach to the Greek text. COffered on demand. Spring.] H 59 CLASSICAL GREEK 4 crs. Selections from classical Greek prose and poetry. [Prereq. : 52. Offered on demand.] UPPER DIVISION COURSES LATIN Minor: 28 credits. Also required: Eng. 35. Courses 52, 53 offered only if there is sufficient enrollment. If they are not offered, a minor may be completed a t the University of Minnesota. Consult the department chairman a t Augsburg. Students who wish to major in Latin may complete all courses in Latin offered a t Augsburg, plus 61, 62, 63 and 9 additional credits in courses numbered above 63 a t the University of Minnesota. 1 , 2 BEGINNING LATIN 5, 5 crs. Theoretical and practical study of Latin grammar, with special emphasis on morphology. Exercises in translation from and into Latin. [I, Fall, 2, Winter.] 3 , 4 INTERMEDIATE LATIN 4, 4 crs. Continuation of grammar. Reading of prose and poetry selections from Latin authors; e.g. Caesar, Cicero, Livy, Vergil, Ovid, St. Augustine, and the Medieval Latin writers. [Prereq.: 2 or equiv., determined by placement test. 3, Fall; 4, Winter.] UPPER DIVISION COURSES 52 VERGlL 5 crs. Selections from Vergil's "Aeneid" and pastoral poems. [Offered on demand.] 53 CICERO 5 crs. Selections from Cicero's works. [Offered on demand.] ECONOMICS See under Department of Business Administration, Economics, and Business Education. DEPARTMENT OF EDUCATION MR. JOHNSON, chairman, MRS. ANDEREGG, MR. FARDIG, MR. GROENHOFF, MRS. LUDEMAN, MISS MATTSON, MRS. PARKER, MR. M. QUANBECK The education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in the area. The work in this department will qualify the graduate for teaching on the elementary or the junior and senior high school level. as well a s for further study in the field of education. The program is accredited by the State of Minnesota, the North Central Association of Colleges and Secondary Schools, and the National Council for Accreditation of Teacher Education. Admission to the education curriculum requires an application to be approved by the Committee on Teacher Education. Application must be made during the second semester of the sophomore year. Approval is granted on the basis of a satisfactory health report, favorable personality characteristics and a satisfactory scholastic achievement. For elementary teaching candidates, this means essentially a 2.5 grade-point average in work completed in the minor and a 2.0 over-all; for secondary teaching candidates a 2.5 in work completed in the major and a 2.0 over-all. Both are expected to maintain a 2.5 average in their major and 2.0 over-all average. Candidates in both fields must make application for student teaching as juniors and are required to meet the 2.5 major and 2.0 general average at this point. ELEMENTARY EDUCATION Major: 51 credits in professional education courses. In addition, the following general education courses are required: Psych. 5; Hist. 2 1 or 22; Math. 56; Geog. 14; and three terms of Group Activities (Ed. 52, 53, 54). See under Curriculums for a suggested course of study. 0 crs. 52, 53, 54 GROUP ACTIVITIES 1 , 11, 111 Required without academic credit as a laboratory experience in connection with Education 55 and 56. Includes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.] 55 HUMAN GROWTH AND DEVELOPMENT 4 crs. The growth and development of the human organism from conception through adolescence. Emphasis on process of learning, factors influencing learning. [Prereq.: Psych. 5. Fall.] 1 56 ELEMENTARY SCHOOL TEACHING 5 crs. The qualifications of teachers; the teaching profession. Survey of American schools: philosophies, curricula, policies, and practices. Learning theory and tests and measurements. Includes observation of teaching situations. [Prereq. : Admission to Elementary Education. Fall.] 1 57 METHODS AND MATERIALS: HEALTH, PHYSICAL EDUCATION, MUSIC 4 crs. Principles, methods and techniques for teaching health and physical education a t the elementary school level. Methods pertaining to rote singing, notation, rhythm, part singing. Integration of music in total elementary program. [Prereq. : 55, 56. Winter.] 58 ART IN ELEMENTARY SCHOOLS 4 crs. See under Department of Art. 1 63 METHODS AND MATERIALS: MATHEMATICS, SCIENCE 4 crs. Principles, methods and techniques of teaching arithmetic and science in the elementary school. Use of instructional materials. [Prereq. : 55, 56. Spring. I 64 METHODS AND MATERIALS: LANGUAGE ARTS, READING 6 crs. Objectives and techniques in the language arts : listening, speaking, writing, and reading. Application of principles of learning in acquisition of skills, interests, attitudes. Examinations of modern methods and materials. [Prereq. : 55, 56. Spring.] 65 METHODS AND MATERIALS: SOCIAL STUDIES 2 crs. Objectives, principles, methods and techniques in the social studies. Development of units. [Prereq.: 55, 56. Spring.] 15 crs. 77 PROFESSIONAL LABORATORY EXPERIENCE Student spends ten weeks in the classroom, assisting the regular teacher, and doing actual teaching. Supervision is carried out by the cooperating teacher and the college staff. This is followed by one week of seminar with discussion of problems encountered in the classroom. [Prereq. : # Fall, Winter.] . 79 CHILDREN'S LITERATURE 3 crs. Study of literature suitable to the elementary school child. Role of literature in the classroom, in life outside of school. Extensive reading and evaluation of children's books, compiling bibliography. [Prereq. : 55, 56 or #. Spring.] 87 SCHOOL AND SOCIETY 4 crs. ment of American education. [Prereq. : Senior standing. Winter, Spring.] Problems in education and the relation of the American school system to modern society. A study of educational philosophy and the development of American education. [Prereq.: Senior standing. Winter, Spring.] 0 SECONDARY EDUCATION For the Minnesota teacher's certificate students are required to complete 28 credits in professional education courses including 50, 52, 53, 54, 59, 83, 84, 87. All students must register for three terms of Group Activity (Education 52, 53, 54). Secondary education students must take Phy. Ed. 10 and Psych. 5 in addition to other general education requirements. 50 EDUCATIONAL PSYCHOLOGY 4 crs. Physical, mental, social and emotional development of adolescents with special emphasis placed on educational implication. The nature and conditions of learning. [Prereq.: Psych. 5 and junior standing. Fall, Winter.] 0 cr. 52, 53, 54 GROUP ACTIVITY I, 11, 111 Required without academic credit as a laboratory experience in connection with Education 50 and 59. lncludes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.] M 59 METHODS IN SECONDARY EDUCATION 5 crs. Teaching procedures, materials and problems at the secondary level. Three class sessions per week will be devoted to general methods and two to four class sessions to the specific methods and materials of the student's major field. [Prereq. : 50. Spring.] 68 TEACHING OF MUSIC IN ELEMENTARY AND JUNIOR HIGH SCHOOLS 4 crs. Materials, organization, and teaching procedures in the field of music a t the elementary and junior high school levels. For music majors. [Prereq.: 50. Spring.] 8 3 SEMINAR FOR STUDENT TEACHING 5 crs. Preparation for the student teaching experience including observation and planning. Special attention will be given to tests and measurements. [Prereq. : Admission to student teaching. Fall, Winter.] 84 STUDENT TEACHING 10 crs. Experience in observing and directing learning experiences a t the secondary school level under supervision of college and high school personnel. Course fee $20.00. [Prereq.: Admission to the student teaching program. Fall, Winter.] W 87 SCHOOL AND SOCIETY 4 crs. Problems in education and the relation of the American school system to modern society. A study of educational philosophy and the development of American education. [Winter, Spring.] 88 GUIDANCE 4 crs. The guidance function of the classroom teacher; tools and techniques used in studying students; and methods appropriate for student guidance, including counseling. [Fall.] W 99 INDEPENDENT STUDY 2-5 crs. Independent study offering students an opportunity to explore areas of specialization in education. Each student does research and presents a report of his findings on the requirements, present status, and future possibilities of his own field of interest. Conducted largely on a seminar basis. Open to seniors with the approval of the department. [Fall, Winter, Spring.] LIBRARY SCIENCE The following courses prepare the student to meet the state requirements for a minor in library science. Preparation for selection of books and related materials, efficient and effective management of library materials, intelligent use of library sources are included. While the minor in library science is planned to prepare the graduate in the area of school librarianship, it is also a valuable minor for any student planning a teaching career, since it introduces him to many avenues of curriculum enrichment. The courses provide a foundation for the student who wishes to do advanced work in the field of library science. Minor: 23 credits. 45 FUNCTIONS OF THE SCHOOL LIBRARY 5 crs. The role of the library in the school and community. Types of library services and activities; methods of evaluation. Organization of library materials, including cataloging and circulation. [Fall.] W 46 SELECTION OF LIBRARY MATERIALS 4 crs. Theory, principles and techniques of selection. An introduction to basic selection tools; analysis of book reviews and annotations. C3 lects., 1 disc. Spring.] UPPER DIVISION 58 THE ELEMENTARY SCHOOL LIBRARY: MATERIALS SELECTION AND GUIDANCE 5 crs. Characteristics and purposes of an elementary school library. Extensive study of book lists, book talks, story-telling and a wide exposure to individual titles of books and related materials. Emphasis on preparation of papers and bibliographies. C3 lects. Fall.] 59 INTRODUCTION OF REFERENCE MATERIALS 4 crs. Intensive study of outstanding and useful reference books most frequently used by students and librarians; bibliographies, indexes, and periodical guides. Development of skills in the performance of reference duties -of a librarian. Laboratory work. C3 lects. Winter.] 75 THE HIGH SCHOOL LIBRARY: 5 crs. MATERIALS SELECTION AND GUIDANCE Survey and evaluation of library materials on the secondary level, with attention to their use in relation to school curricula as well as for personal interests and needs of young adults. Emphasis on preparation of papers and bibliographies. [3 lects. Prereq.: 45. Spring.] GEOGRAPHY 14 HUMAN GEOGRAPHY 4 crs. An intxoduction to the basic concepts and tools of geography followed by a survey of the distribution patterns to be found in our physical and human environment. [Winter, Spring.] DEPARTMENT OF MR. GRAY, chairman, MR. BERGSTROM, MR. BLY, MRS. BOLSTERLI, MRS. CHRISTENSEN, MR. DAHLEN, MRS. KARVONEN, MISS LILLEHEI, MRS. LIVINGSTON, MR. NICHOLL, MR. PALOSAARI, MISS PEDERSON, MR. SARGENT, MRS. TRAUTWEIN The aim of the Department of English is to develop the student's ability in oral and written expression, to increase his proficiency in reading and analyzing literature, to acquaint him with the English language and with the beginnings of Western literature and its development, especially in England and America, and to stimulate his appreciation and understanding of the fundamental human problems and situations revealed in great literature. The department prepares for the teaching of English in the elementary and secondary school and for graduate study. Major: 46 credits above 15, Including, 35, 45, 47, 61, 62, 84, plus one writing course above 15, one seminar, one modern literature course, and electives. Major for secondary teaching: 54 credits above 15, including course 55 in addition to those listed for the major. Writing course 31 required. Speech 12 or 52, or 55, and 60 or 66, as well as Library Science 75 are also required. Students preparing for graduate study should include 86, 88, and a t least one tsrm of Independent Study. Proficiency in one or more foreign languages is recommended. Foreign languages most generally required for graduate study in English are Latin, German, French. Minor: 32 credits above 15, including 35, 45, 47 or 61 or 62, 84, plus one writing course above 15, one seminar course, and electives. Minor for secondary school teaching: 32 credits including course 31 for the writing course, and 55 in addition to those listed for the minor. Minor for elementary school teaching: 24 credits above 15, including 31, 35, 45, 55, and 47 or 61 or 62. Concerning English Proficiency: Juniors who do not have a satisfactory grade on the sophomore English Test must improve their use of English in preparation for a second test. The English Department will, upon request, advise the student how to direct his studies in preparation for the second test. Satisfactory completion of course 11 is prerequisite to 12; satisfactory completion of course 12 or 15 is prerequisite to all other English courses. W I I COMPOSITION AND LITERATURE 4 crs. The study of language and composition with emphasis on expository writing. Attention to correct usage, logical organization, reading and analysis of expository and narrative selections, especially the short story. [Fall, Winter, Spring.] W 12 COMPOSITION AND LITERATURE 5 crs. Continued stress on expository writing, including the reference paper, the study and analysis of drama, poetry, novel. [Fall, Winter, Spring.] W 15 COMPOSITION AND LITERATURE 5 crs. Honors course for students with high proficiency in English. Covers basically the material listed under 11 and 12 with more emphasis on critical analysis. Students completing this course meet the freshman English requirement by completing English 35 or 40 or 45. [Fall.] W 2 1 INTRODUCTION TO JOURNALISM 4 crs. A brief survey of the ethics and history of journalism, with emphasis on the techniques and practices in news, feature, and editorial writing. rWinter.1 , 3 1 EXPOSITORY WRITING 4 crs. A course in expository and argumentative writing, including reading analysis of selected models. [Fall, Winter, Spring.] W 32 CREATIVE WRITING 4 crs. Study of the techniques of descriptive and narrative writing, both prose and poetry. Class discussion and evaluation of the student's work. [Fall.] W 35 THE CLASSICAL TRADITION 5 crs. Study of the works of selected Greek and Roman writers in the various genre, and the influence of the classical tradition on later Western literature. [Fall, Winter, Spring.] W 40 LITERARY CLASSICS 4 crs. Reading, analysis, discussion of selected European classics from the Renaissance to the Modern Age, chiefly non-English writers. [Fall, Winter, Spring.] 45 MAJOR AMERICAN WRITERS 5 crs. Works of selected American writers from Colonial times to the present, noting their contribution to the historical development and the literary movements of American literature. [Fall, Winter, Spring.] 47 MEDIEVAL AND RENAISSANCE LITERATURE 5 crs. The development of Western literature, chiefly British, from "Beowulf" to Shakespeare through study of significant works and their relation to the literary and historical context. [Prereq.: 35 or #. Fall, Spring.] UPPER DIVISION COURSES . 55 INTRODUCTION TO MODERN ENGLISH 5 crs. A study of modern English viewed from a historical perspective, with reading in recent linguistic studies. Designed to give the student an introduction to structural linguistics and a view of the development of the English language. [Spring.] 6 1 BRITISH LITERATURE, 16 16-1 800 5 crs. Reading, analysis, and discussion of works of selected writers from the metaphysical poets through Blake, with attention to the historical, intellectual, and social influences and the major literary movements. [Prereq. :47 or # .Fall.] 62 BRITISH LITERATURE OF THE NINETEENTH CENTURY 5 crs. Study of the works of the major Romantic and Victorian poets, critics, essayists and novelists and of the major literary movements of the century. [Prereq. : 61 or # Winter.] . 72 MODERN FICTION 4 crs. Significant works of selected prose writers, chiefly British and American, of the twentieth century. [Winter.] 74 MODERN POETRY 4 crs. Study of the work of selected twentieth century poets, chiefly British and American, with attention to recent criticism. [Spring.] 78 ADVANCED WRITING: PROSE AND POETRY 4 crs. A course for students with demonstrated proficiency in writing. Assignments based on students' needs and interests. Class discussion of students' work. [Prereq. :31 or 32 or #. Spring.] 80 THE BRITISH NOVEL 4 crs. Survey of the development of the novel in England through study of the work of selected major novelists from the eighteenth century to the present. [Winter, 196%70.] 82 THE AMERICAN NOVEL 4 crs. A study of major and representative wokks of selected American novelists. [Winter, 196849.1 84 SHAKESPEARE 5 crs. Study of ten or twelve major plays-comedies, histories, tragedieswith attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading -and analysis. [ ~ r e r e i . :47. Spring.] 86 MILTON 4 crs. A study of major poems and selected prose with reference to the intellectual and historical background of Milton's works. [Prereq.: 61 or #. Spring, 196849.1 88 CHAUCER 4 crs. Study of CXmucer's works and language, with emphasis on "The Canterbury Tales." [Prereq. :47 or #. Spring, 1968-69.1 9 0 , 9 1 , 9 2 ENGLISH SEMINAR 3, 3, 3, crs. Course 90, methods and problems of bibliography and research; 91, a major American or British writer; 92, studies in criticism. Open, with limited enrollment, to any junior or senior with permission of the instructor. [90, Fall. 91, Winter. 92, Spring.] 99 INDEPENDENT STUDY 2-5 crs. Open to junior or senior English majors with a grade of B or above. Provides directed independent study in the area of the student's choice. [Fall, Winter, Spring.] As an aid to students who are handicapped in their college work by inefficient reading skills, Augsburg College offers a non-credit class in Improvement of Reading. The fee for the class is $25 per term. Arrangements to take the course must be made at the time of registration for the fall term. FRENCH AND GERMAN See under Department of Modern Languages. GEOGRAPHY See under Department of Education. GREEK See under Department of Classical Languages. DEPARTMENT OF HEALTH AND EDUCATION MR. ANDERSON, chairman, MISS ANDERSON, MR. NELSON, MISS OLSON, MR. PEARSON, MRS. PETERSON, MR. PFEFFER, MR. SAUGESTAD The aim of the Department of Health and Physical Education is to promote health and physical fitness through a well-rounded physical education program, to develop character and good sportsmanship, to further the worthy use of leisure time, and to provide an effective training program for prospective teachers of health and physical education. All students are required to take a physical examination as a part of the registration procedure before participating in any phase of the physical education program. One year of physical activities, course 1, 2, 3, is required of all students. Physical Education major: 40 credits including 11 or 13, 23, 31, 32, 43, 51, 52, 71, 72. Broad teaching major in Health and Physical Education: 68 credits including 10, 11 or 13, 23, 31, 32, 43, 50, 51, 52, 57, 59, 60, 71, 72, 73, Biol. 6, plus P.E. 82 for men, and Soc. 31 for women. Physical Education teaching major: 53 credits includhg 10, 11 or 13, 23, 31, 32, 43, 51, 52, 59, 71, 72, and Biol. 6. Physical Education teaching minor: 29 credits including 10, 23, 31, 32, 43, and 72. Health teaching mfnor: 31 credits including 10, 50, 51, 60, 73, and Soc. 31, and Biol. 6. Coaching endorsement: 25 credits including 10, 43, 51, 82, and Biol. 6. Coaches entering their first head-coaching assignment in Minnesota Public Schools are reauired to have a t least a coaching endorsement in the field of physical education. Sports included under this requirement are football, basketball, track, hockey, wrestling, and baseball. 1, 2, 3 PHYSICAL ACTIVITIES 1/3, 1/3, 1/3 crs. Two hours per week. Meets the general education requirement. [I, Fall. 2, Winter. 3, Spring.] 10 HEALTH AND FIRST AID 5 crs. Modern concepts and practices of health and healthful living applied to the individual and the community. Includes also the American Red Cross First Aid Course. [Winter, Spring.] I I , 13 SWIMMING AND AQUATICS I , I cr. Theory and practice in teaching swimming, life-saving and water safety. Open only to majors and minors. C2 hrs. per wk. 11, (Women), Fall. 13 (Men), Spring.] 23 TEAM SPORTS 5 crs. Theory and practice in teaching and officiating team sports. Separate sections for men and women. [lo hrs. per wk. Spring.] 31 INDIVIDUAL AND DUAL SPORTS 5 crs. Theory and practice in teaching individual and dual sports. Separate sections for men and women. [lo hrs. per week. Fall.] 32 RECREATIONAL ACTIVITIES AND RHYTHMS 4 crs. Theory and practice in teaching recreational activities, social recreation, quiet games, low organized games, noon-hour activities, camp nights, relays, modified games, simple rhythmic games, folk and square dancing. C8 hrs. per wk. Winter.] 43 HISTORY AND PRINCIPLES OF PHYSICAL EDUCATION 5 crs. History, principles, and philosophy of physical education. [Spring.] 50 INSTRUCTOR'S COURSE IN FIRST AID I cr. Methods and materials in teaching the American Red Cross First Aid Course. [Prereq.: Currently valid Standard First Aid card. Winter.] 51 KINESIOLOGY AND PHYSIOLOGY OF EXERCISE 6 crs. Mechanics of movement with special emphasis upon the action of the muscular system. The major effects of exercises upon the systems of the body. [5 lect. and 1hr. arr. Prereq. : Biol. 6, Chem. 5. Fall.] 52 ADAPTED PHYSICAL EDUCATION AND EVALUATION 4 crs. Physical education for the exceptional child with special reference to the analysis of functional and organic abnormalities and the role of physical education. Survey of basic statistical procedures and evaluation of tests in physical education. [Winter.] 57 TEACHING OF HEALTH EDUCATION AND PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS 2 crs. Methods and materials. Offered in connection with course 5 under Department of Education. [Winter.] 59 TEACHING OF PHYSICAL EDUCATION IN SECONDARY SCHOOLS 2 crs. Methods and materials. Offered in connection with course 59 under Department of Education. Separate sections for men and wGrnen. [Spring.] UPPER DIVISION 60 SCHOOL HEALTH EDUCATION CURRICULUM 4 crs. Curriculum content in a school health education program. [Fall.] 7 1 PHYSICAL EDUCATION PROGRAMMING 5 crs. Curriculum analysis and preparation. Administrative techniques and procedures. [Fall.] 72 SELF-TESTING ACTIVITIES 4 crs. Theory and techniques of teaching stunts, tumbling, and special fitness activities. Men and women meet separately. C8 hrs. per wk. Winter.] 73 ADMINISTRATION OF SCHOOL HEALTH EDUCATION PROGRAM 5 crs. Methods, techniques, and procedures. [Spring.] 82 COACHING OF SPORTS 4 crs. Theory and techniques of coaching. Prevention and care of athletic injuries. [Winter.] 99 INDEPENDENT STUDY 1-3 crs. Directed intensive study in the area of Health Education or Physical Education. Open only to majors. DEPARTMENT OF HISTORY MR. CHRISLOCK, chairman, MR. GISSELQUIST, MR. GUSTAFSON, MR. HAUGE, MRS. JENSEN The Department of History aims to introduce students to the study of history as an intellectual discipline; to prepare students for secondary teaching and graduate work; to deepen students' understanding and appreciation of their own and other civilizations; and to enhance students' effectiveness as contributing members of society. Major: 49 credits. Minor: 33 credits. Both the major and minor require History 1, 2, 3, 21, 22, and 3 credits of seminar work. 1 , 2, 3 WESTERN CIVILIZATION IN A WORLD SETTING 4, 4, 4 crs. Western civilization from its beginnings in the Ancient Near East to the present. Other great world civilizations and their relationship to the West are surveyed. Course 1 carries the survey to 1300; course 2, to 1815; and course 3, to the present, becomes a survey of world civilization. Students may take any one, any two, or all three courses. [All offered each term.] 5, 5 crs. 2 1 , 22 UNITED STATES HISTORY The development of the ideas, institutions, and culture of the American people. Special seminar for one additional credit for students selected for the honors program. C21, Fall, ,Winter. 22, Winter, Spring.] 2 5 SCANDINAVIAN HISTORY 5 crs. See under Department of Modern Languages. UPPER 3 M S I O N COURSES W 55 TWENTIETH CENTURY UNITED STATES HISTORY 4 crs. Exploration in depth of such topics as the Progressive Movement, the New Deal, the background of World War I and World War n, and the coming of the Cold War. (Prereq. :22, Winter.) 56 HISTORY OF AMERICAN FOREIGN POLICY 4 crs. The relationship of .foreign policy to general American development is stressed. [Prereq. :21 or 22. Spring.] 1 57 HISTORY OF SOUTH AND SOUTHEAST ASIA 4 crs. Modern period since 1800. Historical survey of cultural and political institutions. Expansion and consolidation of European power in the area, Western impact on non-European societies, nationalist movements and emergence of independent governments after World War 11. [Fall.] 1 61 ANCIENT HISTORY 4 crs. A cultural and political history of ancient civilizations and their contributions to modern cultures. [Fall.] 1 62 ENGLAND TO 1714 Emphasis is placed on constitutional development. [Winter.] 66 EUROPE IN THE SEVENTEENTH CENTURY 4 crs. 4 crs. The main emphases are: the study of this century as the most critical period in the emergence of the modern state; and the beginning of a secular and scientific world view. [Spring.] 1 68 CHINA AND JAPAN SINCE EARLY NINETEENTH CENTURY 4 crs. A study of the major domestic developments in, and foreign affairs of China and Japan. [Prereq.: 3 credits of Western Civilization or consent of instructor. Winter.] 1 71 EUROPE IN THE AGE OF REVOLUTION, 1780's t o 1850 4 crs. The period in which major revolutionary movements periodically erupted in Europe. Population movements and economic changes which contributed to the "isms" that articulated the demands for change. [Fall.] 1 74, 75 EXPANSION OF EUROPE 4, 4 crs. The spread of European people, ideas, and power into the non-Western world and the impact on non-Western peoples. Case studies from Africa, South America, and Asia are used to illustrate exploration, trading post empires, the plantation system, adaptation and rejection by nonEuropean peoples, colonization, and economic and territorial imperialism. [74, Winter. 75, Spring.] 1 82 TWENTIETH CENTURY EUROPE 4 crs. Europe from the outbreak of World War I to the present. [Fall.] 1 95 SEMINAR OR ADVANCED READINGS 3 crs. Topics will vary from year to year. Students may earn up to 9 credits in this course. [Prereq. : #. Fall, Winter, Spring.] LATIN See under Department of Classical Languages. LIBRARY SCIENCE See under Department of Education DEPARTMENT OF MATHEMATICS MR. GULDEN, chairman, MISS DURKEE, MR. FOLLINGSTAD, MRS.NAUCK The Department of Mathematics aims to develop the student's knowledge and skill in the major branches of elementary and higher mathematics, an appreciation of its cultural and practical values, and the background for teaching and for professional and graduate study. Major: 24 credits above 43, inclucling 58, 67, 72, 73, 83, 84. Teaching major: 32 credits above 43, including 58, 61, 64, 67, 72, 80, 83, 84. Recommended for those considering further study: 40 credits above 43, including 58, 61, 64, 67, 72, 73, 83, 84, 85, 92. Minor: U credits above Math. 43. See under Curriculums for suggested course of study. W 13, 14 INTRODUCTION TO COLLEGE MATHEMATICS 5, 5 crs. A liberal arts course in mathematics with an introduction to analytic geometry, abstract algebra, trigonometry, logic, statistics, differential and integral calculus. Primarily for students not intending further study of mathematics. [Prereq.: Higher Algebra and CEEB placement. 13, Fall, Winter. 14, Winter, Spring.] 40 MATHEMATICAL ANALYSIS I 5 crs. An introduction to the concepts and terminology of mathematical analysis through the areas of algebra, logic, functions, systems. Students may not receive credit for this course if they have credit for 13, 14 (or 19). [Prereq.: Higher Algebra, Trig, and CEEB placement. Fall.] 4 41, 42, 43 MATHEMATICAL ANALYSIS 11, Ill, IV (Calculus1 5, 5, 5 crs. Topics of the elements of plane and solid analytic geometry integrated with differential and integral calculus including calculus of several variables, applications, and series. [Prereq.: 40, or #. 41, Winter. 42, Spring. 43, Fall.] UPPER DIVISION COURSES W 56 BASIC CONCEPTS OF ARITHMETIC 4 crs. Presents the patterns of mathematics underlying arithmetic and g e e metry. Emphasis is placed on the inductive techniques of discovery of such patterns. Includes the ideas of modern elementary school mathematics curricula. Primarily for elementary education majors. [Fall.] 58 DIFFERENTIAL EQUATIONS 4 crs. Ordinary differential equations with applications, series solutions, systems of differential equations ; solution by special transforms ; numerical methods; and an introduction to partial differential equations. [Prereq.: 43. Winter.] 61 LINEAR ALGEBRA 4 crs. A course intended to aid in making the transition from the concrete to the abstract. Such topics as elementary matrix algebra and its application to the physical and social sciences; linear equations; vector spaces and linear transformations ; unitary and orthogonal transformations ; the characteristic equation of a matrix and bilinear, quadratic, and Hermitian forms are presented. [Prereq. :43. Fall.] 1 64 MODERN GEOMETRY 4 crs. An analytic study of advanced Euclidean, projective, non-Euclidean, and finite geometries. An introduction to the geometry of transformations of the plane. [Prereq.: 43. Spring.] 67 PROBABILITY AND STATISTICS 4 crs. An analytic study of probability, distribution, random sampling estimation of parameters, central limit theorem, tests of hypotheses, regression, and other topics in statistics. Calculus and set theory are stressed as tools for modern mathematical approach. [Prereq.: 43. Spring.] 1 72, 73 MODERN ALGEBRA 4, 4 crs. The basic algebraic systems presented from an abstract point of view. Topics include the theory of groups, rings, fields, vector spaces and modules, and linear transformations. A development of the real and complex number systems. [Prereq.: 43. 72, Winter. 73, Spring.] 1 80 FOUNDATIONS OF MATHEMATICS 4 crs. The underlying structure of mathematics considering set theory, mathematical logic and the axiomatic method. Applications are made to various branches of mathematics such as number theory, algebra, geometry, and topology. [Prereq. : 43, Winter.] 83, 84, 85 ADVANCED CALCULUS 4, 4, 4 crs. Considers the fundamental notions of calculus for functions of several variables. A treatment of differentiable forms and manifolds in ndimensional Euclidean space as well as a more traditional vector analysis approach. Stress is placed on the theory of functions of real and complex variables especially during the last term. [Prereq.: 43. 83, Fall. 84, Winter. 85, Spring.] 1 99 INDEPENDENT STUDY 2-5 crs. Student chooses an area to study independently; meets with a mathematics faculty member at least one hour per week. [Prereq.: 73 and 85. Fall, Winter, Spring.] COMPUTER SCIENCE 45 COMPUTER SCIENCE 4 crs. Theory of modern digital computers. Terms such as algorithms, flow charts, storage, control, input-output units, and simulation are defined. Includes a survey of computer applications. A particular computer language is presented and used to solve a variety of problems. [Prereq.: Math. 42, Fall term. None, Winter. Fall, Winter.] MEDICAL TECHNOLOGY MAJOR See under Curriculums. MR. LANDA, chairman, MISS AASKOV, MISS ANDERSON, MRS. BALTINA, MRS. BONDEVIK, MRS. CAIRNS, MR. CREPEAU, MR. HANSEN, MRS. JAUNLININS, MRS. JOHNSON, MRS. KINGSLEY, MISS ROZENTALS, MR. SANDVEN, MR. WHITESIDE The Department of Modern Languages seeks to give the student a knowledge of a modern language : its pronunciation, its structure, and its idiomatic expression, in terms of listening, speaking, reading and writing skills. At the same time it aims to develop in the student a sympathetic jnterest in the history and life of the people whose language he is learning, transmitting the best of their literary, cultural and religious heritage. DEPARTMENT OF MODERN LANGUAGE The department prepares specifically for communication skills, for teaching at the junior and senior high school level, and for graduate study. The beginning and intermediate courses of a second modern language are needed for graduate study. Two terms of Latin are also recommended. Students may not receive credit for both 3, 4 and 5, 6 in the same language. O FRENCH Major: 30 credits above 6 including 55, 72, 74, 84; and two of 56, 57, 63, 64, at least one of which must be 63 or 64. Minor: 15 credits above 6 including 55 and any two of 56, 57, 63, 64, 84. 1, 2 BEGINNING FRENCH 5, 5 crs. Provides basic experience in understanding, speaking and reading French with oral and writing practice in the basic structural patterns of the language, both in class and in laboratory assignments. [Fall, Winter, Spring.] 3, 4 INTERMEDIATE FRENCH 4, 4 crs. Continues training in aural-oral skills, structure of the language and reading comprehension that will lead to cultural appreciation and the reading knowledge needed for general pursuits. Grammar review, selected reading and laboratory practice included. [Prereq.: 2 or equiv. Fall, Winter, Spring.] 5, 6 INTERMEDIATE FRENCH 4, 4 crs. Continues training in comprehension, conversation and reading skills with grammar review as a means to accuracy and facility in oral and written expression. Class discussion, selected reading, and laboratory material with cultural emphasis. Required for continuing study in French. [Prereq. :2 or #. 5, Fall. 6, Winter.] UPPER DIVISION COURSES . . 55 FRENCH CONVERSATION AND COMPOSITION 5 crs. Thorough practice in correct oral and written expression with the aims of both fluency and facility. Classroom and laboratory emphases on VOcabulary enrichment, organization of materials, accuracy of pronunciation and grammatical refinement. Required for majors and minors. [Prereq. :6 or #. Fall.] 56, 57 FRENCH CIVILIZATION 5, 5 crs. The development of political, social, intellectual and artistic movements and their outstanding manifestations as essential to the understanding of the French people. Readings, lectures, reports, discussions and laboratory materials in French. [Prereq.: 6 or permission of instructor. Spring. Offered on demand.] 5, 5 crs. 63, 64 SURVEY OF FRENCH LITERATURE The study of major French authors and literary movements in France, with the reading of whole literary works where possible. Lectures, discussion, oral and written reports in the language. One term required for the major. [Prereq.: 55 or # .] 72 THE FRENCH NOVEL 5 crs. Significant and representative French novels that show the evolution of this prose form to the present. Emphasis on literary works with lecture, discussion, reports in the language. [Prereq.: 55, and 64 or #. Spring, 1969.1 74 THE FRENCH DRAMA 5 crs. Significant and representative French plays that show the evolution of this genre from the classical to the modern period. Emphasis on the literary works with lectures, discussion, reports in the language. [Prereq. : 55, 63 or # .Spring, 1970.1 84 ADVANCED FRENCH CONVERSATION AND COMPOSITION 5 crs. Extensive training in accurate and effective speech and writing, with attention in listening and reading to the characteristic levels of French expression. Emphasis on refinement in style, organizational techniques, variety in form and subject. For majors and those intending to teach French. [Prereq.: 55, and 57 or #. Junior or senior standing. Fall.] 9 2 FRENCH SEMINAR 4 crs. Study in depth of an author, topic or genre in French literature for advanced students. Discussion and papers in French. May substitute for 72 or 74. [Prereq.: 55, 63, 64 or #. Junior or senior standing. Winter, on demand.] W 9 9 INDEPENDENT STUDY IN FRENCH 2-5 crs. Individual study of a topic, movement, genre of interest to the advanced student. May serve to replace 72 or 74. No more than 3 credits may be earned in a given term. [Prereq.: 55, 63, 64 or #. FaU, Winter, Spring.] GERMAN Major: 30 credits above 6, including 55, 72, 74, 84, and any two of 56, 57, 63, 64. At least one of 63, 64 recommended. Minor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64. W 1 , 2 BEGINNING GERMAN 5 , 5 crs. Provides basic experience in speaking, understanding, and reading the German language, and comprehension of its structure through the acquisition of basic patterns of expression. Laboratory experience in the language is an integral part of the course. [Fall, Winter, Spring.] 4, 4 crs. 3 , 4 INTERMEDIATE GERMAN A terminal course for students not intending to continue in German. Provides a foundation for reading knowledge adequate for cultural and professional purposes. Some experience in oral expression and understanding of spoken German. [Prereq.: 2 or equiv. Fall, Winter, Spring.] 5 , 6 INTERMEDIATE GERMAN 4, 4 crs. Continued conversation and composition to further comprehension and facility in expression. Selected readings for class discussion in the foreign language, with cultural emphasis. Laboratory work required. [Prereq. : 2 or equiv. 5, Fall. 6, Winter.] W 5 5 GERMAN CONVERSATION AND COMPOSITION 5 crs. Intensive practice in the spoken word, with emphasis on pronunciation and original composition. Audio-oral exercises in language laboratory. Required for teachers, majors, and minors. [Prereq.: 6 or equiv. Fall.] UPPER DWISIOrj COURSES 56, 57 GERMAN CIVILIZATION AND CULTURE 5, 5 crs. Topics dealing rrith the intellectuaI, geo.gaphic, artistic, and scientific history of thc German-speaking countries, including attention to contemporary developments. Class discussions and lecmcs supplemented with demonstration materials. Taught in Ckrman. [Prereq.: 55, or 56, Winter. 57, Spring. Offered on demand.] +. W 63,64 SURVEY OF GERMAN LITERATURE 5, 5 crs. From the beginning to modern times. Reading of significant authors in German, supplemented by lectures on the history and development of German literature and culture. Reports and discussion of selected works. For majors and minors. Taught in German. [Prereq.: 55 or equiv., or#. 63, Winter. 64, Spring. Offered on demand.] 72 GERMAN NOVEL AND NOVELLE 5 crs. Reading in German and discussion of well-known prose writers representing various periods and movements in German literature. Especially for majors. [Prereq.: Any two of 56, 57, 63, 64, or equiv. Spring, 196849.1 W 74 GERMAN DRAMA 5 crs. Reading in German and class discussion of outstanding dramatic works in the various representative periods (classical, 19th century, naturalism, impressionism, expressionism.) Especially for majors. [Prereq. : Any two of 56, 57, 63, 64, or equiv. Spring, 1969-70.1 W 84 ADVANCED GERMAN CONVERSATION AND COMPOSITION 5 crs. This course aims to give the major and prospective teacher more intensive training in oral expression, with stylistic refinement and organizational practice in writing. Laboratory work required. [Prereq. : 55. Fall.] 99 INDEPENDENT STUDY 2-5 crs. May serve as substitute for German 72 or 74, if necessary. It is suggested that no student register for all five credits within one term. [Fall, Winter, Spring.] SCANDINAVIAN STUDIES Major: 30 credits above 6, including 25, 26, 55, 72, 74, 84. Minor: 19 credits above 6. Teaching minor: 19 credits, including 55, 72 or 74, 84. 5, 5 crs. 1 , 2 BEGINNING NORWEGIAN Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress on spoken rather than literary Norwegian. Laboratory work and regular class attendance expected. [I, Fall, Winter, Spring. 2, Winter, Spring.] 4, 4 crs. W 3, 4 INTERMEDIATE NORWEGIAN A terminal course for students not intending to continue with Norwegian language study. Vocabulary building and study of syntax through extensive readings in Norwegian literature. Some experience in oral expression. [Prereq.: 2 or equiv. 3, Fall. 4, Winter.] 4, 4 crs. W 5, 6 INTERMEDIATE NORWEGIAN Continued conversation and composition to further comprehension and facility of expression. Selected readings in Norwegian used as basis for class discussion and exercises. Brief literature survey. Laboratory work expected. [Prereq.: 2 or equiv. 5, Fall. 6, Winter.] 1 25 SCANDINAVIAN HISTORY 5 crs. A survey of the history of Norden, including Finland and Iceland, with particular attention given to the historical development of political democracy. Knowledge of a Scandinavian language not required. [Fall, 196%70.] 26 MODERN SCANDINAVIA 5 crs. A broad survey of Scandinavian culture with special emphasis on con- ditions and developments in the twentieth century. Knowledge of a Scandinavian language desirable but not required. [Spring, 1964-70.1 55 NORWEGIAN CONVERSATION AND COMPOSITION 5 crs. Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to differences between the two official languages of Norway. Laboratory work expected. [Prereq.: 6 or equiv. Spring.] 62 SCANDINAVIAN MUSIC 4 crs. See description under Department of Music. This course may substitute for 25 or 26 for the major or minor by permission d the department chairman. CSpring.1 1 72 THE MODERN SCANDINAVIAN NOVEL 5 crs. Lectures will give a survey of the Scandinavian novel. Class discussion based on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlef, Par Lagerkvist, Knut Hamsun, Haldor Laxness, and others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in the Norwegian language. [Fall, 196849.1 UPPER DIVISION COURSES 74 THE MODERN SCANDINAVIAN DRAMA 5 crs. Assigned readings will incIude dramatic works by lbsen, l3prnson, Stsfndkrg; Ua~:trfirirrt,Nunk, and o t h ~ rtwentieth century dramatists. Lectures stress Ibsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors w.ill be required to do assigned readings and twitten work in t h e Nor~reaian Imguage. [Spring, 1868-83.1 W 84 ADVANCED NORWEGIAN CONVERSATION AND COMPOSITION 5 crs. Further intensive -training in ma1 and written rx-presslon in Nonvegian. Some attention given to the other Seandinatqan Ianpages and to the historical deveIopment of x ~ ~ t t e g i a nLabmatory . work. Required for all majors and tcaching minors. [Prer~q.:55 or equiv. FaU, 196S70.1 W 99 INDEPENDENT STUDY 1-5 crs. This is primarily intended as an enrichment course, tfiough it may serve as a substitute for 72 or 74 under special conditions. Paper must he n ~ i t t c nIn Konx-egian. Available any term to majors and minors. LFaII, Winter, Spring.1 SPANISH Major: 30 credits above 6, including 55, 72 or 74, 84; and any two of 56, 57, 63, 64, of which at least one must be 63 or 64. IMinor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64, 84. W 1 , 2 BEGINNING SPANISH 5, 5 crs. Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Laboratory work is an integral part of the course. [Fall, Winter, Spring.] 3, 4 INTERMEDIATE SPANISH 4, 4 crs. Grammar review with emphasis toward reading comprehension and cultural appreciation. Further laboratory work. [Prereq.: 2 or equiv. 3, Fall, Spring. 4, Fall, Winter.] 4, 4 crs. W 5, 6 INTERMEDIATE SPANISH Continued conversation, composition, and review of grammar to further comprehension and facility in expression in Spanish. Further laboratory work. Required for the major and minor. [Prereq.: 2 or equiv. 5, Fall, Winter. 6, Winter, Spring.] UPPER DIVISION OOURSES W 55 SPANISH CONVERSATION AND COMPOSITION 5 crs. Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Extensive laboratory work. [Prereq. :6 or equiv. Fall.] 56 SPANISH CIVILIZATION AND CULTURE 5 crs. Study of the Spanish character and of Spanish contribution to world civilization through its historical, intellectual, literary, and artistic movements. In Spanish. [Prereq.: 6 or equiv. Winter or Spring. Offered on demand.] W 57 REPRESENTATIVE HISPANIC AMERICAN AUTHORS 5 crs. An introduction to Spanish American literature. Lectures, discussions, written and oral reports in the language. [Prereq.: 6 or equiv. Winter or Spring. Offered on demand.] 111 63, 64 SURVEY OF SPANISH LITERATURE 5. 5 crs. A stady of representative authors in Spanish literatare, supplemented by lectures on the literaty movements and develuyment of Spanish l i t ~ r a ture. Lectures, rliscussion. ~irittcn and oral repc~rts in t l ~ clanguage. Laboratory w r k , !Pwreq.: ki or eqnlv. 83, KLnt~r.a,Spring. Offered on demand.] 72 SPANISH NOVEL 5 crs. Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. [Prereq.: 63 or 64, or equiv. Fall, 1968.1 74 SPANISH DRAMA 5 crs. Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. [Prereq.: 63 or 64 or equiv. Fall, 1969.1 84 ADVANCED SPANISH CONVERSATION AND COMPOSITION 5 crs. Aims to give an extensive training in oral expression, organizational practice in writing with stylistic refinement. Appreciation of differences in speech existent in the Spanish-speaking countries. Laboratory work required. For majors and those intending to teach Spanish. [Prereq.: 55. Spring.] 92 SEMINAR 4 crs. Study in depth of an author, topic or genre in Spanish or Hispanic American literature. Discussion and papers in Spanish. May substitute for Spanish 72 or 74. [Prereq.: 63 or 64 and Junior standing. Winter. Offered upon demand.] 99 INDEPENDENT STUDY 2-5 crs. Individual study of an author, theme or movement of interest to the student. May substitute for Spanish 72 or 74. It is suggested that no student register for all five credits within one term. [Prereq.: 63 or 64. Fall, Winter, Spring.] MR. SATEREN, chairman, MR. BEVERLY, MR. COAN, MR. EKLOF, MR. GABRIELSEN, RiISS HENNIG, MR. JOHNSON, MR. KARLEN, MRS. MOEN, MR. NIELSEN, MR. SA170LD, MRS. THUT, MR. VUICICH The Department of Music offers training to students who wish to be- come teachers of music, directors of choral and instrumental ensembles, or who are primarily interested in performance, as well as preparation for those who expect to pursue the study of music on the graduate level. General instruction is afforded other students who wish to broaden their cultural background with an understanding of and appreciation for the music of the masters. Through its performing organizations, both choral and instrumental, the department gives all students of the college varied experiences in creating music as a participant. Further enriching the program are opportunities, open to all students of the college, for private instrumental and vocal instruction with professionally qualified teachers. DEPARTMENT OF MUSIC Major: 68 credits. Courses 1 through 22, 50 or 53, 54, 57, 58, 60-62, and 76; 12 credits in applied music, and two years as a member of one of the college music organizations. Teaching major: 57 credits. Courses 1 through 22, 50 or 53, 54, 58, 60, and 61; 9 credits in applied music, and two years a s a member of one of the college music organizations. Minor: 27 credits. Courses 1-3, 20, 57, and 4 elective credits; 3 credits in applied music, and one year a s a member of one of the college music organizations. One public performance in their area of specialization is required of majors during either the junior or senior year. This requirement may be fulfilled by satisfactory participation in the bimonthly Performance Workshops. Formal public recitals are encouraged and, upon recommendation of the department, may be given in fulfillment of the requirement. Sophomores, juniors and seniors are required to attend the bimonthly Performance Workshops. Freshmen are encouraged to attend. All majors and minors are required to pass a piano proficiency examination by the end of the sophomore year. It includes: (a) major and harmonic minor scales with triads and inversions, played two octaves, ascending and descending, hands together and with correct fingering, a t moderate speed and from memory; (b) a Bach two-part invention or a classical sonata; (c) a romantic or modern piece showing expression; and (d) sight reading pieces of hymn-tune grade. One of the pieces (b or c) must be played from memory. During his junior and senior years, a student who has been certified as a music major by the Department of Music is given required applied music lessons in the area of his concentration without extra cost provided such study is with a member of the Augsburg College music faculty. The total of applied music credits earned under this provision may not exceed six. See under Curriculums for suggested courses of study. l THEORY l 4 crs. Principles of notation, major and minor scales, intervals, triads and rhythms, and their application in written exercises; aural skills, sight reading, dictation, and part-singing. [5 lect. Prereq.: Passing theory entrance test. Fall.] 2 THEORY 2 5 crs. The use of scales, intervals, and chord formations in written exercises. Harmonization of figured and unfigured bass and melody. [Prereq.: 1. Winter.] 3 THEORY 3 4 crs. Sixteenth century vocal counterpoint with examples from the music of Palestrina and di Lasso. Writicg two-, three-, and four-part polyphony in the church modes. [Prereq.: 2. Spring.] 20 THEORY 4 4 crs. Advanced work in harmonization; modulation, advanced chord progressions, suspensions, retardations, and ornaments of music. [Prereq.: 3. Fall.] W 21 THEORY 5 4 crs. Eighteenth century counterpoint with examples from the music of J. S. Bach; synthesis of tonal harmonic and contrapuntal writing. Writing two- and three-part inventions, a four-voice fugue, and a chorale prelude. [Prereq. : 20. Winter.] 1 22 THEORY 6 4 crs. Form and structure in music; harmonic analysis. [Prereq.: 21. Spring.] 1 30 INTRODUCTION TO THE FINE ARTS 4 crs. The development of music from 1600 to the present through the study of selected works of great composers from each period. Emphasis is placed upon relationships between music and the other fine arts. Participation in the cultural life of the community leading towards appreciation and criticism. For the non-music major. [Winter, 1968-69. Fall, Spring, 1969-701. 1 50 CHORAL TECHNIQUE 4 crs. UPPER DIVISION Fundamentals of voice culture as related to choral ensemble; methods, COURSES materials, and techniques. [Spring.] 4 crs. Class instruction in the techniques of playing reed and string instruments. [Fall.] 1 53 INSTRUMENTAL TECHNIQUE 1 54 INSTRUMENTAL TECHNIQUE 4 crs. Class instruction in the techniques of playing brass and percussion instruments. [Winter.] 1 57 CONDUCTING 3 crs. Techniques of conducting, preparation of and conducting choral scores, organization and administration of choral ensembles. [3 double periods. Prereq.: 22 or #. Winter.] 1 58 CONDUCTING 3 crs. Preparation of and conducting instrumental and combined vocal-instrumental scores, organization and administration of instrumental ensembles. [3 double periods. Prereq.: 57 or #. Spring.] 1 60 HISTORY AND LITERATURE OF MUSIC 5 crs. Music of the Renaissance, Baroque, and Classical eras. [Fall.] 1 6 1 HISTORY AND LITERATURE OF MUSIC 4 crs. Music of the Romantic and Modern eras. [Winter.] 1 62 SCANDINAVIAN MUSIC The music of Scandinavia since 1700. [Spring.] 70 HYMNS AND MUSIC OF THE CHURCH 4 crs. 4 crs. Development of the music of the Christian church, with special attention to the Protestant heritage. Designed for the general student as well as for organists, choir directors, and pre-theological students. [Fall.] 1 76 ORCHESTRATION AND CHORAL ARRANGING 4 crs. The craft of orchestrating and arranging music for instrumental and vocal ensembles of varying sizes and types. 14 1ect.-labs., 1 disc. Prereq.: 22, 53, 54, 58. Fall.] 1 87 PERFORMANCE WORKSHOP 0 cr. Student recitals affording opportunity for public performance. Acquaints students with a repertoire of musical excellence. [Two evenings per month. Fall, Winter, Spring.] APPLIED MUSIC Vocal and instrumental instruction is available to all students. Credit for the first term of lessons is given to majors and minors only after completion of. the second term in the same area with the same teacher. Others receive one credit for ten thirty-minute lessons per term. Occasional lessons are available without credit. For statement of fees see under Financial Information. 1 PIANO I cr. Technique as needed, repertoire, performance, accompanying. Only those credits earned in piano after the piano proficiency examination has been passed may be applied toward the music major or minor. [Fall, Winter, Spring.] 1 ORGAN I cr. Technique as needed, repertoire, performance, hymn-playing, accompanying. [Prereq.: Basic piano technique and #. Fall, Winter, Spring.] 1 VOICE I cr. Correct habits of pronunciation and articulation, breath control, flexibility, ear-training a s needed, interpretation of song classics-both sacred and secular. [Fall, Winter, Spring.] 1 WOODWIND INSTRUMENTS, BRASS INSTRUMENTS, STRING INSTRUMENTS I cr. Technique as needed, repertoire, performance. [Fall, Winter, Spring.] MUSIC ORGANIZATIONS The musical organizations exist not only for the benefit of the music student, but for any student of the college who wishes to participate in groups affording opportunity for musical expression. Membership for the full year is required of participants. CHOIR Membership is by audition and restricted to 65 singers. [4 rehearsals per wk. Fall, Winter, Spring.] CONCERT BAND Membership is by audition. [4 rehearsals per wk. Fall, Winter, Spring.] ORCHESTRA Membership is by audition. [3 rehearsals per wk. Fall, Winter, Spring.] CHORAL CLUB, REPERTOIRE BAND, SYMFONIA, INSTRUMENTAL ENSEMBLES Membership is by audition or consent of director. [2 rehearsals per wk. Fa, Winter, Spring.] MR. SANDIN, chairman, MR. BAILEY, MR. CHRISTENSON, MR. JOHNSRUD The department of philosophy conceives its task as an instructional department in a liberal arts college to be twofold: (1) to make a significant contribution to the liberal education of all students regardless of their college major; and (2) to provide a strong undergraduate program of study for students who desire to complete a major or minor in philosophy. Major: 46 credits, including 41, 42, 43; either 23 or 51; and either 8 1 or 4 credits of 99. Minor: 32 credits, including 41, 42, 43, and either 23 or 51. See under Curriculums for a suggested course of study. 21 PROBLEMS OF PHILOSOPHY 4 crs. Seeks to give the student a basic understanding of the nature and aims of philosophy, an acquaintance with some of its central problems, and a mastery of the terminology employed in philosophical discussion. Designed to meet the General Education requirement in philosophy. [Fall, Winter, Spring.] DEPARTMENT OF PHILOSOPHY 22 INTRODUCTION TO ETHICS 4 crs. Approaches ethics through a consideration of movements, such as relativism, naturalism, etc.; or problems, such as the nature of the good, conscience, etc.; or important figures, such as Plato, Kant, Hume. Designed to meet the General Education requirement in philosophy. . . . . . . . . [Spring.] 23 LOGIC 5 crs. A study of the formal rules of sound reasoning. Topics discussed include : the nature and functions of language ; fallacies in reasoning ; definition; principles of deductive reasoning; induction; a brief introduction to the notation of modern symbolic logic. [Fall, Spring.] 41 ANCIENT AND EARLY MEDIEVAL 4 crs. A historical survey of the outstanding men and movements in the development of philosophical thought from the Greeks through St. Thomas Aquinas. [Prereq.: 21 or #. Fall.] W 42 LATE MEDIEVAL AND EARLY MODERN 4 crs. A survey course in which the development of Western philosophical thought is traced from the breakdown of the Medieval synthesis to the systems of Kant and Hegel. [Prereq.: 21 or #. Winter.] 43 RECENT AND CONTEMPORARY 4 crs. A survey of the most important trends in Western philosophical thought in the nineteenth and twentieth centuries. [Prereq.: 21 or #. Spring.] UPPER DIVISION COURSES 5 1 SYMBOLIC LOGIC 5 crs. Treats deduction and the analysis of statements by means of special symbols. Topics include propositional functions and quantifiers, the logic of relations, the concept of an axiom system. [Prereq.: #. Winter.] 61 PHILOSOPHY OF RELIGION 5 crs. An inquiry into the nature of religious faith and experience, with special attention to the problem of the nature of religious language. [Fall, 1968-69.1 63 PHILOSOPHY OF SCIENCE 5 crs. A stcdy of the meaning, methods, and implications of modern science by means of an analysis of basic concepts, presuppositions and p r e cedures. [Prereq.: 23 or #. Winter.] 65 AMERICAN PHILOSOPHY 5 crs. American philosophical thought from colonial times to the present. Puritanism, and Revoluntionary period, transcendentalism, idealism, pragmatism, naturalism, and realism. [Fall.] 71 ETHICS 5 crs. An inquiry into the principles of morals and ethics, the nature of moral experience, and an analysis of the language of ethical discourse. [Winter, 1968-69.1 73 METAPHYSICS 5 crs. An inquiry into the nature of metaphysics, the function of metaphysical language, and an examination of major historical and contemporary views. [Prereq.: #. Winter, 1969-70.1 75 EPISTEMOLOGY 5 crs. An inquiry into the bases of claims to knowledge of various sorts and into the possibility of general criteria of truth and falsity. [Prereq.: # .Fall, 1969-70.1 H 81 SEMINAR IN PHILOSOPHY 5 crs. A careful study of some selected man or movement in the Western philosophical tradition, with heavy emphasis on the careful reading of primary source materials. [Prereq. : #. Spring.] 99 INDEPENDENT STUDY 2-5 crs. For philosophy majors. Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty advisor. CPrereq.: #. Fall, Winter, Spring.] PHYSICAL EDUCATION See under Department of Health and Physical Education. DEPARTMENT MR. HANWICK, chairman, MR. KWE, MR. SPIESS OF PHYSICS Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances in some areas is almost impossible, although necessary, it is the desire of the department to bring to the students not only the basic concepts, but also insights into recent developments. By so doing it is hoped that challenges will arise, be met, and so stimulate sound thinking, perceptive judgment, and an interest in experimental techniques. To this end the department prepares some students for graduate studies and some for the teaching profession. The liberal arts tradition is served by offering courses that will enable a student to follow developments with some degree of comprehension. Major: 48 credits, including 21, 22, 23, 51, 52, 61, 62, 63, 81, 82, and 5 credits of 77. Recommended for graduate school: 53, 70, 75, 83 in addition to courses listed for the major. Minor: 29 credits. H l ASTRONOMY 4 crs. A descriptive course requiring only elementary mathematics. Our solar system, the stars, and galaxies. The necessary optical i n s h m e n t s are explained, and use is made of a 12" reflecting telescope. Occasional night viewing. [Fall, Winter.] 3 INTRODUCTION TO PHYSICS 4 crs. A survey of physics, touching on some aspects of mechanics, heat, sound, electricity and magnetism, optics and atomic physics. The goals, methods and concepts are studied in a historical and contemporary context. Not intended for majors in physics. C4 lect., 2 hrs. lab. Spring.I 1 2 1 , 22, 23 GENERAL PHYSICS 5, 5, 5 crs. A rigorous study of the concepts of mechanics, fluids, heat, sound, optics, electricity, and magnetism, and some aspects of modern physics. For majors in physics and other specified fields. Must be taken in sequence. [5 hrs. 1ect.-recit., 2 hrs. lab. Prereq.: Math. 41. 21, Fall. 22, Winter. 23, Spring.] 1 5 1 , 52 MECHANICS 4, 4 crs. The classical equations of motion are presented for a single particle, a system of particles, and for rigid bodies. Stationary and moving frames of reference are used. Must be taken in sequence. [Prereq.: 23, Math. 58. 51, Fall. 52, Winter.] 53 MECHANICS 4 crs. A restatement of classical mechanics employing Lagrange's equations. Rigid body mechanics and small oscillations are included. [Prereq.: 52, Math. 58. Spring.] 1 6 1 ELECTRONICS 5 A review of D.C. and A.C. circuits b e f e e introducing the electron and some circuit applications. The study of solid state diodes transistors with applications to certain circuits. [4 lect., 2 hrs. lab. req. : 23, Math. 43. Fall.] crs. tube and Pre- 1 62, 63 ELECTRICITY AND MAGNETISM 4, 4 crs. Treats the classical electromagnetic theory using vector calculus throughout. Topics include electrostatics, magnetostatics, solutions of Laplace's and Poisson's equations and the use of Maxwell's equations to the solution of problems in electromagnetic wave phenomena. [Prereq.: 61, Math. 58. 62, Winter. 63, Spring.] 70 OPTICS 5 crs. Both geometrical and physical optics are presented with the greater emphasis on the latter. Reflection and refraction, interference, diffraction and polarization. [ 4 lect., 2 hrs. lab. Prereq.: 23, Math. 43. Spring.] 1 75 MODERN PHYSICS 4 crs. A phenomenological introduction to modern physics that includes the Special Theory of Relativity, atomic theory, radiation, particles and nuclear models. [Prereq.: 23, Math. 43. Fall.] I cr. 77 ADVANCED PHYSICS LABORATORY Independent laboratory investigations. Numerous experiments including mechanics, electricity, spectroscopy, nuclear physics. Students may take this course five times for credit with the last term devoted to some research project. [3 hrs. per wk. Prereq.: 23. Fall, Winter, Spring.] 1 8 1 , 82 THERMAL PHYSICS 4, 4 crs. Study of thermal properties, using as illustrative material the properties of gases, low temperature phenomena, and Curie's law substances. Three main divisions : classical thermodynamics, kinetic theory, and an introduction to statistical mechanics. [Prereq.: 52, Math. 84. 81, Fall. 82, Winter.] 1 83 INTRODUCTION TO SOLID STATE PHYSICS 4 crs. A study of the physical properties of solids, particularly the properties exhibited by atoms and molecules by virtue of their location in a regular crystal lattice. [Prereq.: 82, Math. 84. Spring.] UPPER DIVISION DEPARTh'IENT OF POLITICAL SCIENCE MR. STENSHOEL, chairman, MR. DEWEY, MRS. NOONAN Augsburg's offerings in political science are intended to facilitate an understanding of the processes, concepts, and institntins of governance; to provide an intellectual basis for effective and informed citizenship; and to help prepare interested students for additional work at the graduate or professional level, in such areas as law, political science, public administration, and international relations. Major: 45 credits in political science, plus 5 credits in Social Statistics (Soc. 61). Political science courses required include 20, 21, 22, and a t least one course in each of the following areas: Comparative Government (numbered in the 50's) ; International Relations (60's) ; Public Law (70's) ;and Political Theory (80's). Minor: 27 credits, including 20, 21, 22; and a t least one course in each of three of the four areas indicated above. A maximum of nine credits toward a political science major may be earned from among certain specific courses offered by the departments of history and economics. For information, see the Chairman of the Department of Political Science. . . Course 20, 21, or 22 will meet the general education requirement in political science or economics. 20 AMERICAN GOVERNMENT I: FOUNDATIONS OF AMERICAN DEMOCRACY 5 crs. The nature, assumptions, and conditions of democratic politics in the United States. Historical, economic, social, and constitutional factors are considered, as well as the roles of political parties and interest groups. The American system is compared briefly with democratic and nondemocratic alternatives. [Winter.] 2 1 AMERICAN GOVERNMENT II: AMERICAN NATIONAL GOVERNMENT 5 crs. The Presidency, Congress, and the Supreme Court as instruments of conflict and consensus in the American political system. The role of the national government is examined in the context of social and economic interdependence and of ideological and pragmatic conflict. [Spring.] 2 2 AMERICAN GOVERNMENT Ill: STATE AND LOCAL GOVERNMENT; PUBLIC ADMINISTRATION 5 crs. Problems and patterns of state and local government, including urban and metropolitan development and intergovernmental relationships. Public administration is introduced from several perspectives : as discipline, as political process, as concrete expression of the positive state. [Fall.] UPPER DIVISION COURSES . . 50 COMPARATIVE DEMOCRATIC GOVERNMENTS 4 crs. A comparative analysis of the respective political theories, institutions, and processes of selected democratic states. [Prereq.: 20, 21, or 22, or #. Winter.] 51 CONTEMPORARY COMMUNIST GOVERNMENTS 4 crs. The political processes of the Soviet Union and other Communist states are analyzed in terms of ideological assumptions, the party role and institutional forms. [Prereq. : 20, 21, or 22, or #. Fall.] W 60 INTERNATIONAL POLITICS 4 crs. General theories of international politics, the basic factors involved in international relations, and the formulation of foreign policy as background for study of recent international problems. [Prereq.: 20, 21, or 22, or #. Fall.] 62 COMMUNIST FOREIGN POLICIES 4 crs. Analysis of the motivation, formulation, and implementation of foreign policies of Communist nations, with emphasis upon the Soviet Union and China. [Prereq. :51 or 60. Spring.] 70 CONSTITUTIONAL LAW I 4 crs. The legal-political-philosophical role of the judiciary in the American constitutional system is analyzed via a study of significant cases decided by the U.S. Supreme Court. [Prereq.: 10 credits in American Govt. or #. Winter.] W 71 CONSTITUTIONAL LAW I I 4 crs. A continuation cf course 70, emphasizing the protections afforded individ~lc.1righ's and liberties cnder the Bill of Rights and the Fourteenth Amendment. [Prereq. : 70. Spring.] W 80 POLITICAL THOUGHT TO 1800 4 crs. Analysis of selected readings from outstanding political philosophers from Plato throxgh Burke. Emphasis is placed upon elements reflected in Western democratic thought. [Fall.] W 8 1 RECENT POLITICAL THOUGHT 4 crs. Conflicting ideologies of recent political thinkers, including anarchist, Communist, elitist, and democratic views. [Winter.] W 84 CONTEMPORARY POLITICAL ANALYSIS 4 crs. An investigation of the theory-building and model-building of selected contemporary political scientists, and of their philosophical and methodological assumptions. For majors in political science. [Spring.] W 9 5 SEMINAR 3 crs. Consult department chairman for information concerning terms and subject matter. [Prereq. : # .] W 9 9 INDEPENDENT STUDY Registration by special permission. [Fall, Winter, Spring.] 2-5 crs. DEPARmNT OF PSYCHOLOGY MRS. DYRUD, chairman, MRS. ANDEREGG, MR. HOLMAN, MRS. HOWARD The objectives of this department are: (1) to acquaint the student with the principles and methods in the scientific study of behavior; and (2) to enable the student to better understand the processes which influence behavior. Emphasis is on the study of human behavior. . . .. . . Major: 36 credits, including 5, 59, 61, 62, 64, 81, 91, and 99. In addition, Soc. 61 is required. Minor: 24 credits including 5, 59, and 87. 5 GENERAL PSYCHOLOGY 5 crs. A study of basic processes underlying behavior. The general principles and methods of psychology are examined as they apply to the many areas of specialization in psychology. [Prereq.: So. or #. Fall, Winter, Spring.I 7 GENERAL PSYCHOLOGY SEMINAR I cr. Offered in connection with course 5 for one additional credit. I t includes advanced readings and discussion on general psychology topics. [Prereq.: #. Fall, Winter, Spring.] UPPER DIVISION COURSES 50 EDUCATIONAL PSYCHOLOGY 4 crs. See under Secondary Education. 5 1 DEVELOPMENTAL PSYCHOLOGY: CHILD 4 crs. Development of personality and/or behavior of children, with emphasis on theoretical considerations and empirical findings regarding socialization, cognition, family relationships, and general psychological development. [Prereq.: 5 and concurrent registration in or completion of statistics. Fall.] 52 DEVELOPMENTAL PSYCHOLOGY: ADOLESCENT 4 crs. Development of personality and/or behavior patterns of adolescents, with emphasis on theory and empirical findings regarding physical and sexual development, parent-child relationships, identity and the peer group, cognitive development and achievement, and social class differences. [Prereq.: 5 and concurrent registration in or completion of statistics. Winter.] 53 DEVELOPMENTAL PSYCHOLOGY: ADULT 4 crs. Development of personality and/or behavior patterns of adults, with special emphasis on young adults. Some theory and empirical findings regarding personality, values, interests and vocational choice, sexuality, adjustment and behavior change. A brief discussion of findings in geriatric psychology. [Prereq. : 5 and concurrent registration in or completion of statistics. Spring.] 55 HUMAN GROWTH AND DEVELOPMENT 4 crs. See under Elementary Education. W 59 PSYCHOLOGICAL MEASUREMENT I 4 crs. Theory and principles of measurement and testing. Examination given to the purposes, construction and use of measurement devices in personnel work of business and industry. [Prereq.: 5, and Soc. 61. Fall.] . 60 PSYCHOLOGICAL MEASUREMENT II 4 crs. Administration and interpretation of standardized tests of intelligence, aptitude, interest, achievement and personality. Special emphasis given to the use of the Revised Stanford-Binet and Wechsler Adult Intelligence Scale in supervised practice situations. [Prereq. : 59. Winter.] W 61 PERSONALITY I: APPROACHES TO PERSONALITY 4 crs. A study of the dynamics of human adjustment with emphasis on behavior that customarily falls within the normal range. Includes an introduction to major theories of personality. [Prereq.: 5. Fall.] W 62 PERSONALITY II: ABNORMAL PSYCHOLOGY 4 crs. A study of the sociological, biological, and psychological factors involved in abnormal behavior. Contains an examination of diagnostic categories, treatment, and research in mental illness. [Prereq.: 61. Winter.] W 64 EXPERIMENTAL PSYCHOLOGY 4 crs. An introduction to experimental n~ethodologyin psychology : experimental design, operations, and data analysis. [Prereq.: 5 and Soc. 61. Spring.] W 75 SOCIAL PSYCHOLOGY See under Department of Sociology. 5 crs. 81 HISTORY AND THEORY 4 crs. A survey of ideas and events of importance in the development of current areas of psychology. [Prereq.: 13 crs. in psych. or #. Fall.] 85 COUNSELING PSYCHOLOGY 4 crs. An introduction to the basic principles, methods, and techniques of counseling. Consideration given to goals and ethical problems in a counseling relationship. [Prereq. : 62. Winter.] 87 DIFFERENTIAL PSYCHOLOGY 4 crs. Survey of individual and group differences and factors such as age, heredity, sex and environment which contribute to variations in ability and temperament. [Prereq. : 5. Fall.] 91 SEMINAR IN PSYCHOLOGY 3 crs. A study of psychological problems in the contemporary world. [Prereq.: 17 crs. in psych. or #. Spring.] 99 RESEARCH PROBLEMS 2-3 crs. Independent study in which students conduct individual research projects. [Prereq. : # . Fall, Winter, Spring.] MR. P . A. QUANBECK, chairman, MR. BENSON, MR. COLACCI, MR. FRETHEIM, MR. RTANDSAGER, MR. OLLILA, MR. SKIBBE The courses in religion are intended to assist the student in his reflection on the meaning of the Christian Church through the study of its beliefs, its scripture, and its mission. The graduation requirement includes 18 credits in religion. Of these credits 10 must be in the lower division, and at least 8 must be upper division. Freshmen are required to take course ll: sophomores, course 21. Courses ll and 21 are prerequisites for all upper division courses. Only one of courses 53, 54 may apply toward the graduation requirement. Requirements for transfer students will be determined a t the time of admission. Major: 46 credits, including one course from each of the following groups of courses plus one seminar: 51-59; 61-63; 71-74; 81-85. Also required are: two courses each in history, literature, philosophy (above 21); and one course in either sociology or psychology (above 5). Two courses of upper division Greek may be counted toward a major in religion. Minor: 26 credits. DEPARTMENT OF RELIGION W I l INTRODUCTION TO THEOLOGY 5 crs. .An inrroduction to the academic discipline of theology and to the dialogue beriveen the church and the world which concerns Christian doctrine. 1 Fall, Winter. S ~ ~ r i n1g . 21 BIBLICAL STUDIES 5 crs. The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emergence of the church. [Fall, Winter, Spring.] UPPER DIVISION COURSES W 5 1 THE TEACHING MINISTRY OF THE CHURCH 4 crs. The historical development and theological foundation of education in the church, The relationship of the teaching and preaching ministries. Methods and means of teaching, and the task of Christian education today. [Winter.] 52 THE THEOLOGY AND FORM OF CHRISTIAN WORSHIP 4 crs. A study of the origin of Christian worship, the development of the various liturgical traditions and the recent liturgical innovations. Attention will be given to both the theology and the form of worship. Visits will be made to a variety of worship services. [Winter.] 53 HISTORY OF RELIGIONS I 4 crs. A study of primitive religion and several religions of the Near East, including Islam and Zoroastrianism. [Fall.] W 54 HISTORY OF RELIGIONS I1 4 crs. A study of several religions of the F a r East, including Hinduism, Buddhism, Confucianism, and Taoism. [Winter.] 59 RELIGION AND SOCIETY 4 crs. See under Department of Sociology. W 61 EARLY CHRISTIAN FATHERS 4 crs. The development of certain f ~ n d a m e n t a ltheological doctrines from the time of the Apostolic Fathers up to the Ecumenical Councils of the early church. [Fall.] W 62 THEOLOGY OF THE REFORMERS 4 crs. An introduction to the theological thought of the Protestant reformers of the sixteenth century. Special attention to the writings of Martin Luther, John Calvin, and other representative figures. [Winter.] 63 AMERICAN PROTESTANTISM 4 crs. The Protestant ethos in the United States. Special attention to the rise of religious liberty, revivalism, the American denominational structure, and the responses of American Protestantism to the challenges of its environing culture. [Spring.] 71 JESUS AND HIS INTERPRETERS 4 crs. Consideration of the New Testament Documents, particularly the Gospels, dealing with their content, literary structure and relationships. Attention to the variety of interpretations given the person of Jesus, including the "quest for the historical Jesus." [Fall.] 4 crs. 7 2 THE THEOLOGY OF PAUL A study of the Apostle Paul including his historical background, his relationship to the early church, and some of the themes to be found in his writings. [Spring.] 73 THE MESSAGE OF THE OLD TESTAMENT 4 crs. The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. [Winter.] 74 STUDIES IN GENESIS ONE TO ELEVEN 4 crs. A detailed study of these chapters, with discussion of their theological significance and their background in Israel and the ancient Near East. Special attention will be given to interpretive problems, particularly a s related to history and science. [Fall.] 81 CONTEMPORARY THEOLOGY 4 crs. An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. [Spring.] 82 CONTEMPORARY ROMAN CATHOLIC THEOLOGY 4 crs. New trends of Roman Catholic theology a s expressed in the writings of some of its representatives. Relation of new theological and biblical insights to the dogmatic definitions of the church. [Fall.] 83 CHRISTIAN ETHICS 4 crs. The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. [Fall.] 84 CHRISTIAN VIEW OF MAN 4 crs. The Christian doctrine of man and salvation. Its uniqueness and relevance to certain other contemporary views of the nature and destiny of man. [Spring.] 85 THEOLOGY OF THE ECUMENICAL MOVEMENT 4 crs. A study of the theological factors inherent in the origin, the various participating churches and the main results of the modern Ecumenical Movement. Representatives from various religious groups will be invited to lecture and lead discussions. [Winter.] 86 SEMINAR 4 crs. Special study in some field of theology. Registration is by permission of the instructor. 99 INDEPENDENT STUDY 2-5 crs. SCANDINAVIAN STUDIES See under Department of Modern Languages. SOCIAL SCIENCE MAJOR See under Curriculums. MR. TORSTENSON, chairman, MR. BLOOM. MR. HUSFLOEN, MRS. MADSON, MR. NELSON, MR. NORDLIE, MR. VETVICK The objectives of this department are to help students attain a better understanding of society, its social order and forces of social change; to prepare students for social service occupations and for post-graduate studies in such fields as sociology, social work, industrial relations, urban planning, etc. The Department seeks to maximize its urban setting by promoting research and participant-observation experiences in the TwinCity Metropolitan region. DEPARTMENT OF SOCIOLOGY Major: 50 credits consisting of 20 lower division credits a.nd 30 upper division credits, including 61, 62, 76, 91. Psych. 5 also required. Philosophy of Science i s strongly recommended. Major with Social Work Sequence: 50 credits consisting of 20 lower division credits and 30 upper division credits including 51, 52, 53, 54. 55, 56, 61. Psych. 5 also required. Minor: 25 credits including 12, 43, 61. Sociology 11 is prerequisite to all other sociology courses. W I I MAN IN MODERN SOCIETY 4 crs. The cultural and structural dynamics of the Western world as seen through sociological perspectives. A focus on normative patterns, social organizations, social institutions, and socialization in the context of social change. [Fall, Winter, Spring.] W 12 SOCIAL PROBLEMS 4 crs. The dynamic processes a t the root of contemporary social problems in the context of historical, social and cultural change. [Winter, Spring.] W 31 MARRIAGE AND FAMILY 5 crs. The course is designed to help the student in his preparation for marriage and parenthood and focuses on such issues as the interpersonal relationships of dating, selection of a marriage partner, constructive use of the engagement period, early marriage adjustments, childbirth, discipline of children, and sex education. Integral parts of the course include films, personal analysis papers, and the discussion of case studies. A secondary emphasis is given to such sociology of the family concerns as tracing the family historically and cross-culturally, and viewing the contemporary American family against a background of modern society and social change. [Winter, Spring.] W 41 INTRODUCTION TO ANTHROPOLOGY 4 crs. Man's prehistory and contemporary primitive societies. An analysis of the origins of life and man, race and culture, and cultural and social anthropology including subsistence and crafts, marriage and kinship, social control, religion and magic, personality and culture, and cultural growth. [Fall.] W 42 RURAL AMERICAN COMMUNITY 4 crs. The social origins, development, and contemporary forms of rural society and the small community. The historic roots of the American rural community; rural social movements; and rural life in world perspective. [Winter.] W 43 MODERN URBAN COMMUNITY 4 crs. The cultural and social organization of the city in historical perspective including the forms, processes, and problems of the modern metropolis. [Spring.] UPPER DIVISION COURSES W 51 FIELDS OF SOCIAL WORK 4 crs. Examines basic concepts and values in the practice of social work; historical development and trends in Social Policy and Programs in the U.S.; and surveys the social services offered through the various public and non-profit agencies and institutions. [Prereq.: Concurrent registration in 54. Fall.] 52 INTRODUCTION TO METHODS OF SOCIAL WORK 4 crs. Provides a beginning understanding of the three methods of social workcasework, group work, and community organization. Explores basic concepts of human growth and behavior and social process and their relationship to the methodology of social work. [Prereq.: 51, and concurrent registration in 55. Winter.] 53 WELFARE ISSUES IN MODERN SOCIETY 4 crs. Examines Social Welfare's responsibility and relevance to the problems of modern society including poverty, mental illness, automation, deviant behavior, mental retardation, and civil rights. Explores some of the recent experiments and new approaches to these problems both within and outside the Social Welfare field. Points up some of the current and re-occurring issues within and about Social Welfare in modern society. [Prereq.: 52 and concurrent registration in 56. Spring.] 54,55,56 FIELD EXPERIENCE IN SOCIAL AGENCIES I cr. per term Students are assigned five hours per week to work in a social agency such as a settlement house, or a hospital, public welfare, family service correction and services to the mentally retarded. Responsibilities vary according to the agency. From one to four students are assigned to each agency. The agency provides the supervision and recommended grade for the course. No credit given unless all three quarters are completed. Must be taken concurrently with Soc. 51, 52, and 53. [54, Fall. 55, Winter. 56, Spring.] 57 SUMMER WORK STUDY IN CORRECTIONS AND SOCIAL SERVICE 5 crs. A summer experience for undergraduate students combining independent study and paid work experience in the fields of Corrections and Social Services. 59 RELIGION AND SOCIETY 4 crs. An examination of the social sources and structure of the church. Particular emphasis is given to the study of bureaucracy and its relation to religious systems. Some exploration of the changing patterns of society and the relationship of these changes to the institutional church. [Fall.] 6 1 INTRODUCTION TO SOCIAL STATISTICS 5 crs. Scientific methods of collecting, organizing, comparing and interpreting socio-psychological data. Constructing graphs and tables, finding measures of central tendency, variability and association, and h y p e thesis testing. IPrereq. : high school algebra or equir. Fall, Spring.] 62 SOCIAL RESEARCH 5 crs. Methods of investigation in sociology and psychology. An examination of procedures and problems of the research prccess. An analysis of research designs and techniques. The construction of questionnaires and other data-gathering tools. [Prereq.: 61. Winter.] 5 crs. Non-normative behavior with an emphasis upon crime and delinquency. Gang-delinquencv, white-collar crime, organized crime. The theories of crime causation, treatment, and prevention. [Spring.] W 73 CRIME AND DELINQUENCY M 75 SOCIAL PSYCHOLOGY 5 crs. Society and the individual, the socialization process, the development of personality, the impact of group norms. The various theoretical schools of social psychology. Selective forms of collective behavior such as cro-.vd, rumor, and audience. [Fall.] 82 RACIAL AND MINORITY GROUP RELATIONS 5 crs. The historical, cultural, structural and psychological dimensions of minority group relations. Major attention is focused upon prejudice, racism and civil rights in the American setting. [Winter.] 83 INDUSTRIAL SOCIOLOGY 5 crs. Large-scale organizations in contemporary industrial society. Bureaucracy, decision-making.. formal and informal or~anizational structure and labor-management relations. [Spring.] 85 SEMINAR IN THE MODERN METROPOLIS I cr. A study of the nature, dynamics and challenges of the emerging metropolitan community. 91 MODERN SOCIOLOGY THEORY 5 crs. The development and nature of the major theoretical schools of contemporary sociology, in the context of their historical settings in the nineteenth and twentieth centuries. [Winter.] SPANISH See under Department of Modern Languages. DEPARTMENT OF SPEECH MR. ANDERSON, chairman, MISS COLE, MRS. OLSON This department aims to foster in students those skills which contribute to meaningful self-expression and effective leadership. It seeks to develop platform skills, intelligent speech compositions, and critical listening hzbits. It aims, through courses in interpretative reading and drama, to stimulate an appreciation of fine literature and drama. Major: 40 credits. Students who do not plan to go into secondary or elementary school teaching should consult with the department regarding preparation for graduate school or other post-graduate opportunities. Teaching major: 44 credits. For secondary education students: 11, 32, 12 a 52, 51 or 55, 60, 61, 66, and 76. In addition, a course in logic is required, but credits in this course do not count toward the major. Minor: 28 credits. Teaching minor: 28 credits. For secondary education students: Y, 32, 51 or 55, 60, and 66. Course 76 is strongly recommended. For elementary education students: ll, 16, 60, 61, ond 76. For elementary education students, courses 16 and 76 are recommended. Elementary education students who have had speech in high school may request substitution of course 16 to fuliill the literature/speech requirement. Normally, courses 11 and 51 fulfill this requirement. I I BEGINNING SPEECH 4 crs. Basic problems of effective speaking and critical listening. Meets five times per week. [Fall, Winter, Spring.] I 2 FORMS OF PUBLIC ADDRESS 4 crs. Public speaking projects with emphasis on style, audience psychology, and adaptation to various situations. [Prereq. : 11. Winter.] 16 STORY TELLING AND CREATIVE DRAMATICS 4 crs. Selection of stories for various age groups. Techniques, observation, and practice in story telling and creative dramatics. Recommended for parish workers and elementary school teachers. [Fall, 196849.1 2 1 DEBATE I cr. Practice in debating the intercollegiate debate question of the year. Participation in intercolle$ate debates. Open to all students. May be repeated four times for credit. [Fall, Winter.] 28 STAGECRAFT 4 crs. Construction, painting, and other aspects of scenery preparation. Open to all students. [Winter.] 32 ACTING 4 crs. An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations. [Spring.] UPPER DIVISION COURSES H 5 1 ARGUMENTATION 5 crs. Application of logic in public speaking, discussion, and debates. [Fall.] 52 PERSUASION 5 crs. Theory of persuasion and propaganda; study of great speeches; practical work in speech writing. [Prereq. :11. Spring, 1968-69.1 55 GROUP LEADERSHIP AND DISCUSSION 5 crs. Theories of group leadership: principles and types of discussion; practice in discussion techniques. [Winter.] 60 INTERPRETATIVE READING 5 crs. Basic principles of oral interpretation of literature. Practice in reading prose, poetry, and drama. [Fall, Winter.] 61 INTRODUCTION TO DRAMATIC ARTS 5 crs. An introduction to history of the theater and to theories of drama and dramatic production. [Fall.] 66 STAGE DIRECTION 5 crs. Theory and practice of stage direction with laboratory exercises in planning productions and conducting rehearsals. [Spring.] 67 LIGHTING AND SCENE DESIGN 5 crs. History, theory, and practice of stage lighting and scene design. [Fall, 196%70.] 68 DRAMA IN THE CHURCH 5 crs. History of drama in the church, reading and discussion of plays, study of uses of drama by the local congregation. [Spring, 1969-70.1 76 SPEECH PATHOLOGY 5 crs. Physical and psychological factors underlying normal and abnormal speech. An introduction to principles and methods of speech correction. [Winter.] 99 INDEPENDENT STUDY 1-3 crs. Selected topics in oral interpretation, acting, theater history, rhetorical theory, or speech pathology; individual projects with emphasis on the use of primary sources and methodolgy of research. [Fall, Winter, Spring.] SPECIAL PROGRAMS OF -- STUDY AFFILIATION WITH SCHOOLS OF NURSING Student nurses in the Schools of Nursing a t the Lutheran Dwconess, .Swedish, Fairview, and ~ e t h o d i i tHospitals in Minneapolis receive some of their instruction at Augsburg College. Application for admission to the Schools df Nursing should be made to the hospitals directly. MEDICAL TECHNOLOGY In cooperation with the Minneapolis General and Swedish Hospitals, Augsburg offers work which enables the student to receive a college degree with a major in Medical Technology. The first three years of this work are taken a t Augsburg and a final twelve-month program is completed a t one of the two hospitals. CORRECTIVE THERAPY [7 A program in Corrective Therapy worked out in cooperation with the Veterans Administration Hospital is available to students who complete a major in Physical Education a t Augsburg. Tke program requires 250 hours of clinical observation. practice, and orientation under the direction of the Chief of Physical Medicine and Rehabilitation Service at the Veterans Hospital. The work may be done either during the senior year or after graduation. It carries no college credit. SPAN Augsbrrrg participates in the SPAN (Student Project for AmiQ among Nations) program. Tnis is a joint venture of the University of Minnesota and several colleges in the state. Qualified students are selected to spend a summer in informal study abroad. -4ppplications are made in the spring of the sophomore year. JUNIOR YEAR ABROAD [7 Arrangements have been made under which Augsburg College students may spend their sophomore or junior year in study a t a number of European educational institutions. These institutions are: The University of Oslo, Norway; Schiller College and The Goethe Institute in Germany; and The Institute for American Universities a t Aix-en-Provence in France. Study a t other institutions may be possible through special arrangements. Applications for such foreign study must be approved by the Committee on Admissions and Student Standing. In addition, the student's program of study while in Europe must be approved by his faculty adviser prior to making application to the Committee on Admissions and Student Standing. A year of foreign study is recommended only for students with good scholastic records whose programs of study can be followed satisfactorily a t the institutions chosen. Credit earned through foreign study can usually be applied to the student's graduation requirements as electives or, occasionally, as elements of his major sequence. Such credit ordinarily does not satisfy the general education requirements with some exceptions such as the study of a foreign language. HONORS PROGRAM For superior freshman sudents, some special accelerated sections are available in such subjects as English and History. For superior students of all classes, special colloquia are offered each term. Many departments of the college offer a program through which the student can earn honors in his major field. Students of high ability who are interested in pursuing an honors curriculum are invited to write to the Director of the Honors Program for infomation regarding the Honors Programs which may be open to them. Honors students are selected on the basis of previous academic achievement and test results. NORTH-SOUTH STUDENT EXCHANGE PROGRAM In order to promote better understanding in the area of race relations and to encourage better cultural exchange between the students of Augsburg College and colleges in the South, Augsburg has entered into an agreement with various southern colleges whereby an interchange of students may take place. This exchange may take place during either the second or third, term, or both, depending upon the schedules of the cooperating colleges. In order to qualify for the exchange program, the Augsburg student must secure the approval of his/her parents (if he/she is a minor), his/her major adviser, and various college officials. A further general requirement is approval by the student exchange board which will, among other things, require a grade point average of a t least 2.50. Further details and application forms may be secured from the office of the Dean or the President of the Student Society. THE PASS/NO CREDIT GRADING SYSTEM Effective with the 196748 academic year, a Pass/No Credit grading system is available to juniors and seniors only, applicable to a maximum of one course per term. The provisions of the system are as follows: 1. Juniors and Seniors only may choose to be graded on the 2. 3. 4. 5. 6. basis of Pass/No Credit instead of a regular grade for a maximum of one course in any one term. The Pass/No Credit option may not be applied to courses in the student's major field. Each department of the college shall determine which, if any, of the courses it offers may not be taken by any student on a Pass/No Credit basis. Students will be informed by the Registrar's Office a t each registration day of the courses which may not be taken under the system. Although credits earned under the system will be counted toward fulfilling the requirements for graduation, Pass/No Credit grades will not be used in computing the student's Grade Point Average. The student must exercise the option of taking a course under the Pass/No Credit grading system at the time of his registration for the course, and may not change after the end of the first week of the term. Under the Pass/No Credit grading system, the grade of 'S' shall be assigned to the student earning the equivalent of a grade from 'A' to 'C'; the grade of 'N' to the student earning the equivalent of a grade from 'D' to 'F'. AUGSBURG SUMMER SCHOOL Students may earn up to ten credits of college work in a sixweek summer session from June 24 through August 2, 1968. For 1969, tentative plans call for a similar six-week term beginning June 9, followed by a short term of three weeks set for July 21 through August 8, during which additional five credits may be earned. Most courses will meet mornings, Monday through Friday. Others will meet for longer periods two evenings a week, in order to accommodate part-time students employed during the day. Eligible to attend Augsburg summer school are present students and graduates of Augsburg and other accredited colleges and universities, as well as recent high school graduates whose class standing and scores in college aptitude examinations indicate a high probability of success in college work. Courses to be offered during the summer sessions will be determined, in part, by demand. Most will not require prerequisites. In addition to formal classes, provisions are being made for independent study in several areas, and for individual instruction in voice and instrumental music. For 1968, summer tuition for 8-10 credits is $220.00, plus a registration fee of $5.00. The latter fee will, however, be waived for those completing registration not later than June 14. Private lessons will be charged separately. A single board and room charge for the 1968 summer session will be $100.00, and will provide morning and noon meals exclusive of weekends, and a room from the evening of June 23 through the morning of August 3. For specific information, interested persons are asked to write: Director of Summer School Augsburg College Minneapolis, Minnesota 55404 CURRICULU'MS The following courses of study are outlined as guides for the student and his adviser in planning a program for a selected major, or a particular vocational objective. GENERAL LIBERAL ARTS The course of study given below suggests a sequence which may be followed to include the required general education courses. For electives, students should take care to include all courses required for the major field of study. Requirements for the major are listed under departmental headings. Term FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Sociology 11 Foreign Language Electives H. P.E. 1. 2, 3 I Term 11 I11 Cr. Cr. Cr. - - 5 5 4 - 4 - - 5 5-6 - 4 5 5 1/3 1/3 1/3 SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Art 1 or Music 30 Pol. Sci. 20, 21, or 22, or Economics 22 Electives Term JUNIOR Religion Philosophy 21 Speech 11 or Literature Electives I II III Cr. Cr. Cr. - 4 - - 4 4 - SENIOR Religion Electives I I1 111 Cr. Cr. Cr. - 5 4 4 5-6 5-6 4 - - - 6 - - - 4-5 6 Term I II m Cr. Cr. Cr. 12 12 12 AMERICAN STUDIES MAJOR The following program is suggested for a major in American Studies. FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Sociology 11 Foreien Laneuaee ~ i s t o 621. 22 H. P.E. 1, 2, 3 JUNIOR Economics 22 (Optional) Speech or Literature Art 1 or Music 30 Religion 63 Sistory 55. Psychology 81s Sociology 42'; 43' Philosophy 65 Electives (non-major) SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Philosophy 21 English 45 Political Sci. 20. 21 - - 4 -4 - - 4 4 4 4 - - 4 4 4 4 - - 4 4 SENIOR Sociology 59. Political Sci. 70* Histon 56' ~ d u c a i i o n87. English 82. Political Sci. 22' American Studies 95 American Studies 99 Electives (non-major) * Electives in the major program ART MAJOR WITH HISTORY MINOR AS PREPARATION FOR GRADUATE STUDY FRESHMAN I Term I1 111 Cr. Cr. Cr. SOPHOMORE Relieion 21 F o r & n Language Natural Science or Math. Philosouhy 21 Art 21Art 18, 55 History 2 History 61 I Term I1 III Cr. Cr. Cr. JUNIOR Religion Art 83. 84 Art 67 Art 50 History 3 Speech 11 or Literature Music 30 History 21, 22 Elective Term I I1 I11 Cr. Cr. Cr. - - 4 - 4 4 - 4 4 - 4 - 4 -- 4 5 5 - 4 4 - SENIOR Religion Pol. Sci. 20, 21, or 22 or Economics 22 Art 68 Art 78 History 95 History 71 Art 99 Electives Term I I1 I11 Cr. - Cr. 4 Cr. - -- 4 8 - 4-5 4 4 3 - - - 4 - 8 ART MAJOR FOR TEACHING IN SECONDARY SCHOOLS The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Art. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Art 7 Art 8. 12 Sociology 11 H. P.E. 1, 2, 3 JUNIOR Religion Art 83, 84 Art 67 Art 50 H. P.E. 10 Education 50 Education 52, 53, 54 Education 59 Music 30 Electives Term I 11 m Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Philosophy 21 Speech 11 or Literature Term I 11 I n Cr. Cr. Cr. Art ---. 21 -Art 18 and 55 Psychology 5 Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Education 84 Education 83 Education 87 Pol. Sci. 20. 21. or 22 or Economics 2 2 Art 68, 99 Art 78 Term I I1 I11 Cr. Cr. Cr. BIOLOGY MAJOR The following program is recommended for students who plan to do graduate work in biology. Where choices of biology are indicated, the student should choose carefully the course best suited to his field of interest. At least one term of botanical work is usually desirable. Biology 72 is required. FRESHMAN Religion 11 Englsh 11. 12 History 3 Sociology 11 Chemistry 5 or 15 Chemistry 6 or 16 Biology 11, 12 H. P.E. 1, 2, 3 JUNIOR ---------- Foreign Language Physics 21. 22. 23 Biology 61; 71; or 76 Biology 63, 72 or 74 Pol. Sci. 20, 21. or 22 or Economics 22 Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 Speech 11 or Literature Chemistry 51, 52, 53 Mathematics 40, 41, 42 Biology 53 or elective Term I I1 111 Cr. Cr. Cr. - - 5 - 6 6 1 / 3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Foreign Language Art 1 or Music 30 Philosophy 21 or 23 Biology 51, 71, or 76 Biology 73 or elective Biology 72. 74, or 81 Biology 91, 92, 93 Electives Term I I1 I11 Cr. Cr. Cr. BIOLOGY MAJOR FOR SECONDARY SCHOOL TEACHING The program suggested below provides for the recommended courses in chemistry as well as for a good background in the biological sciences. When making the choices between the biology course options, it is important that the various disciplines of biology are represented. Biology 72 and one other course in the 70 series are required. Term Term FRESHMAN Religion 11 English 11. 12 History 3 Socioloev 11 I I1 111 SOPHOMORE Cr. Cr. Cr. 5 4 - - - - 5- 6 - 6 - 4 4 6 - - 6 1/3 1/3 1/3 Relieion 21 ~ o r G g nLanguage Biology 51 Psychology 5 Chemistry 23 H. P.E. 10 Mathematics 13 or 40* Mathematics 14 or elective* Religion Speech 11 or Literature Foreign Language Education 50. 59 Chemistry 53' Biology 61. 71, or 76 Biology 53 or 73 Biology 63, 72, or 74 Education 52, 53, 54 I I1 I11 5 5 5 - 5 5 - - 5 - - 6 5 - - Term Term JUNIOR I Cr Cr. Cr. TI I11 Cr. Cr. Cr. - 4 4 4 4 5 4 5 5-6 6 5-6 0 0 0 - -- - SENIOR Religion Art 1 or Music 30 Biology 61, 71, or 76 Biology 72, 74, or 81 Biology 91, 93 Education 83 Education 84 Education 87 Pol. Sci. 20, 21, or 22 Philosophy 21 or 23 I I1 I11 Cr. Cr. Cr. 4 4 - 5-6 - - 5-6 1 - 1 - 5 10 4 4-5 4 - - - - - Elective if the student is allowed to take Mathematics 40 rather than Math. 13 and 14. MAJOR IN BUSINESS ADMINISTRATION (ACCOUNTING SPECIALIZATION) Students with a major in Business Administration may specialize in accounting or finance. Students are urged to read carefully the statement under the Department of Business Administration. Term FRESHMAN I I1 I11 SOPHOMORE Cr. Cr. Cr. Religion 21 Foreign Language Business Ad. 31 Economics 22, 23 Philosophy 21 Speech 11 or Literature Art 1 or Music 30 Electives Relieion 11 E n g E s h 11, 12 History 1. 2, or 3 Business Ad. 1. 2 Sociology 11 Natural Science or Math. Elective H. P.E. 1. 2, 3 Religion Foreign Language Sociology 61 Business Ad. 61 Economics 51 Business Ad. 62, 63 Electives I I1 I11 Cr. Cr. Cr. 4 4 4 - - 5 5 5 - 5 5 - 4 5 - 5 - 5 - 5 5 4 4 - - Term Term JUNIOR Term I I1 I11 Cr Cr. Cr. SENIOR I I1 I11 Cr. Cr. Cr. Religion Business Ad. 81 Business Ad. 83 Electives MAJOR IN BUSINESS ADMINISTRATION (FINANCE SPECIALIZATION) FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Business Ad. 1, 2 Sociology 11 Natural Science or Math. Elective H. P.E. 1, 2, 3 Term I I1 I11 Cr. Cr. Cr. 5 4 5 4 4 4 - - 4 5-6 5-6 4 1/3 1/3 1/3 -- - - - - SOPHOMORE Religion 21 Foreign Language Business Ad. 31 Economics 22, 23 Philosophy 21 Speech 11 or Literature Art 1 or Music 30 Electives Term I I1 111 Cr. Cr. Cr. - - 5 5 5 - 5 - - 4 4 JUNIOR Religion Foreign Language Sociology 61 Economics 51 Business Ad. 61, 62 Electives Term I I1 I11 Cr. Cr. Cr. Term I 11 I11 Cr. Cr. Cr. SENIOR Religion Business Ad. 78 Business Ad. 73 Electives BUSINESS EDUCATION MAJOR FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Business Ed. 1 Business Ed. 10 Sociology 11 Philosophy 21 H. P.E. 1, 2, 3 JUNIOR Religion Education 50 Education 52. 53. 54 Education 59 Business Ad. 1, 2 Business Ed. 50 Economics 22, 23 Business Ed. .63 Art 1 or Music 30 Electives Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Relieion 21 ForGgn Language Natural Science or Math. Speech 11 or Literature Psychology 5 Business Ed. 21 Business Ed. 22 Business Ed. 53 Business Ed.. 8 Term I I1 I11 Cr. Cy. Cr. 4 - 6 - - SENIOR Religion Education 84 Education 83 Education 87 H. P.E. 10 Business Ad. 31 Electives Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr. Cr. CHEMISTRY MAJOR The following course of study meets the requirements for the Bachelor of Arts degree a t Augsburg College and is approved by the American Chemical Society for students who plan to do graduate study in chemistry. FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Mathematics 40 Chemistry 15, 16 or 5, 6 Mathematics 41, 42 H. P.E. 1. 2, 3 JUNIOR Religion Chemistry 61. 62 Chemistry 63 Mathematics 83 Foreign Language Philosophy 21 Chemistry 91 Electives Term I I1 I11 Cr. Cr. Cr. - 4 5 6 - 5 - 5 - 4 6 - 5 5 1/3 1/3 1/3 SOPHOMORE Religion 21 Chemistry 51, 52 Chemistry 53 Physics 21, 22, 23 Mathematics 43 Sociology 11 Term I I1 I11 Cr. Cr. Cr. Religion â¬hemism 81. 83 C h ~ m l s m$2 Forcim L ~ ~ g u a g e Speech 11 or Literature Pol. Sci. 80. 21. or 22 or Economics 22 Art 1 or Music 30 Chemistry 91 Electives Term I I1 I11 Cr. Cr. Cr. - - 5 6 6 5 5 - 5 5 4 - - 5 - - Term I I1 111 Cr. Cr. Cr. - - 4 5 - 5 - 4 4 - 4 - - DENTISTRY Students planning to enter the pre-dental curriculum should take geometry, trigonometry, and higher algebra in high school. Courses in physics and chemistry are highly desirable. The following schedule will meet the requirements for admission to most dental schools. Prospective dental students, however, should inquire of the dental schools in which they are interested about specific requirements. Term FRESHMAN Religion 11 English 11. 12 Mathematics 40. 41 Biology 11, 12 ' Chemistry 15, 16 or 5, 6 H. P.E. 1. 2, 3 I Term I1 111 Cr. Cr. Cr. - - 5 4 - 5 5 5 - 6 6 6 6 1/3 1/3 1/3 - SOPHOMORE Religion 21 Pol. Sci. 20, 21 or 22 Sueech. Lit. or Hist. ~;ychology 5 Chemistry 51, 52 Physics 21, 22, 23 I I1 111 Cr. Cr. Cr. 5 - 5 - - 4 - - ECONOMICS MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Business Administration, Economics, and Business Education. Term FRESHMAN Religion 11 English 11, 12 History 1, 2, or 3 Natural Science or Math. Sociology 11 Electives H. P.E. 1, 2, 3 JUNIOR Religion F o r s g n Language Sociology 61 Economics 51, 58 Electives I Term I11 Cr. Cr. Cr. 5 - 4 5 4 5-6 5-6 - 4 - - 10 1/3 1/3 1/3 - - - Term I I1 I11 Cr. Cr. Cr. 4 - 4 4 - SOPHOMORE Religion 21 Foreign Language Philosophy 21 Speech 11 or Literature Art 1 or Music 30 Business Ad. 1, 2 Economics 22, 23 Electives I I1 111 Cr. Cr. Cr. - 5 5 5 - - 4 - - 4 - - 4 4 4 4 - 4 4 - Term SENIOR Religion Electives I I1 I11 Cr. Cr. Cr. - 4 15 12 15 ELEMENTARY EDUCATION Students planning t o prepare for elementary school teaching are required t o complete the following curriculum. Except where a choice is indicated substitutions may be made only upon the approval of the Director of Elementary Education. Since the optional subjects and free electives are limited, the program must be followed carefully from the first year. For the science-mathematics general education requirement, elementary education students are required to take one course in biological and one in physical science. For the speech-literature requirement in general education, they are required to take Beginning Speech unless exempted. The major in this program is Elementary Education. Each student is required t o complete a minor. Variations in the requirements of the minor from those prescribed by the department may be permitted subject to special departmental approval. An academic major is highly recommended. FRESHMAN Religion 11 Engljsh 11, 12 Foreign Language Historv 1. 2. or 3 ~ i o l o & o a lscience H. P.E. 10 Sociology 11 H. P.E. 1. 2. 3 Elective (minor) JUNIOR Relieion ducati ion 55 Education 56 Education 52, 53, 54 Geography 14 Education 64 Term I I1 111 Cr. Cr. Cr. 5 5 4 5 5 - 4 5 - 5 - 4 1/3 . 1/3 . 1/3 . - 4 - - - - - - - Term I 11 Cr. Cr. Cr. - 4 5 - 4 - 0 0 0 - 4 - - 6 rn SOPHOMORE Religion 21 Foreign Language Psychology 5 Phvsical Science poi. ~ c i 20, . 21 or 22 Music 30 History 21 or 22 Elective (minor) SENIOR Relieion r ducat ion 77 Philosophy 21 Speech 11 Education 79 Education 87 Education 65 Electives (minor) Term I I1 111 Cr. Cr. Cr. 5 4 4 5 4-6 - 5 4 5 - 4 5 - - ~ - - Term I I1 I11 Cr. Cr. Cr. 4 - - Elective (minor) JUNIOR AND SENIOR HIGH SCHOOL TEACHING Each state sets certain requirements for obtaining a teacher's certificate. The program outlined below satisfies the requirements for certification a t the junior and senior high school level in Minnesota and most of the neighboring states. The student should, during his sophomore year, apply t o the Committee on Teacher Education for admission t o the education curriculum. He will also need to apply for student teaching during the junior year. Admission will be determined on the basis of scholarship and other qualifications. Areas in which students may obtain teaching majors or minors are: Art Business Education English-Language Arts English Speech Foreign Language French German Scandinavian Studies Spanish Health and Physical Education Mathematics Music Natural Science Biology Chemistry Physics Social Sciences History Political Science Minors for teaching are also offered in Latin and Library Science. FRESHMAN Religion 11 English 11, 12 Foreign L a n g ~ a g e History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 Electives JUNIOR Religion Philosophy 21 Speech 11 or Literature Education 50, 59 Education 52, 53. 54 H. P.E. 10 Electives in the major Term I I1 I11 Cr. Cr. Cr. - 5 4 5 5 5 4 - 4 1/3 1/3 1/3 5-6 5 - Term I I1 I11 Cr. Cr. Cr. 4 - - 4 - 4 5 4 0 0 0 - - 5 - 8 8 8 SOPHOMORE Religion 21 Foreign Language Music 30 or Art 1 Natural Science or Math. Pol. Sci. 20, 21 or 22 or Economics 22 Psychology 5 Electives SENIOR Reliigon Education 83. 84 Education 87 Electives in the major Term I I1 I11 Cr. Cr. Cr. Term I I1 111 Cr. Cr. Cr. ENGINEERING The following program is recommended for students who plan to enroll in a school of engineering. Students planning t o enter this program should have completed four years of high school mathematics and be qualified by the Mathematics Placement Test to enter Mathematics 41. Those who plan t o transfer to the Institute of Technology at the University of Minnesota will also need, in some cases, a course in Rigid Body Mechanics (Statics) and Engineering Graphics. These may be taken in summer session a t the U. of M. FRESHMAN Relieion 11 ~ n g l k h11. 12 Sociology 11 Mathematics 40, 41, 42 Chemistry 15. 16 or 5, 8 H. P.E. 1, 2. 3 JUNIOR Religion Physics 75 Physics 62, 63 Physics Lab. Mathematics 83, 84 Biology 11, 12 or, Elective Electives Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 History 1, 2, or 3 Literature Sociology 12 Physics 21, 22, 23 Mathematics 43. 58 Art 1 Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr. Cr. - - 4 ENGLISH MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department o'f English. FRESHMAN Religion 11 English 11 or 15 Enelish 12 or 35. 45 Foreign Language History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 JUNIOR Religion Art 1 or Music 30 English 61. 62, 84 English 72 or 74 English Elective Electives* Term I TI I11 Cr. Cr. Cr. 5 4-5 - 5 5 5 5 4 - A - - Term I II 111 Cr. Cr. Cr. ---4 - 5 - - 4 5 - 5 SOPHOMORE Religion 21 Foreign Language Pol. Sci. 20. 21. or 22 or ~conomics'22 Speech 11 Philosophy 21 Natural Science or Math. English 35 or 45 or Elective in the major English 47; and 31, 32, or 78 SENIOR Term I I1 I11 Cr. Cr. Cr. 5 - - Term I 11 n I Cr. Cr. Cr. Religion English 90 Electives* * Electives recommended for students planning to enter graduate school: English 80 or 82, 86, 88, 92, 95; and foreign language. ENGLISH MAJOR FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN Religion 11 English 11 or 15 Enelish 12 or 35. 45 Foreign Language History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 Term I I1 111 Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language Speech 11 and 12. 52 or 55 Pol. Sci. 20, 21. or 22 or Economics 22 Philosophy 21 Natural Science or Math. English 35 or 45 or 55 English 47, 31 Term I 11 I n Cr. Cr. Cr. JUNIOR Religion Psychology 5 Education 50 Education 52. 53. 54 Education 59 ' English 61. 62, 55 English 72 or 74, 84 Speech 60 or 66 Term I I1 I11 Cr. Cr. Cr. - 4 5 - 4 0 0 0 5 5 5 5 - 4 5 5 - - - - - Term I I1 I11 Cr. Cr. Cr. 4 - 10 5 SENIOR Religion Education 84 Education 83 Education 87 H. P.E. 10 Art 1 or Music 30 English 21 or 40, 86 or 88 English 90. 91, or 92 Library Science 75 -- -- -45 . 4 4 3 -- - - 4 - 5 FRENCH, GERMAN, SPANISH MAJORS FOR TEACHING IN SECONDARY SCHOOLS The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Modern Languages. Term I I1 I11 Cr. Cr. Cr. FRESHMAN Religion 21 Intfr. Foreign Language Sueech 11 or Literature ~ h i l o s o p h y 21 Pol. Sci. 20. 21, or 22 or Economics 22 Art 1 or Music 30 H. P.E. lo* Electives or 56, 57 Religion 11 English 11, 12 Beg. Foreign Language History 1. 2, or 3 Sociology 11 Natural Science or Math. H. P.E. 1. 2, 3 Term I I1 I11 Cr. Cr. Cr. JUNIOR Religion Education 50' Education 52.. 53.. 54' Education 59* Psychology 5. Conversation 55 Survey 63, 64" Literature 74~~~c~~~.;- 72- or -- Term I I1 I11 Cr, Cr. Cr. SOPHOMORE 5 5 5 - - 5 - - - Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Education Education Education Ad. Conv. and Comp. 84 Literature 72 or 74 Indep. Study 99 Electives 5 - 2 5 - - - 5 2 5 5 5 5 Students who do not plan to take t h e education sequence may substitute 92. 99 or other electives for these courses. * * Courses 56, 57 may be elected for either 63 or 64. - GREEKMAJOR Students who plan to major in Greek should confer with the chairman of the department regarding electives and courses to be taken in the senior year. Term I I1 111 Cr. Cr. Cr. FRESHMAN Religion 11 English 11, 12 History 1, 2. or Latin 1, 2, 3 Sociology 11 H. P.E. 1, 2, 3 - - 5 3 JUNIOR Religion Greek Philosophy 41, 42, 43 Speech 11 Electives Term I fI 111 Cr. Cr. Cr. 4 4 4 4 4 4 4 4 - 8 8 - - Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 Naturll Science Greek 11. 12, Philosouhv 21 POI. sG. 30, 21, Econ. 22 Art 1 or Music SENIOR Religion Greek Literature Electives Math. 22 or Term I I1 111 Cr. Cr. Cr. 4 - - BROAD MAJOR IN HEALTH AND PHYSICAL EDUCATION FOR TEACHING Two teaching majors are offered in the Department of Health and Physical Education. Students are urged to read carefully requirements listed in the departmental course descriptions. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Sociology 11 H. P.E. 10 H. P.E. 23 H. P.E. 11, 13 (W,M) H. P.E. 1, 2, 3 JUNIOR Religion Education 50 Education 52, 53, 54 Education 59 Pol. Sci. 20, 21, or 22 Econ. 22 Art 1 or Music 30 H. P.E. 57' H. P.E. 51, 52 H. P.E. 71, 72 H. P.E. 82 or Soc. 31. Term I I1 I11 Cr. Cr. Cr. SOPHOWOBE - - 5 1 1 1/3 1/3 1/3 H' P E: 335. P.E. 43 R. P.E. 5D' Term I I1 I11 Cr. Cr. Cr. - 4 4 0 0 0 - - 5 - - - 6 5 - - 2 4 4 4-5 4-5 4 - - SENIOR Religion Education 84 Education 83 Education 87 Philosophy 21 H. P.E. 73. H. P.E. 60. Speech 11 or Literature Electives Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr. Cr. - - - 5 - 4 4 5 4 4 - n - 10 - -- -4 - - - 4 - - Starred courses are required for the broad major in Health and Physical Education but may be omitted for the Physical Education teaching major. HISTORY MAJOR The following program is a suggested course of study. Students are urged t o read carefully the statement under the Department of History. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, 3 Sociology 11 301. Sci. 20, 21 or 22 or Economics 22 H. P.E. 1. 2, 3 JUNIOR Religion Foreign Language History Economics Art 1 or Music 30 Minor or Elective Literature Term I I1 111 Cr. Cr. Cr. 5 - - 4 5 - 5 5 4 4 4 - 4 4-5 1/3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. 4 - 5 5 4 8 4 4 - - - 4 - 4 4 - - 4 SOPHOMORE Religion 21 Foreign Laneuage Historv 21, 22 P h i l o s o ~ h y 21 Psychology 5 Natural Science or Math. SENIOR Religion Foreign Language History Seminar Minor or Elective Term I I1 111 Cr. Cr. Cr. - 4 5 - - 5 - 4 5 4 5 5-6 5-6 - Term I I1 111 Cr. Cr. Cr. HISTORY MAJOR FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN ~ n g l i s h11, 12 Foreian Language History 1, 2, 3 Sociolonv 11 ~ c o n o m i c s 22 H. P.E. 1. 2. 3 JUNIOR Religion Education 50 Education 52. 53. 54 Education 59 -~ -.-... Art 1 or Music 30 Geography 14 Political Science 20. 22 H. P.E. 10 History Term I I1 111 Cr. Cr. Cr. 5 - 4 5 - 5 5 4 4 4 4 - 4 1/3 1/3 1/3 - - Term I I1 111 Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language History 21, 22 Philosowhv 21 ~ s y c h o i o g y5 Natural Science or Math. SENIOR Religion Education 84 F,ueech 11 or Literature History History 95 Term I I1 I11 Cr. Cr. Cr. - - 5 5-6 5-6 Term I I1 I11 Cr. Cr. Cr. LAW College preparation for law school is flexible, and does not require a specific course of study or a particular major. Students considering law as a profession are urged to study the requirements and suggested curricula for the following majors: American Studies, pages 50 and 108. English, pages 68 and 114. History, pages 34 and 116. Political Science, pages 92 and 121. While any of the above majors is appropriate as a pre-law curriculum, other majors are also highly acceptable. For most law schools a broad background in the liberal arts constitutes a better preparation than specialization and expertise in narrower fields. While not all law schools require a baccalaureate degree as a condition for admission, it is normally to the advantage of the student to have completed his undergraduate degree program. Nearly all law schools in the United States require applicants to take a standardized Law School Admission Test, administered several times each year a t prescribed times. Students interested in law as a possible vocation should contact the pre-law adivsor, chairman of the Department of Political Science. MATHEMATICS MAJOR The following course of study is designed for students who have a strong background in mathematics from high school. Students who lack this background may need to complete Mathematics 13, 14 before registering for Mathematical Analysis. FRESHMAN Religion 11 English 11. 12 Foreign Language History 1, 2, or 3 Math. 40, 41, 42 H. P.E. 1. 2, 3 JUNIOR Religion Mathematics 83. 84, 85 mathematics 72, 73 Philosophy 21 Speech 11 or Literature Mathematics 61 Electives Term I I1 I11 Cr. Cr. Cr. 5 4 5 5 5 4 - - - - - 5 5 5 1/3 1/3 1/3 Term I LI I11 Cr. Cr. Cr. 4 4 4 4 4 4 4 - 4 4 4 4 4 - - - - - SOPHOMORE Religion 21 Pol. Sci. 20. 21, or 22 or Econ. 22 Socioloev 11 ~6riign"~anguage Art 1 or Music 30 Physics or Chemistry Mathematics 43, 58, 64 Term I I1 I11 Cr. Cr. Cr. 5 - - - - 4-5 4 4 4 4 5-6 5-6 5 4 4 - - - Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Mathematics 67 Mathematics 80 Mathematics 99 Electives MATHEMATICS MAJOR 0 FOR TEACHING IN SECONDARY SCHOOLS FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Mathematics 40, 41, 42 H. P.E. 1, 2, 3 Cr. C 4 5 5 5 - - - 4 5 5 5 1/3 1/3 1/3 Foreign Language Sociology 11 Pol. Sci. 20, 21, or 22 or Econ. 22 Mathematics 43, 58. 64 Physics or Chemistry 4 - 4 4 - - - 45 5 4 4 5-6 5-6 - I Relieion Art l or Music 30 Education 50, 59 Speech 11 or Literature Psychology 5 Mathematics 83. 84 Educatiun 52, 53, 54 Philosophy 21 Mathematics 61. 72 Elective Term II I11 Cr. Cr. Cr. 4 4 4 5 - 4 5 4 4 0 0 0 4 - -- SENIOR Term I Religion Education 87 Education 84 Education 83 mathematics 80 Mathematics 67 Mathematics 99 H. P.E. 10 Electives I1 111 Cr. Cr. Cr. - - -4 - 10 4 - ~ MEDICAL TECHNOLOGY MAJOR Students may c,omplete a course of instruction leading to the Bachelor osf Arts degree with a major in medical technology by completing three years of academic work a t Augsburg College and twelve months of preparation at General Hospital or Swedish Hospital in Minneapolis. A minimum of 24 credits each of biology and chemistry, and one term of mathematics, is required. A college course in physics is strongly recommended. The program outlined prepares students for certification in medical technology, and it also includes the Augsburg graduation requirements. In the senior year students taking this program must register a t Augsburg a s well as a t the affiliated hospital. FRESHMAN Relieion 11 ~ngnsh 11, 12 History 2 Sociology 11 SioloEv 11. 12 ~ h e m G t r y'5 or 15 Chemistry 6 or 16 H. P.E. 1, 2, 3 JUNIOR I Term Term I1 I11 Cr. Cr. Cr. 5 4 5 4 - - - 4 - 6 6 6 - - 6 - 1/3 1/3 1/3 I Term I1 I11 SOPHOMORE I I1 In: Cr. Cr. Cr. Religion 21 Foreign Language Art 1 or Music 30 Speech 11 or Literature Mathematics 13 Chemistry 23 Biology 53 or 73 Biology 72 SENIOR Cr. r. -. . C . Cr. -. Religion Foreign Language Pol. Sci. 20, 21, or 22 or Economics 22 Philosophy 21 or 23 Physics 3 Chemistry 53 Biology 71 or electives Biology 76 - 4 - - - - 5-6 6 4 4 4-5 4 - 4 - - Lectures, laboratory and practical work at General or Swedish Hospital for 12 months. 45 credits 4 6 - - MEDICINE Since mo'st pre-medical students at Augsburg have gone to the Medical School of the University of Minnesota, the following is based on its requirements for admission. Information for other medical schools may be obtained from "Medical School Admissions Requirements," published by the Association of American Medical Colleges, and available in the Augsburg library. It is the responsibility of the individual student to see that he has completed the requirements for admission to the medical schools to which he intends to make application. The "Minimum Requirements" for the Medical School, University of Minnesota, as translated into courses a t Augsburg College, are as follows: Credits 12 12 12 Biology 11, 12 Chemistry 15. 16 ChemIstrv 51. 52 &jal science and Humanities General electives Recommended: Physical Chemistry 61 Mathematics 42 (calculus) 5 5 Medical schools emphasize the word "minimum" in listing their minimum requirements. In addition to the required and recommended courses listed, pre-medical students are encouraged to take a t least two additional courses in biology and one course in psychology. Some medical schools require or strongly recommend this work. Broad studies in the liberal arts are highly desirable. Pre-medical students normally complete a major in either biology or chemistry. The minimum requirements for a biology major are shown under Department of Biology; for a chemistry major under Department of Chemistry. Students are strongly urged to consult these departments early for advice on scheduling these majors. MUSIC MAJOR FOR TEACHING The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Music. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Music 1, 2, 3 Applied Music H. P.E. 1, 2. 3 JUNIOR Religion Education 50 Education 52, 53, 54 Education 68 Education 59 Art 1 Music 53'. 54 Music 60, -61 Music 57, 58 Music Organization Applied Music Term I I1 111 Cr. Cr. Cr. - - 4 5 - 5 5 - 5 - - 4 5 4 1 1 1 1/3 1/3 1/3 4 Term I 11 In Cr. - .. Cr. - - . Cr. . - . - - 4 - - 4 0 - 0 0 - 4 5 4 3 0 1 3 0 1 - - 5 - 4 4 4 - 0 1 - SOPHOMORE Religion 21 Foreign Language Sociology 11 Psychology 5 Natural Science or Math. Music 4, 5, 6 Applied Music Term I I1 111 Cr. Cr. Cr. 5 4 4 - - 4 5 - 4 1 - - - 5-6 5-6 4 4 1 1 Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Education 84 Education 83 Education 87 Pol. Sci. 20, 21, or 22 or Economics 22 H. P.E. 10 Philosophy 21 Music Organization Electives MUSIC MAJOR FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Music 1, 2, 3 Applied Music H. P.E. 1, 2, 3 Term I I1 I11 Cr. Cr. Cr. - - 5 4 5 - SOPHOMORE Religion 21 Foreign Language Natural Science or Math. Sociology 11 Music 4, 5, S Applied Music Music Organization Elective Term I I1 I11 Cr. Cr. Cr. 4 - 4 4 1 0 4 4 5 - 4-5 4-5 4 4 1 0 - 1 0 - JUNIOR Religion Art 1 Music 60, 61, 62 Music 53*, 54 Music 57, 58 Applied Music Music Organization Electives * Term I II m Cr. Cr. Cr. - - 4 5 4 4 4 1 0 3 1 0 - 4 - 4 - 4 - 3 1 0 4 SENIOR Religicn Pol. Sci. 20. 21. or 22 or ~ c o n o m i c s22 Philosophy 21 Music 76 Applied Music Music Organization Speech 11 or Literature Electives I Term IIm Cr. Cr. Cr. - 4 - - 4-5 - - 4 - 1 0 1 0 4 - 1 0 4 8 10 - 5 Choral Technique may be substituted for Instrumental Technique in the fall term. NATURAL SCIENCE MAJOR FOR TEACHING IN SECONDARY SCHOOLS A major in natural science consists of 63 credits in science and mathematics with at least 27 credits in each of two of the areas of biology, chemistry, physics; or at least 27 cred,its in each of three of the areas of biology, chemistry, mathematics, physics. The following program is suggested. I Term nrn Cr. Cr. Cr. SOPHOMORE Term 1IIm Cr. Cr. Cr. For& Language Art 1 or Music 30 Natural Science or Math. Pol. Sci. 20. 21. or 22 or Economics. 22 Psychology 5 Term I I1 m Cr. Cr. Cr. Religion Philosophy 21 Speech 11 or Literature Education 50, 59 Natural Science or Math. Education 52, 53, 54 H. P.E. 10 - 4 -4 -9 8 0 0 - 5 4 - 4 5 8 0 Term SENIOR Religion Natural Science or Math. Education 84 Education 83 Education 87 ~ n 0. Cr. Cr. - - 10 5 - 4 - 13 13 - - - - 4 - PHILOSOPHY MAJOR FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Sociology 11 Philosophy 21 H. P.E. 1, 2, 3 Electives JUNIOR Religion Speech 11 or 51 or Literature Philosophy Elective Electives Term I II m Cr. Cr. Cr. ---5 4 5 5 5 4 - SOPHOMORE 4 - - - 4 - - 4 1/3 1/3 1/3 - - 4 Religion 21 Foreign Language Natural Science or Math. Art 1 or Music 30 Pol. Sci. 20, 21, or 22 or Economics 22 Phdosophy 23 Philosophy 41. 42, 43 Term I I1 I11 Cr. Cr. Cr. SENIOR Term I n m Cr. Cr. Cr. -5 4 - 5-6 5-6 4 - - - - 5 4 - - 4-5 - 4- 4 Term I II I11 Cr. Cr. (Sr. Religion Philosophy 99 Philosophy Elective Electives PHYSICS MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Physics. m FRESHMAN Religion 11 Enelish 11. 12 ~ o & i g n~ a $ u a g e Math. 14 or 40 Mathematics 41. 42 History 1, 2, or'3 Sociology 11 H. P.E. 1, 2, 3 JUNIOR Religion Physics 61 Physics 51, 52 Mathematics 83, Art 1 or Music Physics 62. 63 Physics 77 Electives Term I I1 111 Cr. Cr. Cr. 5 4 5 5 5 5 - 5 5 4 4 1/3 1/3 1/3 - - - - - Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Language Physics 21, 22, 23 Mathematics 43 Mathematics 58 Pol. Sci. 20, 21 or 22 or 3conomics 22 Philosophy 21 Term I I1 I11 Cr. Cr. Cr. Term I I1 I11 Cr. Cr Cr. SENIOR Reliigon Physics 81, 82 Physics 77 Speech 11 or Literature Electives POLITICAL SCIENCE MAJOR 0 The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Political Science. FRESHMAN Religion 11 English 11, 12 History 3 Philosophy 21 Math. or Natural Science Sociology 11 Political Sci. 20, 21 H. P.E. 1, 2, 3 JUNIOR Religion ~ o r e i g nLanguage Political Sci. 60 Political Sci. 80, 81. 84 Economics 22. 23 Psvcholow 5 ~iferaturF Elective Term I I1 111 Cr. Cr. Cr. - 5 4 5 4 4 - 5-6 5-6 4 5 5 1/3 1/3 1/3 - - - - Term I 11 111 Cr. Cr. Cr. 4 - 5 5 4 4 4 4 - 4 4 - - - SOPHOMORE Religion 21 Art 1 or Music 30 Sociology 61, 62 Philosophy 23 Political Sci. 22, 50 Computer Science 45 History 21, 22 SENIOR Religion Political Sci. 51, 62 Political Sci. 70, 71 Foreign Language Electives Tern I I1 111 Cr Cr Cr. Term I I1 111 Cr. Cr. Cr. - 4 - PSYCHOLOGY MAJOR IJ FRESHMAN Term I I1 111 Cr. Cr. Cr. SOPHOMORE Term I I1 I11 Cr Cr. Cr. Religion 21 Foreign Language Philosophy 21 Pol. Sci. 20, 21, or 22 or Economics 22 Art 1 or Music 30 Speech 11 or Literature Psychology 5 Electives Religion 11 English 11, 12 Natural Science or Math History 1, 2, or 3 Sociology 11 H. P.E. 1, 2, 3 Electives Term I I1 I11 Cr Cr. Cr. - 4 4 4 5 4 - - - - 4 4 4 - Term I I1 I11 Cr. Cr. Cr. SENIOR Religion Psvcholoev ~&ychol Psychology Psychology Electives 81 o99 ~~ 91 Elective RELIGION MAJOR Term I I1 111 Cr. Cr. Cr. FRESHMAN Religion 11 English 11, 12 Natural Science History 1, 2 Sociology 11 Electives H. P.E. 1, 2, 3 Math. I Term n m Cr. Cr. Cr. Religion 21 Religion .-P O ~ . 2"i. - 20,-21,-or or Economics 22 Art 1 or Music 30 Philosophy 21 Electives I Religion Philosophy Foreign Language Psychology 5 Electives SOPHOMORE Term I1 I11 Cr. Cr. Cr. 4 4 4 4 4 - 4 4 5 - 4 6 - - - SENIOR Term I II rn Cr. Cr. Cr. Religion Religion 86 Literature Sociology Electives SCANDINAVIAN STUDIES MAJOR The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Modern Languages. Term I I1 I11 Cr. Cr. Cr. Religion 11 Eneldh 11. 12 scGa. 1. 5 EListov 1. 2. or 3 Natural Seience or Math. Soziology 11 H. P.E. 1, 2, 3 - - 5 Term I II I11 Cr. Cr. Cr. Religion 21 Scand. 5, 6 Scand. 55 Scand. 26 or Economics 22 H. P.E. 10. Art 1 or Music 30 Term I nrn Cr. Cr. Cr. - - Religion Psychology 5. Education 50. duoa at ion 52, 53, 54. Education 59. Scand. 72 Philoso~hv 21 Scand. -74Scand. 62 Electives SOPHOMORE - 4 5 - - 4 0 0 - - 05 5 - 4 - SENIOR Term I I1 I11 Cr. Cr. Cr. Religion Education 84' Education 83' Education 87; Scand. 84 Scand. 99 Electives * Students who do not plan to take the education sequence may substitute electives for these courses. SECRETARIAL WORK The first year of the f'ollowing program provides preparation for certain office positions. Completion of the second year provides more advanced training. A student who has had similar courses in high school may be admitted to advanced classes on the basis of his proficiency in the subject. An outline of the requirements for teaching business subjects in high school appears under Business Education. A secretarial-work certificate is awarded on completion of the twoyear program. A student in the two-year program must select three courses from the general education requirement making a total of 90 credits. FIRST YEAR Religion 11 Enelish 11. 12 ~ u i i i e s s~ - d 1. Business Ed. 50 Business Ed. 21. 22 Business Ed. 53 Business Ed. 10 Electives H. P.E. 1, 2, 3 Term I I1 111 Cr. Cr. Cr. SECOND YEAR Term I I1 111 Cr. Cr. Cr. Religion 21 psychology 5 Speech 11 Busixess Ad. 1, 2 Business Ed. 63 Business Ed. 8 Electives SEMINARY Completion of the pre-seminary curriculum is intended to prepare the student for admission into a theological seminary course. The following program gives the approximate pre-seminary course. It does not specify a major or a minor. The student should seek the counsel of the seminary adviser as early as possible since the major selected by the student may affect the choice of courses even in the freshman year. FRESHMAN Term I I1 I11 Cr. Cr. Cr. Religion 11 English 11, 12 Historv 1. 2. 3 ~ o r e i & ~anguage' Sociology 11 H. P.E. 1, 2 3 JUNIOR Religion Greek Philosophy 41, 42, 43 Speech 11 Electives SOPHOMORE Term I I1 111 Cr. Cr. Cr. Religion 21 Natural Science or Math. Foreign Language Philosophy 21 Pol. Sci. 20, 21, or 22 or Economics 22 Art 1 or Music 30 Electives Term I I1 111 Cr. Cr. Cr. 4 5 5 5 4 4 4 - 4 - - SENIOR Term I 11 111 Cr. Cr. Cr. Religion Greek Literature Electives * Since Latin 2 is a prerequisite to Beginning Greek. students who have not studied Latin in high school will need to take Latin 1, 2 in college. SOCIAL SCIENCE MAJOR FOR TEACHING IN SECONDARY SCHOOLS A major in the social sciences consists of 65 credits including at least 37 credits in history; 4 credits in geography; and 8 credits in each of economics, political science, and sociology. The following program includes the requirements for a teaching major in the social sciences. FRESHMAN Term I I1 111 Cr Cr Cr. Religion Education 50 Education 52, 53, 54 Education 59 Art 1 or Music 30 Geography 14 Political Sci. 20, 22 H. P.E. 10 Economics 23 History Term I I1 111 Cr Cr. Cr. Religion 21 Foreign Language History 21, 22 Philosophy 21 Psychology 5 Natural Science or Math. Religion 11 English 11, 12 Foreign Language History 1, 2, 3 Sociology 11 Economics 22 H. P.E. 1, 2, 3 JUNIOR SOPHOMORE Term I I1 I11 Cr. Cr. Cr. 4 - 4 0 0 0 - - 5 4 4 5 5 - 5 4 4 4 - - - - SENIOR Relieion ducati ion 84 Education 83 Education 87 Sociology 12 Speech 11 or Literature History History 95 Electives Term I I1 111 Cr. Cr. Cr. A social science minor consists of 45 credits including at least 29 credits in history; and 4 credits in each of the following: geography, economics, political science, sociology. SOCIOLOGY MAJOR The following program is recommended for students who plan to study sociology in graduate scho,ol. FRESHMAN Religion 11 English 11. 12 Foreign Language History 1, 2, or 3 Socioloev 11. 12 A& 1 ~ u s i c30 H. P E . 1. 2, 3 or JUNIOR Religion Philosophy 63 Sociology 31 Sociology 61,' 62' Psychology 5 Speech 11 Electives Term I I1 I11 Cr. Cr. Cr. - 5 4 5 5 5 4 - - 4 - - 4 - - 4 - 4 1/3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. - 4 - 5 - 5 5 5 - SOPHOMORE Religion 21 Natural Science or Math. Foreign Language Pol. Sci. 20, 21, or 22 or Economics 22 Philosophy 21 Sociology 41. 42, 43 Electives SENIOR Term I I1 111 Cr. Cr. Cr. 5 5-6 5-6 - - 4 - - - - 4-5 4 - 4 - 4 4 4 Term I I1 I11 Cr. Cr. Cr. Religion Sociology 75' Sociology 82, 83 Socioloas 91. * Required for the major. SOCIOLOGY MAJOR WITH THE SOCIAL WORK SEQUENCE The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Sociology. FRESHMAN Religion 11 English 11. 12 Foreign Lannuaae ist tory 1,r .2 3 Sociology 11, 12 Art 1 or Music 30 H. P.E. 1, 2, 3 JUNIOR Religion Sociology 51.' 52.* 53. Sociology 54,* 55,' 56" Sociology 61; Psychology 5 Sociology 31 Electives Term I I1 I11 Cr. Cr. Cr. 5 - 4 5 5 5 4 4 - - 4 - -4 1/3 1/3 1/3 Term I I1 I11 Cr. Cr. Cr. SOPHOMORE Religion21 Foreign Language Natural Science or Math. Soeech 11 or Literature ~ b l Sci. . 2 0 , 21, or 22 or Economics 22 Philosophy 21 Sociology 42, 43 Elective SENIOR Term I I1 111 Cr. Cr. Cr. - - 5 4 4 5-6 5-6 - 4 - Term I I1 I11 Cr. Cr. Cr. Religion Sociology 75. 82 Psychology 61, 62 Electives Required for the major. SPANISH MAJOR See under Curriculum for French major. 0 SPEECH MAJOR FOR TEACHING IN SECONDARY SCHOOLS The following program is a suggested course of study. Students are urged to read carefully the statement under the Department of Speech. FRESHMAN Religion 11 English 11, 12 Foreign Language History 1, 2, or 3 Sociology 11 Art 1 or Music 30 H. P.E. 1, 2, 3 JUNIOR Religion Soeech 61 ~ b l .Sci. 20, 21, or 22 or Economics 22 Speech 60 Speech 51. 55 Education 50 Educction 52, 53, 54 Education 59 H. P.E. 10 Electives Term I 11 n I Cr. Cr. Cr. SOPHOMORE Religion 21 Foreign Langu.age Speech 11 Natural Science or Math. Philosophy 21 Philosophy 23 Speech 12 or 52 Speech 32 Psychology 5 Term I I1 I11 Cr. Cr. Cr. - 4 4 - 4 5 5 6 4-5 - - 6 4 5 - Term I I1 III Cr. Cr. Cr. SENIOR Relieion speech 16 Speech 76 Speech 66 Education Education Education Electives Term I 11 I11 Cr. Cr. Cr. or 67 84 83 87 PERSONNEL THE BOARD OF REGENTS Officers of the Board Mr. Dr. Dr. Mr. Leonard F. Ramberg . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman Luthard 0.Gjerde . . . . . . . . . . . . . . . . . . . . . . . . Vice-Chairman Philip S. Dybvig . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . Secretary Herbert A. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . . Treasurer Mr. Ernest A. Alne, Pasadena, California Partner, Alne, Warnick & Mayhew Mr. Elmer L. Andersen, St. Paul, Minnesota Chairman of the Board,, H. B. Fuller Company Mr. Albert E. Anderson, Minneapolis, Minnesota Assistant Manager, Augsburg Publishing House Mr. Marvin F. Borgelt, West St. Paul, Minnesota President, Bituminous Surface Treating Co. Dr. Philip S. Dybvig, St. Paul, Minnesota Vice President and Business Manager, Luther Theological Seminary Mr. Jerome Formo, St. Paul, Minnesota Vice President, Plastics, Inc. Dr. Luthard 0. Gjerde, Minneapolis, Minnesota Executive Director, Lutheran Social Service of Minnesota Dr. John K. Grotting, Minneapolis, Minnesota Physician and Surgeon Mr. Ruben G. Hovland, Northfield, Minnesota High School teacher, Northfield Public Schools; Farming Mr. Herbert A. Johnson, Minneapolis, Minnesota Director, Special Markets, Investors Diversified Services Mr. John Lienemann, Minneapolis, Minnesota President, Minnesota National Life Insurance Company Mr. G. S. Michaelsen, Minneapolis, Minnesota Professor, Director Environmental Health & Safety, University of Minnesota Dr. E. Clifford Nelson, Northfield, Minnesota Professor, St. Olaf College The Rev. David W. Preus, Minneapolis, Minnesota Pastor, University Lutheran Church of Hope Mr. Cyrus Rachie, Appleton, Wisconsin Senior Vice President and General Counsel, Aid Association for Lutherans t:. I ,l.t Mr. Leonard F. Ramberg, Minneapolis, Minnesota Vice President, Northwestern National Bank Mr. Clair E. Strommen, St. Paul, Minnesota General Agent, Central Life Assurance Company The Rev. Johan Thorson, Eau Claire, Wisconsin Senior Pastor, Grace Lutheran Church Mr. John L. Werness, Minneapolis, Minnesota Partner, Werness Brothers Funeral Chapel Mr. John R. Winsor, Wayzata, Minnesota Partner, Piper, Jaffray & Hopwood ADMINISTRATION Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President Kenneth C. Bailey . . . . . . . . . . . . . . . . . . . . . . . Dean of the College Burton P. Fosse . . . . . . . . . . . . . . Vice President for Business Affairs Kenneth P. Fagerlie ............. Vice President for Development Glen W. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students Fern I. Martinson .................. Associate Dean of StudentsDean of Women Mildred Joel . . . . . . . . . . . . . . . . Registrar, Secretary of the Faculty Beverly Wegge . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar Karlis Ozolins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian Carl R. Hammarberg ......... Director of Placement and Testing S. V. Hjelmeland ............ Associate Director of Development Jeroy Carlson . . . . . . . . . . . . . . . . . . . . Director of Alumni Relations Richard Holy . . . . . . . . . . . . . . . . . . . . . Director of Church Relations Donald Sorlien . . . . . . . . . . . . . . . . . . . Director of Public Relations John Bostrom .............. Manager of Publications and Sports Michael Walgren . . . . . . . . . . . . . . . Manager of Music Organizations and Convocations Donovan Lundeen . . . . . . . . . . . . . . . . . . . . . . Director of Admissions Mark Johnson ................ Associate Director of Admissions Marilyn McKnight . . . . . . . . . . . . . . . . . . . . . Admissions Counselor Richard Berg .............................. Business Manager Eugene Ecklund ..................... Director of Plant Services Elton L. Erdahl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Controller Mrs. Elaine Swanson . . . . . . . . . . . . . . . . Director of Food Services John J. Salchert ............................ College Physician Orlin Mandsager .............................. Campus Pastor Irving Hoe1 ........................... Manager of Book Store Bjarne Landa ......................... Curator of the Museum Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archivist Mrs. Julie Thompson ............. Director of Student Activities PRESIDENT'S BOARD OF ADVISORS Dr. Walter H. Judd, Washington, D.C. Former Congressman from Minnesota, Chairman Mr. Oscar H. Batzli, Minneapolis, Minnesota Batzli Electric Company Mr. Robert J. Bjorklund, Minneapolis, Minnesota Agency Manager, Bankers Life Company Mr. Robert P. Boblett, Minneapolis, Minnesota President, A. D. Strong Company Mr. R. J. Brix, Minnetonka, Minnesota General Manager, Sears, Roebuck & Company Mr. Robert W. Fischer, Minneapolis, Minnesota Vice President, First National Bank Mr. Armand Evans, Chanhassen, Minnesota President, Warner Hardware Company Mr. J. Roscoe Furber, Minneapolis, Minnesota Vice President, Northern States Power Company Mr. A. L. Gallop, St. Paul, Minnesota Executive Secretary, Minnesota Education Association Mr. Roy N. Gesme, Minneapolis, Minnesota Gamble-Skogmo, Inc. Mr. Elling Halvorson, Seattle, Washington President, Elling Halvorson, Inc. Mr. Donald T. Knutson, Minneapolis, Minnesota President, The Knutson Companies, Inc. Mr. Paul W. Kraemer, Hopkins, Minnesota President, Minneapolis Gas Company Mr. Lloyd L. McBurney, Excelsior, Minnesota Chairman of the Board, Tescom Corporation Mr. Hoyt C. Messerer, Cedar Falls, Iowa President, First National Bank Mrs. Burton F. Myers, Minneapolis, Minnesota Homemaker Mrs. George N. Nelson, Minneapolis, Minnesota Homemaker Mr. William A. Nelson, Jr., New York, New York President, Gilbert Systems, Inc. Mr. Wendell L. Olson, Minneapolis, Minnesota President, Fourth Northwestern National Bank Mr. Donald Padilla, Minneapolis, Minnesota President, Padilla, Sarjeant, Sullivan and Speer, Inc. 0 Mr. Leslie C. Park, Minneapolis, Minnesota Vice Chairman, Executive Committee, Baker Properties, Inc. Mr. Raymond Plank, Wayzata, Minnesota President, Apache Corporation Mr. Dean B. Rar dall, Excelsior, Minnesota Vice President, Honeywell, Inc. Mr. Olaf G. Sandbo, Columbus, Ohio President, 0.G. Sandbo Company The Honorable Luther Sletten, Minneapolis, Minnesota Judge of the District Court General L. J. Sverdrup, St. Louis, Missouri Chairman of the Board, Sverdrup & Parcel and Associates, Inc. Mr. Arnulf Ueland, Minneapolis, Minnesota Midland National Bank Mr. Lester P. Wakefield, Excelsior, Minnesota Chairman of the Board, Jefferson Transportation Co. Dr. A. Cabot Wohlrabe, Minneapolis, Minnesota Physician and Surgeon COMMI'ITEES OF THE FACULTY Administrative Committee: 0. Anderson, Bailey, G. Johnson, Fosse, Fagerlie President's Cabinet: 0. Anderson, Miss Martinson, Miss Joel, Sorlien, Berg, Ecklund, Mrs. Swanson, Mrs. Thompson, M. Johnson, Mandsager Faculty Senate: 0 . Anderson, Bailey, P. Quanbeck, Skibbe, R. Anderson, Nicholl, Torstenson, Gisselquist, Agre, Sulerud Educational Policies: Bailey, 0 . Anderson, Sandin, Ollila, Miss Pederson, Karlen, Follingstad, Mickelberg, M. Quanbeck, Stenshoel, Miss Joel Library: Miss Kemmer, Fardig, Thorpe, Bergstrom, Colacci Student Personnel: G. Johnson, Miss Martinson, Benson, Gustafson, Mrs. Karvonen, Gulden Admissions and Student Standing: Bailey, Miss Joel, Holum, Miss Rozentals, Mrs. Dyrud, Holman International Education: Mrs. Johnson, Mrs. Jensen, Miss M. Anderson, Miss Joel, Mrs. Kingsley Athletics: E. Anderson, Mickelberg, Savold, Dahlen, Kiive Faculty Social Functions: Miss Lund, Holen, Mrs. Anderegg, Miss Kemmer, Miss M. Anderson Teacher Education: E. Johnson, Miss Mattson, Mrs. Parker, E. Anderson, J. Johnson, Ollila, Mrs. Olson Faculty Personnel Policies: Pfeffer, Budge, Mrs. Jensen, Sateren, Holum t:; ,C: '% D *Judicial Council: Nelson, Chrislock, Herforth, Stenshoel *Student-Faculty Council: 0.Anderson, Bailey, G. Johnson, Miss Martinson, Fretheim, Mrs. Kingsley *Convoctations:Agre, Miss Aaskov, Mrs. Noonan, Benson "Religious Life: Mandsager, Husfloen, Miss Martinson Archives: Miss Tangjerd, Miss Kemrner, Chrislock, Landa, Miss Mortensen * Joint Student-Faculty Committees THE FACULTY Ruth Aaskov (1960-63, 1965), Assistant Professor of French B.A., Augsburg College, 1953; M.A., Middlebury College, 1960. Courtland Agre (1959), Professor of Chemistry B.CH.E., 1934 and Ph.D., 1937, University of Minnesota. Earl Alton (1960), Associate Professor of Chemistry (on leave 1967-68) B.A., St. Olaf College, 1955; MS., 1958 and Ph.D., 1961, University of Michigan. Lyla Mae Anderegg (1959), Assistant Professor of Education and Psychology B.A., University of Minnesota, 1945; M.A., Northwestern University, 1947. Ernest Anderson (1946), Professor of Health and Physical Education, Basketball Coach B.A., Augsburg College, 1937; M.Ed., University of Minnesota, 1947. "Hildur Anderson (1965), Librarian I, Catalog Librarian A.A., North Park College, 1938; B.S., University of Minnesota, 1941. "Joyce M. Anderson (1966), Instructional Assistant in Health and Physical Education B.A., Augsburg College, 1965. Mary Marie Anderson (1965), Instructor in Spanish B.A., St. Olaf Co'llege, 1962; M.A., Middlebury College, 1964. Oscar A. Anderson (1963), President of the College B.A., St. Olaf College, 1938; B.D., Luther Theological Seminary, 1942; LL.D., Concordia College, 1963. Raymond E. Anderson (1949), Professor of Speech B.S., 1946, M.A., 1950 and Ph.D., 1959, University of Minnesota. "Stewart C. Anderson (1967), Instructional Assistant in Biology Kenneth C. Bailey (1965), Dean of the College and Professor of Philosophy B.A., St. Olaf College, 1950; M.A., 1952 and Ph.D., 1960, University of Minnesota. Valeria Baltina (1967), Instructor in German Diploma, Municipal Gymnasium, 1926; Diploma, 1931 and Magester der Philologie, 1933, University of Latvia. John Benson (1963), Assistant Professor of Religion B.A., Augsburg College, 1955; B.D., Luther Theological Seminary, 1959; M.A., 1961 and Ph.D., 1967, Columbia University. *William Bergstrom (1963), Assistant Professor of English B.A., 1950 and M.A., 1952, University of Minnesota. "Robert E. Beverley (1966), Assistant Professor of Music B.M.E., 1946 and M.M., 1948; Northwestern University. "Vernon M. Bloom (1965), Instructor in Sociology B.A., 1956 and M.S.W., 1959, University of Minnesota. Philip M. Bly (1967), Instructor in English B.A., St. Olaf College, 1961. Margaret J. Bolsterli (1967), Assistant Professor of English B.A., University of Arkansas, 1952; M.A., Washington University, 1952. "Dagrun Bondevik (1967), Instructor in Norwegian B.A., Logndal Gymnas, Logndal, Norway, 1955; Kristiansand Officiale Laerarskole, 1955-59. Bruce P. Budge (1960), Assistant Professor of Business Administration B.S., 1953 and M.S., 1957, University of Idaho. Penelope Cairns (1967), Instructor in French B.A., Carleton College, 1964; certificate, McGill University French Summer School, 1962; M.A.T., Duke University, 1967. Carl H. Chrislock (1952), Professor of History B.A., Augsburg College, 1937; M.A., 1947 and Ph.D., 1955, University of Minnesota. Bernhard M. Christensen (1938-63), President Emeritus B.A., Augsburg College, 1922; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary Foundation, 1929. :':Gracia Christensen (1959-60, 1961-62, 1963), Instructor in English B.A., Hunter College, 1932; M.A., Radcliffe College, 1935. Thomas J. Christenson (1967), Assistant Professor of Philosophy B.A., Concordia College, 1963; M.A., 1965 and Ph.D., 1967, Yale University Robert W. Clyde (1967), Director of the Social Science Research Center with rank of Associate Professor B.A., Coe College, 1949; M.A., Rockford College, 1958; Ph.D., State University of Iowa, 1964. "John R. Coan, Jr. (1966), Artist in Residence of Music (Brass) B.A., University of Minnesota, 1953. Mario Colacci (1952), Professor of Classical Languages D.Th., Pontificium Atheneum Roman Major Seminary, 1932; L.R.B., Pontificium Institutum Biblicum de Urbe, Rome, 1934; D.Litt., University of Naples, 1940. Ailene Cole (1956), Associate Professor of Speech B.A., Gustavus Adolphus College, 1936; M.A., University osf Minnesota. 1949. Thomas E. Crepeau (1964), Assistant Professor of German (on leave 1967-68) B.A., College of St. Thomas, 1958; M.A., University of MinnesMa, 1964. K. Berner Dahlen (1941), Associate Profess'or of English B.A., Augsburg College, 1931; M.A., University of Minnesota, 1940. Carlyle C. Dewey (1967), Assistant Professor of Political Science B.A., 1962 and M.A., 1964, University of Minnesota. Beverly C. Durkee (1965), Assistant Professor of Mathematics B.A., 1952; B.S.L., 1953; B.S.Ed., 1963; M.A., 1965, University of Minnesota. Grace H. Dyrud, (1962), Associate Professor of Psychology B.A., 1957 and Ph.D., 1963, University of Minnesota. Wilfried Edner (1967), Visiting Professor of Modern Languages Diploma, 1954, and Ph.D., 1963, Bavarian State University, Erlangen, West Germany. *Edgar E. Eklof (1967), Artist in Residence of Music (Voice) B.A., University of Minnesota, 1951; M.A., Manhattan School of Music, 1955. Kenneth P. Fagerlie (1963), Vice President for Development B.A., Augsburg College, 1950. Sheldon Fardig (1962), Associate Professor of Education B.A., Carleton College, 1940; M.M., 1952 and Ph.D., 1966, Northwestern University. Henry G. Follingstad (1962), Assistant Professor of Mathematics B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone Laboratories, Inc., 1950. Burton P. Fosse (1953), Vice President for Business Affairs B.B.A. and B.M.E., University of Minnesota, 1949. Terence E. Fretheim (1961-63, 1967), Assistant Professor of Religion B.A., Luther College, 1956; B.D., Luther Theological Seminary, 1960; Th.D., Princeton Theological Seminary, 1967. Stephen Gabrielsen (1963), Instructor in Music, Director of Male Chorus (on leave 1967-68) B.A., Augsburg College, 1963, M.A., University of Minnesota, 1966. Daryl Gibson (1954), Associate Professor of Music (Brass Instruments) (on leave 1967- ) B.S., 1934 and M.A., 1941, University of Minnesota; Ph.D., University of Iowa, 1947. Orloue Gisselquist (1956), Assistant Professor of History B.A. 1943 and M.A., 1956, University of Minnesota. William S. Gray (1966-67), Associate Professor of English (on leave 1967-68) B.A., Centenary College, 1950; M.A., Louisiana State University, 1962; Ph.D., University of Exeter, 1964. *Edwin L. Groenhoff (1966), Instructor in Education B.A., Northwestern College, 1955; M.Ed., Macalester College, 1957. Dean B. Gulden (1966), Assistant Professor of Mathematics B.A., Augsburg College, 1963; M.S., University of Minnesota, 1967. Donald R. Gustafson (1961-63, 1966), Assistant Professor of History B.A., Gustavus Adolphus College, 1955; M.A., University of Wisconsin, 1956. Arlin E. Gyberg (1967), Assistant Professor of Chemistry B.S., Mankato State College, 1961; Ph.D., University of Minnesota, 1967. Carl R. Hammarberg (1953), Director of Placement and Testing with rank of Assistant Professor B.A., Gustavus Adolphus College, 1932; M.A., University of Minnesota, 1948. Leif E. Hansen (1961), Assistant Professor of Scandinavian (on leave 1967-68) B.A., Concordia College, 1947; M.A., University of Minnesota, 1950. Theodore J. Hanwick (1956), Professor of Physics B.E.E., 1933 and M.S., 1937, Polytechnic Institute of Brooklyn; Ph.D., New York University, 1950. *Kare Hauge (1967), Instructor in History B.A., University of Oslo, 1965; Alliance Francaise, Diplome Superior, 1964. Melvin Helland (1941-64), Professor Emeritus B.A., Augsburg College, 1915; C.T. Augsburg Theological Seminary, 1918; S.T.M., 1919 and Ph.D., 1930, Hartford Seminary Foundation. *Katherine A. Hennig (1966), Artist in Residence of Music (Voice) B.A., 1933 and M.S., 1956, University of Minnesota. Robert S. Herforth (1966), Assistant Professor of Biology B.A., Wartburg College, 1960; M.S., University of Nebraska, 1963. Norman Holen (1964), Instructor in Art B.A., Concordia College, 1959; M.F.A., Iowa State University, 1962. Thomas R. Holman (1966), College Psychologist and Assistant Professor of Psychology B.S., University of Wisconsin, 1959; Ph.D., University of Minnesota, 1966. John R. Holum (1957-58, 1959), Professor of Chemistry B.A., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954. "Richard F. Holy (1967), Lecturer of Business Administration and Economics B.S., 1954 and J.D., 1955, University of Wisconsin; B.A., Luther Theological Seminary, 1959. Mary T. Howard (1965), Assistant Professor of Psychology B.A., West Virginia State College, 1948; M.A., University of Kansas City, 1952; Ph.D., University of Minnesota, 1967. Richard Husfloen (1962-63, 1964), Assistant Professor of Sociology B.A., Augsburg College, 1961; B.Th., Augsburg Theological Seminary, 1964; M.Th., Princeton Theological Seminary, 1964. James W. Ingemanson (1967), Instructor in Chemistry A.B., Augustana College, 1965; B.S., Iowa State University, 1967. Valija Jaunlinins (1965), Instructor in German Interpreter, Heidelberg University, 1948; M.A., University of Minnesota, 1964. *Irene Khin Khin Jensen (1955-56, 1959), Associate Professor of History B.A., Rangoon University, Burma, 1949; M.A., Bucknell University, 1951; Ph.D., University of Wisconsin, 1956. *Olive J. Jensen (1966), Lecturer in Art B.A., St. Olaf College, 1953; M.A., University of Minnesota, 1963. Mildred V. Joel (1947), Registrar with rank osf Associate Professor B.A., Augsburg College, 1940; M.A., University of Minnesota, 1947. Einar 0. Johnson (1956), Professor of Education B.A., Concordia College, 1938; M.A., 1950 and Ph.D., 1961, University of Washington. Glen W. Johnson (1961), Dean of Students with rank of Assistant Professor B.S.E., University of Nebraska, 1952; B.D., Luther Theological Seminary, 1959. James D. Johnson (1961), Instructor in Music (Piano) B.A., University of Minnesota, 1956; M.A., Julliard School of Music, 1958. *Mary E. Johnson (1962), Assistant Professor of French B.A., Smith College, 1947; M.A., Columbia University, 1950. Sherman J. Johnsrud (1960-61, 1965-66, 1967), Assistant Professor of Philosophy B.A., St. Olaf College, 1953; M.A., University of Chicago, 1955. Robert Karlen (1959), Assistant Professor of Music B.M., New England Conservatory, 1950; M.A., University of Minnesota, 1959. Joanne Karvonen (1965), Instructor in English B.A., Gustavus Adolphus College, 1961; M.A., University of Georgia, 1962. Grace E. Kemrner (1966), Librarian I, Acting Head Librarian B.A., Augsburg College, 1958; M.A., University of Minnesota, 1967. Priidu Kiive (1966), Instructor in Physics B.A., Berea College, 1953; M.A., University of Buffalo, 1959. :!:Mimi B. Kingsley (1947), Associate Professor of Spanish B.A., Maryville College, 1936; M.A., University of Mexico, 1944. Bemhardt J. Kleven (1937-46, 1947-65), Professor Emeritus B.A., Augsburg College, 1922; M.A., 1930 and Ph.D., 1941, University of Minnesota. "Carolyn R. Knutson (1966), Librarian I, Reference Librarian B.A., Grinnell College, 1955; M.A., University of Minnesota, 1965. Boyd N. Koehler (1967), Librarian I, Circulation Librarian B.A., Moorhead State College, 1966; M.A., University of Minnesota, 1967. Bjarne E. Landa (1947), Professor of German B.A., Voss State College, Norway, 1925; B.A., 1928 and M.A., 1930, University of Southern California; Ph.D., University of Minnesota, 1952. Bertha Lillehei (1937-40, 1960), Assistant Professor of English B.A., Augsburg College, 1934; M.A., University of Minnesota, 1960. (on leave 1967- ) Lorraine K. Livingston (1960), Assistant Professor of English B.A., 1930 and M.A., 1932, University of Minnesota. Ruth G. Ludeman (1967), Assistant Professor of Education A.B., Colorado State College, 1959; M.A., University of Minnesota, 1961. Gertrude S. Lund (1950), Associate Professor of Business Education B.A., Augsburg College, 1936; M.A., University of Minnesota, 1951. David Lyle (1964), Instructional Assistant in Chemistry B.A., Augsburg College, 1964. *Kay L. Madson (1966), Instructor in Sociology B.A., Augsburg College, 1962. Orlin L. Mandsager (1960-61, 1962), Campus Pastor and Instructor of Religion B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961. Fern Martinson (1964), Dean of Women-Associate Dean of Students B.A., Concordia College, 1947; M.A., Syracuse University, 1950. Martha M. Mattson (1960), Associate Professor of Education B.A., Augsburg College, 1928; M.A., University of Minnesota, 1932. Erwin D. Mickelberg (1956), Associate Professor of Biology B.A., Augsburg College, 1954; M.A., University of Minnesota, 1964. *Kathryn Moen (1967), Artist in Residence of Music (Organ) B.A., Luther College, 1941; M.A., Northwestern University, 1947. *August Molder (1963), Artist in Residence and Instructor of Art Graduated, 1938 and LL.M., 1944, University of Tartu, Estonia. Gerda Mortensen (1923), Professor Emeritus and Executive Secretary of Centennial Committee B.S., University of Minnesota, 1923; M.A., Columbia University, 1928. John B. Mosand (1967), Instructor in Art Examen Artium, Gymnasium, Trondheim, Norway, 1954; Norwegian Institute of Technology, 1957-60; University of Illinois, 1960-61. Arthur Nash (1922-66), Professor Emeritus B.A., Augsburg College, 1922; Ph.D., University of Minnesota, 1938. Cecilia Y. Nauck (1966), Instructor in Mathematics B.A., Hofstra University, 1964. Edor C. Nelson (1946), Associate Professor of Physical Education, Football and Baseball Coach B.A., Augsburg College, 1938; M.Ed., University of Minnesota, 1947. t:; ,C: Gordon L. Nelson (1967), Assistant Professor of Sociology B.A., 1958 and M.A., 1959, University of Minnesota; B.D., Luther Theological Seminary, 1963; M.A., University of Chicago Divinity School, 1965. Grier Nicholl (1961), Associate Professor of English B.A., Wesleyan University, 1951; M.A., Columbia Teachers College, 1956; Ph.D., University of Minnesota, 1964. *John L. Nielsen (1966), Artist in Residence and Instructor in Music (Brass) B.A., Iowa State Teachers College, 1956; M.A., State University of Iowa, 1963. Norma C. Noonan (1966), Assistant Professor of Political Science B.A., University of Pennsylvania, 1959; M.A., 1962 and Ph.D., 1965, Indiana University. David Nordlie (1961), Assistant Professor of Sociology (on leave 1967-68) B.A., Augsburg College, 1960; M.A., University of Minnesota, 1965. Douglas J. Ollila (1966), Assistant Professor of Religion B.A., Augsburg College, 1953; B.D., Suomi Theological Seminary, 1956; Th.D., Boston University, 1963. Esther J. Olson (1960), Associate Professor of Speech B.S., 1945; M.A., 1945 and Ph.D. 1956, University of Minnesota. Judith Olson (1965), Instructional Assistant in Physical Education B.A., Augsburg College, 1965. *Nils W. Olsson (1967), Visiting Professor of Scandinavian A.M., 1938 and Ph.D., 1949, University of Chicago. Karlis Ozolins (1955), Librarian with rank of Associate Professor (on leave 1967-68) B.A., Augsburg College; 1951; B.Th., Augsburg Theological Seminary, 1952; M.A., 1961 and M.Ed., 1966, University of Minnesota. Ronald G. Palosaari (1965), Assistant Professor of English (on leave 1967-68) B.A., 1955 and B.D., 1959, Bethel College; M.A., University of Minnesota, 1963. *Patricia A. Parker (1960), Assistant Professor of Library Science B.S., Eastern Michigan College, 1949; M.A., University of Michigan, 1952. Howard E. Pearson (1956), Assistant Professor of Physical Education B.A., Augsburg College, 1953; M.A., University of Minnesota, 1957. Anne Pederson (1932-44, 1946), Professor of English B.A., Augsburg College, 1932; M.A., University of Minnesota, 1945. LaVonne Peterson (1950), Associate Professor of Physical Education for Women B.A., Augsburg College, 1950; M.A., Montana State University, 1954. Ronald D. Pfeffer (1966), Instructor in Physical Education B.S. Concordia College, 1962; M.S., University of Montana, 1966. Martin Quanbeck (1938), Professor of Education B.A., Augsburg College, 1929; M.A., 1933 and Ph.D., 1952, University omf Minnesota. Philip A. Quanbeck (1957), Professor of Religion B.A., Augsburg College, 1950; B.Th., Augsburg Theological Seminary, 1951; M.Th., 1954 and D.Th., 1957 Princeton Theological Seminary. Gunta Rozentals (1965), Assistant Professor of Spanish B.A., 1956 and M.A., 1961, University of Minnesota. Edward M. Sabella (1967), Assistant Professor of Economics B.S., University of Rhode Island, 1960. Robert T. Sandin (1958-60,, 1967), Professor of Philosophy B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954; M.A., 1956 and Ph.D., 1959, University of Minnesota. '!:Lars A. Sandven (1967), Instructional Assistant in Norwegian Richard Sargent (1967), Instructor in English B.A., University of North Carolina, 1965. Leland B. Sateren (1946), Professor of Music B.A., Augsburg College, 1935; M.A., University of Minnesota, 1943; L.H.D., Gettysburg College, 1965; D.Mus., Lakewood College, 1965. Edwin J. Saugestad (1960), Assistant Professor o,f Physical Education B.A., Augsburg College, 1959; M.A., University d Minnesota, 1964. A. Mayo Savold (1952), Associate Professor of Music B.A., Luther College, 1941; M.Mus.Ed., MacPhail School of Music, 1963. Marjorie H. Sibley (1961), Librarian I1 (on leave 1967-68) B.A., 1942 and M.A., 1943, University of Illinois; M.A., University of Minnesota, 1961. Eugene Skibbe (1964), Assistant Professor of Religion B.A., St. Olaf College, 1952; B.Th., Luther Theological Seminary, 1956; D.Th., University of Heidelberg, 1962. '"Frank L. Slesnick (1967), Instructor in Economics B.A., Oberlin College, 1964. George Soberg (1926-65), Professor Emeritus B.A., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950. James R. Spiess (1967), Instructor in Physics B.A., Augsburg College, 1964; M.S., University of Colorado, 1967. *Charles A. Stendahl, Jr. (1967), Instructional Assistant in Biology *Roger R. Stem (1967), Instructor in Computer Science B.S., 1961 and M.A., 1964, University of South Dakota. Myles C. Stenshoel (1965), Associate Professor of Political Science B.A., Concordia College, 1948; M.A., 1958 and Ph.D., 1965, University of Colorado. Ralph Sulerud (1964), Assistant Professor of Biology B.A., Concordia College, 1954; M.A., University of Nebraska, 1958. *Agnes B. Tangjerd (1940), Librarian Emeritus and Archivist B.A., St. Olaf College, 1920; B.S., 1939 and M.A., 1944, University of Minnesota. *Rolf K. TedefaIk (1967). Instructor in Business Administration Graduated, Hvilans Gymnasium,Sweden, 1955; Commissioned, Military Academy, Sweden, 1956; B.S.B., University of Minnesota, 1964. Philip J. Thompson (1959), Associate Professor of Art (on leave 1967-68) B.A., Concordia College, 1955; M.F.A., Iowa State University, 1958. Neal 0.Thorpe (1967), Associate Professor of Biology B.A., Augsburg College, 1960; Ph.D., University of Wisconsin, 1965. John Thut (1947), Associate Professor Emeritus B.A., Goshen College, 1923; B.Mus., 1930 and M.Mus., 1934, American Conservatory of Music. *Vera Thut (1947), Instructor in Music (Piano) B.Mus., American Conservatory of Music, 1927. Renate Tietz (1963), Librarian I, Acquisition Librarian B.A., 1962 and M.A., 1965, University of Minnesota. Joel S. Torstenson (1938-42, 1947), Professor of Sociology B.A., Augsburg College, 1938; M.A., 1940 and Ph.D., 1959, University of Minnesota. *E. Margaret Trautwein (1950-54, 1961), Assistant Professor of English B.A., Augsburg College, 1937; M.A., University of Minnesota, 1953. Erling J. Urdahl (1943), Professor of Biology B.A., Concordia College, 1930; M.A., University of Minnesota, 1940. *Leo B. Vetvick (1966), Instructor in Sociology A.A., 1948, North Park College; B.A., 1953, Augsburg College; diploma, North Park Seminary, 1955. Eugene Vuicich (1967), Assistant Professor of Music B.S., University of Minnesota, 1949; M.M., Indiana University, 1967. *Sister Marie Gertrude Ward (1967), Assistant Professor of Classical Languages B.A., College of St. Catherine, 1940; M.A., University of Minnesota, 1945. Beverly A. Wegge (1966), Assistant Registrar B.S., St. Cloud State College, 1958. *David Westphal (1966), Artist in Residence in Art Dale R. Whiteside (1967), Assistant Professor of Modern Languages A.B., Augustana College, 1956. Robert M. Zeller (1965), Director of Instructional Services B.A., Augsburg College, 1965. "'Alvin A. Arens (1966-67), Assistant Professor of Business Administration B.B.A., University of Minnesota. *Norman K. Bakken (1966-67), Lecturer in Religion A.B., Augsburg College, 1947; S.T.M., Hamma Divinity School, 1954; Th.D., Union Theological Seminary, 1963. *Eric 0. Giere (1966-67), Artist in Residence in Music (Voice) B.A., Luther College, 1949; M.A., University of Iowa, 1964. :'tLoren E. Halvorson (1966-67), Adjunct Professor and Director, Academic Town Meeting B.A., St. Olaf College, 1949; B.Th., Luther Theological Seminary, 1953; Ph.D., University of Chicago, 1958. 'Vohn W. Knudsen (1966-67), Instructor in Business Administration, Economics and Business Education B.A., St. Olaf College, 1962. *Mary C. Preus (1966-67), Instructor in Classical Languages B.A., Luther College, 1963; A.M., Harvard University, 1964. '!:Harley J. Refsal (1966-67), Teaching Aide in Modern Languages "Henriette Rodary (1966-67), Instructional Assistant in Modern Languages *Marjorie Rodberg (summer, 1967), Librarian I, Assistant Catalog Librarian B.S., University of Minnesota, 1963. David A. Sjogren (1966-67), Teaching Aide in Biology '!'Paul H. Zimmennan (1966-67), Instructional Assistant in Health and Physical Education B.A., Augsburg College, 1966. Part-time faculty Ahlson, Margaret Ann . . . . Williston, N. Dak. Anderson, Allen Kenneth . . . . . . . . Paynesuille . . . . . . . Benron Anderson, Barbara W e n Minneapolis Anderson, Carol Louise . . . . . . Anderson, David Elbert . . . . . Grossion Anderson, Donald Eric . . . . . . . . . . Robbinsdale Anderson, Janet Marie . . . . . . . St. Paul Anderson, John Luther . . . . . . . . . . .C l i m . . Badger, la. Anderson, Karen Ann . Anderson, Mary Kay . . . . . . . . . . Red Wing Andreasen, John Gabriel . . Viroqua, Wis. . . . . . . Glencoe Arlt, Nancy Jeanne . . . Hinckley Ausmus, Duane G . Bagley, Harold James . . . . Zimmerman . . Robbinsdale Bakke, Judith M Beiningen, Janet Marie Cnnbr Benson, Carolyn Mae . . . . . . . . IIin~ropuIix Berg. Anita Christine . . . IT>ldl Berg, David Clarence . . . . . Minneapolis Bcmsvr)m. llnhrfi D P U I I ! ~ .\linncapnl~: Ilcri... Lmr;or~:\ nk:unrl . . Ilinr>opoik B!d:r. Rn.;s!d Pichord . . Sfishrd. Tl'mh nlnm. Cochcrjne T;lir.>betlr Bricrll-n E-XF?. Thc1r1at 5 P l!inncape!fi Rol:ta.l. PIJAIAil.:rnm(i . . .lli-u~~:ap+~#i . :\1inr~-2poIi$ Eokrb~l.Flo<.gmia !.I no~rn~?:. C1t.1-IPS I?<ril> afic,rap& h : h - Tir1.b lr>~ir!g*::-n For: I;:nr:cir. On: , COK. h ~ ~ i cC*x .n i c LII*, . 3Iimrrrrrolir E r n z w r ~ I:IIIP5w;m~ll~r , Ddmrnh. la. BCII>~~,IIJT.Ri~,iianl n'ilhom . IE~ncc,mliBruzek, Barbara . . . . . Minneionka Buhler, Joan Butterfield ... Carlson, Lee Diron Cartwright, Paul Otis Cerkvenik, Paula Kay . Christenson, Bruce G. . Cole, Larry .... Coleman, T. Patrick . . . . Coltvet, Benjamin H . . . . Coltvet, Helen B . . Corson. Corbin G Coryell, Charles Emerson Daniels, Brian Howard Danielson, Margaret C. Davis, Kathleen Marie Degen, Heidemarie . Delany, Marjorie Drews, Ellen Udine Minneapolis Anoka Princeton, N.J. .... Edina , Minneapolis Minneapolis Estheruille, l a Esiherville, In. Stockton, Calif. . Richfield .... Onalaska, Wis. . Minneapolis . . . Minneapolis i:rm;A-!urr am Main 1l'rj-r Germany . . . Waucou, Wis. Minneapolis , . , Egesdal, Miriam Ruth , Emerson, Douglas A. Engle, Judith Lynn . Erickson, Caren D. ....... Erickson, Janet Kathryn Erickson, Judith J. . . . Erickson, Judith Marie Erickson, Karen Kaye Ericson, Rodger Tilden Estenson, Grace Rolinda Elmore ?q-m.sci!lr ze;l$.*!d St. Pau! Rich,GrZJ . K~rWwr llinmcpolt, . Ricllficld . S?mch/i~:Id . Sun5urg ... . . , , . . . Thief Riuer Falls Ferber, Rebecca Ellen Fercheq Duane V. . . . Niagara Falls, N.Y. . . . . St. Louis Park Finke, Rodger Gary Fist, Le Mar Jack . . . . . . . St. Louis Park Fischer, Alberta Mary Elizabeth . . . . . Winona Franson, C. Vinal . . . . . . . . . . Richfie! Frick, Phyllis G , .... Minneopohs G i l b e m n , JoAnn Gayle . . . . . . Minneapolis . . . . . . . . Duluih Gilleland, Richard E Grant, Ordean Leonard . . . . . . . . . . . . . Austin .. . . Sheridan, Wy. Greenfie14 John Nelson . Gunderson, Darlene Ojakangas . . . Moniicello Gustafson, Jack Edward . . . . . . . . . . . . . Osseo Haag, Mary Lynne Kurth . . . . . . . . Hutchinson Hallcock, Beverly Marie . . . . . Northfield Hamberg Sandra Diane Edstrom Red Wing Hanse, Joel G. . . . . . . . . . . . . . . . .Morris Hansen Jean Mosal . . . . . . . . . Richfield . . . . . Richfield Hanson, Cynthia Ann . . . . . Thief River Falls Hanson, Ronald A. . . . . . Minneapolis Hanson, Thomas Frederick Minneapolis Hanwick, Theodore Thor . . . . . . . . . . . . . Wesibrook Hauberg, Lila Lee Hedman, Dave . . . . . . . . . . . . . . . . Seattle, Wash. Helvig, Mary Lee . . . . . . . . . . . . . . . . . . Truman Hendricksoq Alan Albert . Negaunee, Mich Hendrickson, John R , Jr . . . . . . Minnetonka . . . . . . . Maple Lake Hoekstra, Harold J. ... Brooklyn Center Hoff, Larry Eugene Hokkanen, Jerry David . . Kimble . Piermont, S. D d . Holm, Marilyn Franzen ...... Tigerion, Wis Holm, Steven Andreas Holmgren, Sharon Joy . . . . . . . . . . . . Minneapolis Holtan, Judith Ann . . . . . . . . . . . . . . . Minneapolis . Radcliffe, la. Hoversten, Linda Marie Huntzicker, Carol Diane Nelson Minneapolis . Permock Huseby, Edward J . Jacobson, David R Joesting, Susan Jean Johns, Russell H . Johnson, David Lawrence Johnson, Dennis Carl , Johnson, Donna Marie Johnson, Douglas Arthur Johnson, Duane Elmer . Johnson, Gary Steven Johnson, Gay A. . . Johnson, Irene M. Johnson, Karen Janice Johnson, Mardelle B Johnson, Robert Leslie . Johnson, Sally Ann . Johnson, Sandra Lee . Joing, Bonnie Jean Minneapolis . . . . St. Paul .. .. . Gheni, N.Y Bloomington Lake Mills, la. . Minneapolis Lahr, N. Dak. Columbia Heights Red Wing . Grantsburg, Wis . . Minneapolis , . Minneapolis ... Kirkland, Ill. . Willmar McCaIlsburg, Ia . . . Annandale . Minneaoolis . . Hector Kalberg, Eileen Marguerite . . Pmkers Prairie Kalpiq Kathleen L Klemp, Joy Carol . . . . . . . . . . . . Ezcelsior Klepp, John DeWayne . . . Bag* .... Ezcelszor Koepcke, Janet Lorraine . Kosloskc, Daryl Gordon . . Fairmonl Kotval, Sandra Jeanne . . . . . . . . Broweruille Kristenson, Allan Jerome Wanamingo . Kruse, Verland E. . Bloomingion KJ-110, Loren Jon Burnsuille . . Faribauli Landa, Mark Lange, Walter 5. Minneapolis . . . . . Minneapolis Larsen, Oliver A , J r , St. Paul Larson, Allen James . Newman Grove, Neb. Larson, Carole Jane Ht.c:nr Larsou, Mary Lynn LaSalle, Judith Carol I I ~ ~ ~ ~ t o r ~ o Lce, Henry Albert Ccn:rr.v. ;llbrr:a Can f.aCr.isr. R'i. Lee. Thomas Robert , <(!~iir .ihdja, Z:hiop~c Legesse, Hagos Lund, John W .Ilirms;unkc Lund, Karen 0 . . . Rusm~i Lundgren, Ida Elizabeth St. Croiz Falls, Wis . Minneapolis Luoma, Gracia A. Nydahl . Maas, Jerry LeRoy Mattison, Donald Roger Mattson, Dean ElRoy Mattson, Kathlyn Elvera Mattson, Philip Dale . . . . McCaughan, Charles A McGregor, Thomas Robert Meland, John Kristoffer Miklos, Geraldine Charron . Miller, John Richard Minear, Spencer E. . . Moland, Lucille Sharon . . Moore. James Ral-mond , Mork, Richard 3Iilk1n Morreim, Jeanne Wanner Muehlenthaler, Sharon B Myrvik, Karen Ann . . Minneapolis Minneapolis Luck, Wis Roseau , Milaca . . Bloomingion Minot, N. Dak . Minneapolis , Minneapolis Minneapolis Minneapolis Malia, Ill. , . Si. Paul . Benson cumberland, Wis . . St. Paul . Rockford, Ill. Nelson, Anne Moen ........ Hillsboro, N. D d . Nelson, Blair Russell ............... Lakeville Nelson, Jacqueline .................. Richfield Neseth, Carmen Lois .......-......... Kenyon Nor& Sandra Roth ..............., .. St. Paul N o m , Grant Marvin .......... Clayton, Wis. N o m l d , Douglas Berg ....... Wooduille, Wis. Nygaard, Marie T. ......... Columbia Heights Oelschlager, Karen .............. Wanamingo Oguamanam, Cletus Onyeama ... Abba, Nigeria Olson, Gracia Naorni ............. Robbinsdale Olson, Joseph Andrew ............ Minneapolis Olson, Larry Howard ........... Granite Falls Olson, Mary Ann ...............Minneapolis Olson, Sanfred N . .................. Roseville Ostby, John Leonard ............ Minneapolis Ostenson, Karen L. ................. Dennison Palmgren, P a ~ c i aClaire ............ St. Cloud Paulson, Dennis Edward ............ Clitherall Pautz, Lynn Eagen . . . . . . . . . . . . . .Minneapolis Pearson, Wayne Kenneth . . . . Brooklyn Pmk Persons, Warren Lee - . . - . . . . . . . Minneapolis Peterson, Darrel A. .................. Fmwell Peterson, Janice L. ............. Minneapolis Peterson, Ronald David .............. Cosmos Petzke, Bonita Kae .................. W i l l m r Pierson, Diana L. ............... Minneapolis Pinke, Paul August ................ Hustings Podas, Gary Charles ........... Minneapolis Poeschel, Richard Albert ............ Ezcelsior Popp, Kathleen Ann ............... Hutchinson Prokofieff, Philip E. . . . . . . . . . . Minneapolis Quam, Marilyn A. ................. Kenyon Ree, James R. ................St. Louis Pmk Rejff, Paul G. ................... Si. Paul Reiman, Dennis B. .................Princeton Rindal, Terence W . ................. St, Paul Ring, Vernice . . . . . . . . . . . . . . . Wanamingo Robbins, Richard Raymond . . . . . . Minneapolis Ronning, Donald David . . . - . . . .Fmgo, N. Dak. Ronning Sharon Bjugstad ........ Barron, Wis. Rosenquist, A d e l i e E. ........... Alezandria Rossing, Melvin 0. ...... Tulem, Madagascar Rosvold, L , Beverly ............... Cottonwood Rued, Mary Margaret . . , ....... Minneapolis Rykken, Dennis Neal . . . . . . . . . . . . . W i l l m m Minneapolis Sandau, Ivan D. ................. Minneapolis Sandin, Shirley Ann . . . . . . ., .......... Minneapolis Sather, Bonnie Louise Sawai, Noboru ................. Minneapolis Sawyer, Carol Ann ...... Newman Grove, Neb. Scharmer, Bonita Boll . .,............ Winona Schulz, Niles R. . . . . . . . ., ........ Zumbrota Schumann, Carolyn A. ............ Long Lake Scot% Michael David ............ Beloit, Wis. Senn, James A. ........ , ........... Hopkim Severson, Roland 0. . . . . . Blanchardville, W i s Sexton, Lela M. ................. Chicago, Ill. Shaleen, Esther A. ................ Richfield Shores, Stanley Bernard ............. W i l l m m Sigurdson, Eunice E. . . . . . . . . .New Hope Simonson, Ronald Marvin . . . . . . . . . . .McGraih Sorenson, Richard Edward . . Eau Claire, Wis. Sprague, P a ~ c i aJean .... , , . . St. Louis Park Stavmu, Soterios G. .. Diorios, Kyrenia, Cyprus Stende, John R. . . . . . . . . . . . . . .Minneapolis Stenson, Charles 0. ............... Minneapolis Stensrud, Alan T. ............. Golden Valley Stivland, Rodney L. ................. Lowry Strand, Carol Ruth .. , ........ Silverton, Ore. Streufert, Paul R. ........... Columbia Heights Strom, Dale L. ................... Richfield Struve, James Kenneth .............. Rochester Sundberg, Lois E. .................... Fridky ... Thimsen, Marcia Ann ............ Minnetonko Thompson, Judy M . .............. Minneapolir ....... Badger Torrin, Darryl Douglas Arne1 Torstenson, Beth Marie . . . . . . . . . . . . . .Dawson Torstenson, Sylvia Steinbeck . . Lake Pmk, la. Wagner, Dean Eldon ......... Lake Mills, la. Wagner, Nicholas E. . . . . . . . . . . . . . .St. Paul Fmington Wall, Kathryn Elizabeth Wallen, Lynn Louise .............. Richfield Warzyniak, Robert W . ......... Lester Prairie Weimer, Martha E. . . . . . . . . . . . Minneapolis Westby, Steven Arnold ............ Robbinsdale Will, Connie D. Clarine ........ Wmrsau, Wis. Williams, Richard Keith ............ Austin Windingstad, Ronald M. . . . . . . . . . . . . Dawson Woida, Duane Arthur ......... Peshtigo, Wis. Woolson, Cynthia Lee .............. Hmings ........ Zimmerman, Paul Henry, Jr. ...... Zumbrota Zinn, Richard Carlton ............... St. Paul GRADUATES, 1967 (through August 31) Aas, John Edward ........... Pelican Rapidr Adams, Marcia Louise ............ Minneapolis Albaugh. Marilyn Rae ............... Aurora Anderson. Barbara J. . . . . . . . . . . . . . . . .Osakis Anderson, Bruce Edward .-........ Eagle Bend Anderson, Joyce Ardell . . . . . . . . . . . .Austin Anderson, Patricia P. . . . . . . . . . . . Smgeant Andreason, Shirley M. .......... Minneapolis Arends, Ardell Martha . . . . . . . . . . Wubasso Asp, Julie Ann . . . . . . . . . . . . . . . . . Peterson Asper, Victoria Sharon . . . . . . Frederick. Wis. Axberg, Robert Atle . . . . . . . . . . .Minneapolis Bnrnaal. Lnis b . . . . . . . . . . . . . . Smwd N w j Rarsners. .bite > M e . . . . . . . . . . . . . 1J'a~wm BaidL;lld.~.Szndm Jcm . . . . . . . . . . . . . W n l m Bntnldm, S!eph.cn Kolmer . . . . . . . FfinnicpoEis Ecouclair ir.Sil&~l 31, . New Roclford. iV Dak. Ecnsorr. I7n:lcr; R . . . . . . . . . . Rw,kl?-rr Crnlrr ............... d i i w o ~ a n e ~ Carol . >J+k Bdhk@.c,Iuel Lce . . . . . . . . . . . . . C m o n Fdh Hnlllt M u i l ~ pfmn ............. H u f c k i m n Bp[Imnn. L.4. ............... ?rlimnpolis Born-ic!c S k v m i7. . . . . . . . . . . . . . RndcIif!~.Ic. Brdtsch Keith nirhml . . . . . . . . . . . . . .%+n~ilk &ewerh Chstanm T. Elizabeth ...... S!. PR::~ Burke, Ronald C. . . . . . . . . Minneapolis Chilgren, Donald L. ....... St. Anthony Village Christianson, Donna Dean . . . Wolf Point, Mont. Cina, Stephen Alan ................ Richfield Clawson, John T . ............... Bloomington Cooper, Grant William ........... Minneapolis Dahlquisf Kathleen . . . . . . . Minneapolis Danielson, Thad Carl ..........Amarillo, Tezas Deden, Ruth Ann ............... Zumbrota Doering, Sandra Lee ............. Robbinsdale Dolan, Mary Margie . . . . . . . . . . . . . . H a m 1 Donald, William Paul ............ Minneapo1i.i Dunham, Loren J. . . . . . . . . . Minneapolis Enlund. Marian I ................. Richfield Enstad, John C. ......... , ...........-. Revere Erickson, C o ~ o eLeRq. . . . . . Cannon Falls Erickson, Douglas R. . . . . . . . . . .Seattle, Wash. Erickson. Elaine Marie . . . . . . . Minneapolis Erickson. Steven I. ................. Cambridge Evenson, Larry Kent . . . . . . . . . . .Hamka . . . - . . . . . . . . . . Dululh Feddick, Kathleen A. . . . . . . . Ceylon Fenrich, Robert C. ...... . . . . . . . Milaca Feryson, Ronald Morris Filreis, Lucille Randall ................ Edina Fischer, Janet Susan ............ Buffalo Lake Forseth, Stephen W . . . . . . . . . . . Minneapolis Frovik, Terry James . . . . . . . . . . Minneapolis Gaard, Marilyn Kay . . . . . - . Boyceville, Wis. Geisness, Carmolita K. . . . . . . . . . . . . Alerandria Gerschwitz, Paul Roy . Streaky Bay, S. Australia . . . - . . . .Minneapolis Gierke, Alan Raymond Gisselquist, Kathleen Margaret Kraft Minneapolis Gisselquisf Rebecca Joan ...... Sioux City, l a Gjerde, Ruth Ann . . . . . . . . . Miles City, Mont. Goldenman, Dennis Alan ......... Zimmerman Gosewisch, Lorraine J. ........... Racine, Wis. Gronberg, Sharon Merle Hendrickson . -Id Groth, Fredric Ivan &hu Grover, John Robert ............. Rock&, Gundale, John David $4 h k wk Gunderson, Barry L. &&ttm Gunderson, Karen Mildred , Wash. Hamen, Bruce Lyle Hansen, Lee Anne W i b Haugen, David Allen M q > Hedquist, Willard A. &W Heitman, Sharon Kathleen ...... South St. Paul Heleesen, Rebecca L j n n .. , ......... Burnsville Helgesen, Sonja Jean Minnetonka Robbinsd.de Helskom, Gary K. .....:.......... Hetland, Duane Gordon Radcliffe, Highum, Gayle Elaine RILEhford ................... :....... Fa .......... ... .............. .................. ............. ................ ............ .a.4..... .-..........-.. ...'.....'lory Zumbrota Ia ................. Hirdman, Hoeft, Ardis Freda Hoffman, Sheldon Minneapolis Hofteig, John Haldor ............. , ... Mound Hokamon, Dale H. ............... Minneapolis Hosman, Robert Mur, , , Oak Lawn, 111. Hoveland, Dawn Diane .............. St. Paul Huber, Ronald R. ............... Montgomery Hueoson. Eueene Leiehton ......... Easi Chain Huseby, Rebecca Ann ............. Albert Lea Jacobson, Carol Beske ................ Atwater Jacobson, Karen Lee ................. Hawick Jensen, Cheryl Marie ............... St. Paul Johnson. Bonita Phyllis ........... Minneapolis Johnson. Dale I. ................. Rockford, Ill. Johnson, Kaylene Ruth New Richmond, Wis. Johnson, Lance S. ............... ,. .. S t Paul Johnson, Peter N. ... Tananariue, Malagmy Rep. Jorgensen, Michael Theodore ...... Minnetonka Kivi, Eileen Emch ................... Glenme Klune, John Gradie ...... .; ...... Minneapolis Knutson, David Walter ............... St. Paul Lamprccht, Gloria Dianne ........... Wabasso Lanes, Mary Lou ................ Montevideo Lang, Donald George ............. Lamberton Larsen, Frederic Clinton Culbertson, Mont. Larson, Karen A. Virginia ,. Climas Larson. Linda Rae Lechnyr, Patricia Ann ............ Minneapolis Lee, Robert Lloyd Wells, Mich. Leschensky, James E. ................... Edina Lewis, Janice Joan Coon Rapids Lewis. John Carl ............... Minneapolis Lewis, Pichard John Coon Rapids Liebers, Myma Gail .... , ........ Wmerly, la. Lier, Peter C. ................... Minneapolis Lillquist. George E., Jr. ... Spring Lake Park Lindekugel, Sandra Pleis ......... Lake Crsytal Lindell. Jamcs Gerald. Jr. ...... South St. Paul Lohn, ~ a r y~ o w a r d ............... ' Hayfield Dell Rapih, S, Dak. Loken, Ruth Mae Lyons, Kenneth Russell .......Columbia Heights ............ ..,. ... .... .................... ........... ....... ............... ............... ............. ......... Madsen, Janet Marie .................. Canby Minneapolis Magnuson, Stanley Richard Mattson, Carol Jayne ...............Lakeuille Madison, Wis. McKnight, Marilyn S. ............ Osseo Menzel, Lawrence H. .... , Zimmerman Meyer, Marlys Bertha Michaelsen, Jennifer Else ......... Minneapolis Eden, S. Dak. Miller, Dennis D. Moe, Eleanor Solveig ............. Viroquq Wis. Moore, Susan Diane Christianson ... Minneapolis Willmar Mork, Carol J. ..................... Munderovski, Roy Vitauts ........... Owdonna Munson, Diane Shirley ........... Robbimdale ....... ......... ............ ............... St. Paul Nelsen, Kay Eileen .................. Nelson, Linda Louise ............ Barron, Wis. Nelson, Paulette ....................... Spicer Mirznegpolis Nelson, Philip John ...........:.. Nelson, Susan Ann ............. Spooner, Wis. Nerdrum, Carol Joan ............ Stanley, Wis. Niles, Richard Allen .................. Hopkins Nordin, Marion Eileen Rudser ... Golden Valley Nyquist. Joel Victor .................. Cokato Columbia Heights Ocel, Roger ................. .................Ocomo, Wis. .................. Roseuille ............... Spring Valley Olsen, Myron Lee Omundson, L. Jean Overholt, Suzanne Ozbolt, Anthony C. .......... Kansas City, Mo. Pederson, Thomas Calvin Stmbuck Persson, Maxine Marie ........... Minneapolis Petersen, Cheryl Christine Robbinsdale Peterson, Daniel Lean Jackson Peterson, Donovan David ......... Minneapolis Peterson. Gerald B. ............... Minneapolis Peterson, Kenneth R. Minneapolis Peterson, Ronald Steven Vincent Minneapolis Pimnan. William V.. Jr. ............... Anoka Pudas, Grant Peter ............... Minneapolis ............. ......... ................ ............ ... ............ Minneapolis Rakow, Dorm Edward Ramnarine, David James CFlmcron .... Skeldoa Guyana Refsal, Harley J. .................... H o f f m n Reiff. Jamcs E. St. Paul Frank ............ *M Rice' Linda Jane ................. Roe. Janice Elaine . . - - . .* - - - FQ+E?,N. D+ ....................... - Ruona' RUpp' Emma - *-*' ............ .. ' '.... ' ' ....' ..a P~ Ann .......... trr(?maca* M i h Sackreiter. Dennis Arthur Sahl, Thomas James ............. Salo. Susan Sandbo, Mark R. ............... Minneapolis Sather. Sylvia Carolyn ............ Minneapolis Schlachtcnhaufen, Salame Ann . . Dcs Moines, la. Scholla, Muriel Berg .............. Bird Island Forest Lake Schrocder. Marian Ethel Scbultz, Michael Louis .......... Lester Prairie Lester Prairie Schwartz, John Norman Selstad. John Leslie ............ Minneapolis Nmhua, N. Hump. Senner. Priscilla Ruth Scttcrholm, Richard Dale ...... Brooklyn Center Sjerslee. Sallic Stephenson ......... Minneapolis Sjogren, David August ...... , .......... Hector Skottegaard, Robert Charles ....... Minneapolis Slavik, Robert Alan .............. Minneapolis Sletten, Jerilyn Kay ............. Barron. Wis. Smith, Paul D. .............. , .. Seattle, Wash. Snyder, Thomas Stanley ......... Minneapolis Sorenson, John Arthur ............ Minneapolis Sparks, Carol1 ................... Minneapolis Stensvaag. Ruth Ingrid ........... Minneapolis Glencoe Stradtmann, Phyllis Ann Strornmen, Mary Ellen ......... Rockford, 111. Stromsmoe, Gail Marie ...... Thief River Falls ... Minneapolis Sulzbach, Ann E. ......... , Suomela, Adele Joan Hermes ...... Minneapolis Swanson, Karen Dahlin .......... Minneapolis Swenson, Joan A. Alden Minneapolis Minnea~olis Syl~.ester,David Ernest RUUd' .............. "X ........................... ........... ......... ...... ............. .......... ........... ............ Teige, M. Philip Wateruille, Maim Tesdell, Darlene Joyce ............. Slafer, In. Thiesfeld, Susan Paulette ............. Glencoe Thompson, Robert Nathen Lake Lillian Tibbitr, Lorene Monmn ............... Canby Tinseth, Phyllis Dianna ............. Willmar Center City Titmd, Mark .................... True, David Jon ............. Columbia Heights ........ Utgaard, Stuart Brady Vaagenes, Bonnie Bicri ..... Star Prm'rie. .............. St. Wis. Paul Walen, Barbara E. ............... Minneapolis Wall, Geraldine Neff ............ Minneapolis Warner, Ronald Dean ....... Granduiew, Wash. Wcsley, Lynn Carol ................. St. Paul Westenno. Mary Ellen ........... Minneapolis White, Clyde Edward ............ Minneapolis Wilfrid, Luther Jon ............. Minneapolis Wilson: Carolyn Jean ............... Hayfield Woida, Karen Leslic Horton ......... St. Paul Wold, Philip Arlen ...........S i o u City, la. Wood, Virginia Joanne ......... New Brighton Wyckoff. Madeleine Jeanne . . Colun~biaHeights Youngquist, Michael William Richfield Yue, Samuel Ka-Sheng ............ Hong Kong Yuzer, Barbara Ann Wood Lake ....... .............. . Graduates - 1870-1965 ................................ 3496 OF Graduates - 1966 ..................................... 247 GRADUATES Total ................................................ 3743 SUMMARY ENROLLMENT SUMMARY AUGSBURG COLLEGE, 1966-67 Class Senior ..... Junior .... Sophomore Freshman . Special .... Nurse (D. H.) Nurse (F. H.) Nurse (M. H.) Nurse (S. H.) Total ..... First Term Men Women Total Second Term Men Women Total Thii Term Men Women Total 98 158 218 242 31 95 156 211 232 28 91 154 205 254 28 747 112 149 204 255 26 35 210 307 422 497 57 35 44 44 44 44 79 948 79 1695 98 150 199 254 25 34 40 41 75 916 193 306 410 486 53 34 40 41 75 1638 732 92 150 198 259 24 34 35 41 75 908 183 304 403 513 52 34 35 41 75 1640 TOTAL ACADFJMIC YEAR Class Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Junior ................................... Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Freshman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse @. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse (F. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse (M. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nurse (S. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total .................................... Men Women 105 162 222 256 35 114 157 207 262 31 35 44 44 79 973 780 Total 219 319 429 518 66 35 44 44 79 1753 TOTAL STUDENT ENROLLMENT, 196G1967 Men Students ......................................... 780 Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 973 Total ..................................................1753 'DEX Academic Administration . . . Accounts. Payment of . . . . . Accreditation . . . . . . . . . . . . . Administration . . . . . . . . 41. Admission . . . . . . . . . . . . . . . Advanced Placement . . . . . . . Advanced Standing . . . . . . . . Affiliation . . . . . . . . . . . . . 2. Aims and Obiectives . . . . . . American Studies . . . . . 50. Archives. The . . . . . . . . . . Art. Department of . . . . . 51. Athletics . . . . . . . . . . . . . . . Attendance. Class . . . . . . . . . Awards . . . . . . . . . . . . . . . . . . 41 13 2 128 22 23 23 102 7 108 9 108 32 46 34 Biology. Department of . . 54. Board. Cost of . . . . . . . . . . . . Board of Regents . . . . . . . . . Buildings . . . . . . . . . . . . . . . . . Business Administration . 57. Business Education . . . . . 59. 109 12 126 8 110 111 Calendar . . . . . . . . . . . . . . . 4. 5 Campus Life . . . . . . . . . . . . . 24 Cancellation . . . . . . . . . . . . . . 45 Chapel Service. The . . . . . . . . 24 Chemistry . . . . . . . . . . . . 60. 111 Classical Languages . . . . . . . . 62 Classification of Students . . . 45 Clubs . . . . . . . . . . . . . . . . . . . 30 Coaching Endorsement . . . . . 72 Co-curricular Program . . . . . 29 College Center . . . . . . . . . . . . 9 Committees of the Faculty . . 130 Comprehensive Examinations 47 Computer Science . . . . . . . . . 77 Conditions . . . . . . . . . . . . . . . 43 Convocation . . . . . . . . . . . . . . 26 Corrective Therapy . . . . . . . . 97 12 Costs . . . . . . . . . . . . . . . . . . . . 36 Counseling . . . . . . . . . . . . . . . Courses of Study . . . . . . . . 48 C d i t s . . . . . . . . . . . . . . . . . . 48 Curriculums . . . . . . . . . . . . . . 108 American Studies . . . . . . . . 108 Art . . . . . . . . . . . . . . . . . . . 108 Biology . . . . . . . . . . . . . . . . 109 Business Administration . . 110 Business Education . . . . . . . 111 Chemistry . . . . . . . . . . . . . . 111 Dentistry . . . . . . . . . . . . . . . 111 Economics . . . . . . . . . . . . . . 112 Elementary Education . . . 112 Engineering . . . . . . . . . . . . 114 English . . . . . . . . . . . . . . . . 114 French . . . . . . . . . . . . . . . . 115 General Liberal Arts . . . . . 108 German . . . . . . . . . . . . . . . 115 Greek . . . . . . . . . . . . . . . . . 115 Health and Physical Ed. . . 115 High School Teaching . . . . 113 History . . . . . . . . . . . . . . . . 116 Mathematics . . . . . . . . . . . . 117 Medical Technology . . . . . . 118 Medicine . . . . . . . . . . . . . . . 118 Ministry . . . . . . . . . . . . . . . 123 Music . . . . . . . . . . . . . . . . . 119 Natural Science . . . . . . . . . 120 Philosophy . . . . . . . . . . . . . 120 Physics . . . . . . . . . . . . . . . . 120 Political Science . . . . . . . . . 121 Pre-Law . . . . . . . . . . . . . . . 117 Psychology . . . . . . . . . . . . 121 Religion . . . . . . . . . . . . . . . 122 Scandinavian . . . . . . . . . . . 122 Sectetarial Work . . . . . . . 122 Seminary . . . . . . . . . . . . . . 123 Social Science . . . . . . . . . . 123 Sociology . . . . . . . . . . . . . . 124 Spanish . . . . . . . . . . . . . . . . 115 Speech . . . . . . . . . . . . . . . . 124 Degree . . . . . . . . . . . . . . . . . . Dentistry. Pre-Dental Courses Discipline . . . . . . . . . . . . . . . . Distinction. Degree with . . . . . Divisional Organization . . . . Dramatics . . . . . . . . . . . 30. 41 111 24 Economics . . . . . . . . . . . . . . . . Education. Department of . . . Education. Elementary . . 65. Education. Secondary . . 66. Electives . . . . . . . . . . . . . . . . . Eligibility Requirements . . . . . Employment . . . . . . . . . . . . . . Engineering. Pre-Engineering Course . . . . . . . . . . . . . . . . English. Department of . 68. Enrollment . . . . . . . . . . . . . . . Entrance Requirements . . . . . Examinations . . . . . . . . . . . . . Expenses . . . . . . . . . . . . . . . . . 112 58 112 113 42 34 20 43 48 100 114 114 146 22 47 12 Faculty. The . . . . . . . . . . . . . . 132 Fees . . . . . . . . . . . . . . . . . . . . 12 Financial Assistance . . . . . . . 14 Financial Information . . . . . . 12 Fine Arts . . . . . . . . . . . . . 52, 85 Food Service . . . . . . . . . . . . . 38 French . . . . . . . . . . . . . . 78, 115 General Education Requirements . . . . . . . . General Information . . . . Geography . . . . . . . . . . . German . . . . . . . . . . . . . Grade Values . . . . . . . . . Graduates . . . . . . . . . . . . Graduates (1870-1 966). Summary of . . . . . . . . Graduation Requirements Greek . . . . . . . . . . . . . Health and Physical Ed. . 72. Health Service . . . . . . . . . . . High School Teaching Curriculum . . . . . . . . . . . . Historical Sketch . . . . . . . . . . History . . . . . . . . . . . . . . . 34. Honors . . . . . . . . . . . 34. 43. Hospital Affiliation . . . . . . . . . Housing . . . . . . . . . . . . . . . . . Humanities. Division of the . . Natural Sciences and Mathematics. Division of . . . . . . . . . . . . . 48 North-South Student Exchange Program . . . . . . . . . . . . . . . 104 Norwegian . . . . . . . . . . . . . . . 80 Numbering of Courses . . . . . . 48 Nursing. Affiliation with Schools of . . . . . . . . . . . . . 102 115 37 113 7 116 103 102 38 48 Incompletes . . . . . . . . . . . . . . 43 Intercollegiate Athlfetics. Purpose and Philosophy of . . . . . . . 32 Journalism . . . . . . . . . . . . . . . 69 Junior Year Abroad . . . . . . . . 103 Laboratories. Natural Science 10 Latin . . . . . . . . . . . . . . . . . . . . . . 64 Liberal Arts Curriculum . . . . . 108 Library . . . . . . . . . . . . . . . . . . 10 Library Science . . . . . . . . . . . 67 Loan Funds . . . . . . . . . . . . . 14 Location . . . . . . . . . . . . . . . . 2. 3 Majors . . . . . . . . . . . . . . . . . . Mathematics . . . . . . . . . . 76. Medical Technology . . . 103. Medicine. Pre-Medic Courses Membership in Educational 2 Associations . . . . . . . . . . . . Metropolitan Opportunities . 27 Ministry. Preparation for the 123 Minors . . . . . . . . . . . . . . . . . . . 42 Modern Languages. Department of . . . . . . . . . . 77 Music. Departmtent of . . 83. 119 Music Fees . . . . . . . . . . . . . . . 13 Musical Organizations . . . 31. 86 42 117 118 118 Objectives and Aims ...... 7 Orientation . . . . . . . . . . . . . . . 38 Pass/No Credit Grading System . . . . . . . . . . . . . . . . 105 Payment of Accounts . . . . . . . 13 Personnel Services. Student . . 35 Philosophy. Department of 87. 120 Physical Education . . . . . 32. 72 Physical Plant . . . . . . . . . . . . 8 Physics. Department of . . 90. 120 Placement Service for Graduates . . . . . . . . . . . . . 39 Plant. The Physical . . . . . . . . 8 Political Science . . . . . . 92. 121 Pre-Law . . . . . . . . . . . . . . . . . 117 Pre-Seminary Curriculum . . . 123 President's Board of Advisors 129 Probation . . . . . . . . . . . . . . . . 45 Psychology. Department of . . . . . . 94. 121 Publications . . . . . . . . . . . . . . 29 Records . . . . . . . . . . . . . . . . . . 37 Recreatio'n . . . . . . . . . . . . . 24. 32 Refunds . . . . . . . . . . . . . . . . . . 13 Regents. Board of . . . . . . . . 126 Registration . . . . . . . . . . . . . . 44 Registration. Change of . . . . . 45 Religion and Philosophy. Division of . . . . . . . . . . . . . 50 Religion, Deparhnent of . 95, 122 Religious Activities . . . . . . . . . 24 Repeating Courses . . . . . . . . . 43 Requirements, Graduation . . . 41 Room Costs . . . . . . . . . . . . . . 12 Scandinavian Studies . . . 80, 122 Scholarships . . . . . . . . . . . . . . 14 Sec~tarialCourses . . . . 59, 122 Seminary . . . . . . . . . . . . . . . . 123 Social and Recreational Activities . . . . . . . . . . . . . . . 26 Social Sciences, Division of the 50 Social Sciences . . . . . . . . . . . 123 Sociology, Deparhnent of 97, 124 SPAN . . . . . . . . . . . . . . . . . . . 103 Spanish . . . . . . . . . . . . . . 82, 115 Special Programs of Study . . 102 Speech, Department of . 100, 124 Student Activities, Coordinution of . . . . . . . . . 39 Student Government . . . . . 27 Student Personnel Services . . 35 9 Studio Building . . . . . . . . . . . . Summer School . . . . . . . . . . . . 106 Suspension of Students . . . 24, 45 Symbols . . . . . . . . . . . . . . . . . 48 Teacher's Certificate . . 64, 113 Transfer and Advanced Standing . . . . . . . . . . . . . . 23 Tuition and Fees . . . . . 12 University Courses . . . . . . . . . Upper Division Requirements 47 41
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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.) Feminism and Christianity This course will consider the centralideas of Christianityand feminism and how they might be compatible. Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure and relationships. Attention to the variety of interpretationsgiven the person of Jesus, includingthe "quest for the historical Jesus." Theology of Paul A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings. The Message of the Old Testament The various types of Old Testament literature.The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. Judaism A survey of the history of Judaism from the end of the Old Testament period to modern times, with emphasis placed upon the religious development. A special interest in such modern Jewish thinkers as Buber and Heschel. The Jewish Chatauqua Sodety annually makes a grant to Augsburg College in partial support of this course in Judaism offered in the Religion Department. Contemporary Theology An introductionto some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian Church. Christian Ethics The bases of Christian social responsibility, in terms of theological and sociologicaldynamics. Emphasis on developing a c o m c t i v e perspective for critical reflection upon moral action. Psychology of Rellglon and Theology A study of current psychological views of religion in the context of the view of human nature. Special attention will be given traditional -tian to the classics in the field by Freud, Jung and William James, and to those Christian theologians who have been influenced by them. Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. Independent Study Limited to students who are Religion majors and satisfy Departmental guidelines. Scandinavian Ama Studies is an interdiscipharyprogram drawing on the combined resourcesof the A C E and the ScandinavianCenter at Augsburg College. An expansion of the curriculum is underway, with plans to introduce new COW in Scandinavian design, political science,social work, history and geography beginning in the 1992-'93 academic year. Major: Eight Upper Division courses. Minor: Four Upper Division courses. Note: At least four of the Upper Division courses required for the mapr must come from the list below. The remainder may be transferred to Augsburg and included in the mapr on approval of the program adviser. Students graduating with a mapr or minor must also present the equivalent of intermediate level competence in a Scandinavianlanguage. See Norwegian course listings under the Foreign Language Department. Recommended supporting preparation: Study in Scandinavia (see Metro-Urban Studies, SUST), and elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, internationalrelations, sociology or socialwork Frankie Shackelford, Advisor 330 Contemporary Scandinavia A broad survey of Scandinavian culture with special emphasis on conditions and developments in the 20th Century.Knowledge of Scandinavian language desirable but not required. (Ondemand) 351 The Modern Scandinavian Novel Ledures provide a survey of the Scandinaviannovel. Class discussion based on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, PZr Lagerkvist, Knut Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written work in a Scandinavianlanguage. (On demand) 352 The Modern Scandinavian Drama Readings include dramatic works by Ibsen, Bpmson, Strindberg, Lagerkvist, Munk and other 20th Century dramatists. Lectures provide a survey of Scandinaviandrama with emphasis on Ibsen and Strindberg. Knowledge of a Scandinavianlanguage desirable. Language maprs and minors will be required to do assigned readings and written work in a Scandinavianlanguage. (On demand) 364 Scandinavian Immigrant Church History (See Department of Religion.) 372 Norwegian Language and Culture (See Metro-Urban Studies, SUST.) 3T7 Scandinavia in the World (See Metro-Urban Studies, SUST.) 382 Scandinavian Arts (See Department of Art.) 393 Norwegian Art and Literature: Perspectiveson Social Change (See Metro-Urban Studies, SUST.) 394 Urbanizationand Development in Scandinavia (See Metro-Urban Studies, SUST.) 499 Independent Study In consultationwith a faculty member, student selects a specific topic for study. A student may not list a double major in Social Science ahd in one of the component disciplinesunless the distribution selected in the Social Science major is significantly different from the other major. Khin Khin Jensen, Coordinator Non-WesternMajor: 14 courses: HIS 104; one social science methodology course (ECO 279, PSY 264, SOC 362 or 365); and 12 courses in at least four disciplines from the following: ECO 112,258; HIS 103,322,323,324,440,474; POL 351,363,382,461; PHI 355; REL 356; SOC 336; seminars, Independent Study or Interim courses on relevant topics in history and/or political science The student planning to fuJfiU this social science major should consult the Chairperson of the Department of History in choosing a major adviser. Studentspreparing to teach social studieson the high &ool lwel must complete, in addition to the professional requirementsto be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. 1 JerryGerasimo, Coordinator Social StudiesTeaching Licensure:Seven courses (ECO 112 or 113, geography, HIS 222, POL 158, PSY 105, SOC 121 and 336) plus a major in one of five fields economics, history, political science,psychology or sociology. Geology and anthropology are also acceptablefields, although they are not offered as majors on the Augsburg campus. Students consideringa career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. SOCIALWORKDEPARTMEW (SWK) The SocialWork mapr prepares graduates for entry-level professional practice in the field of human services. The program is accredited by the Council on Social Work Education and leads to a Bachelor of Science degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, communities and to develop and analyze social policy. Several courses within the program utilize a student empowerment model for teaching and learning. Augsburg's social work mapr also provides a strong foundation for graduate studies in a variety of fields.Augsburg also offers a full-time Master of Social Work d e p e on a weekend schedule. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is an ideal foundation for socialwork education. As Sir Richard Livingston has said, "A technician is a person who knows everytlung there is to know about his/her p b except its ultimate purpose and social consequence." Effective .socialworkers should not be technicians. Augsburg social work graduates are entry level professionals. Augsburg College's motto, "Education for Service," exemplifies the philosophy of the SocialWork Department. Unique learning opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance of its social services. The Twin Cities, as the hub for these services, provides both a plethora of field placements for social work students and external experts for the classroom The ethnic and economic diversity present in this metropolitan area provides opportunities for socialwork students to learn to understand, appreciate, respect and work with people different from themselves and to be enriched by this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. Appropriately, social work students have been involved in a wide variety of community service efforts including helping to develop the LINK program on campus, mobilizing studentsto assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Welfare minor and electives in the Department allow students to support another major while gaining knowledge about human needs and growth, human services and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about public issues and develop and nurture a perspective that sees the central importance of diversity to the social fabric of this country. But beyond knowledge, students are encouraged to use their talents and skills to address the needs of society in the interest of the public good. Social Work Faculty:Mary Lou Williams (Chairpenon), Maria Brown, Francine Chakolis, Edwina Hertzberg, Rosemary Link, Vincent Peters, Edward Skarnolis Major: 11core program courses: 361,363,364,461,462,463,465,466,467,469, and SOC 365; and eight supportingprogram courses: 257,260; BIO 101; PSY 105; SOC 121,231,265,375. (The Sociology sequence constitutes a minor in that discipline.) A minimum grade of 2.0 is required for each course in the core program and a 2.0 average is required in the supporting program. Concentration: Concentration in aging, chemical dependency, crime and corrections, social ministries, and youth are possible. Concentration consists of courses descriptive of functional, dysfunctional and programmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy: Social Work maprs must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion of all core and supportingprogram courses below the 400 level is necessary for candidacyreview. SocialWelfare Minor: Six courses, including 257 (or approved alternative), 361, 463; 260 or SOC 375; SOC 265; and one of 465, POL 121,158,325. School SocialWork Certification:State Department of Education-required Human Relations Certification for school social work is available through successful completion of EDS 388 plus a senior year field placement in a school setting. 1 Elective Courses Open to All Students: 230 Global Peace and Social Development This course offers a framework of non-violent social change and develop ment in the global context. It also identifes the focus of Social Work in addition to the many other disciplines which are vital to fosteringpeace, development and enhancement of a better quality of life for all human kind. The dynamics of peace and dwelopment are speafically drawn from the Social Work point of view with an overview of the socio-political, cultural, geographical, economic, religious and scientific facets of peace and how peace (or absence of peace) affects development and change. This is presented in the form of dialogue on current and future issues such as people-centered development, socialjustice, resource allocation, environmental depletion, and the women's movement in relation to peace concerns. This course also explores the non-violent alternativesto the current global arms build-up which is a contributing force in world-wide problems such as hunger, poverty, environmentalproblems, and the oppression of powerless and disenfranchised segments of society and/or racially segregated communities. 257 Exploring Human Services Experiential learning occurs as studentsvolunteer 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 opportunityto interact with human service professionals, clients and communities of diverse culture/ ethnic heritage and special concerns (age, socioeconomicstatus, 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 dwoted to discussions which assist students in integrating agency experiencesand 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 structure 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". 260 Humans Developing This course provides the knowledge basic to an understanding of human growth through the life cycle and of the interplay of sociocultural, biological and psychological factors which 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 "sustaining environment" and other special stresses relevant to growth. Growth related to populations and groups which represent ethnic and/or Westyle diversity is also a focus. Students will gain selfunderstandingthrough use of their own experiences. 299 Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: 257 and consent of instructor) 340 Policies, Program and Skills for the Aging This course includes the study of the impact of socialpolicy on the older population, the older population's impact on social policy, services planned to address needs of older population and skills needed to work with this population. Class conducted in senior citizen residence. (Prereq.: sophomore standing or consent of instructor) 361 Soclal Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of professionals and client groups. The major assumptions and social movements which have contributed to the charitable and governmental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.: junior standing or consent of instructor.) 399 Internship* Provides field learning experience for the non-major and supplementsthe required field work of majors (Prereq.: consent of instructor) 463 Community Development and Organization Locality development and socialchange through community organization, social planning and social action. Emphasis on: 1)s w e y of historical fonns of community organization and social change, 2) understanding the theories, basic issues, and strategies relevant to socialprotest and change, 3) examination of the role of staff and of the functions and interrelationships of community organizations, and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: senior standing or consent of instructor) 465 Social Policy: Analysis and Development Includes the study of theories of social policy formulation and methods of analysis associated with needs and services, and analysis of the impact of policy on social work practice. Development and implementation will be viewed firsthand through work with a public policy agency or official. Readings and analytical paper integrate class concepts with practical experience. (Prereq.: 361,463 and senior standing or consent of instructor) 468 Speclal Topics (1 R to 1 course) Current issues in social work theory or practice. To be announced. (Prereq.: consent of instructor. Offered periodically in Interim.) 498 Independent Study Metropolitan Resources An independentlydesigned course which 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.: 257 and consent of instructor) - 499 Independent Study Student must present a written proposal containing rationale, o b ' j v e s and methodology of the proposed study according to Department guidelines. (Prereq.:257 and consent of instructor) *Canbe takenin coordination with Cooperatize Education, which may provide payment for work in fieldsites. Courses Reserved for Social Work Majors Only 363 Methods and Skills of Social Work Basic features of the helping process, theoretical foundations, principles and techniques of social work interventivemethods and practical experience necessary for social work pradice with individuals and small groups with a diversity of professionals and client groups; dwelopment of the student's repertoire of relationshipbuilding skills. L,ecture discussion sessions and/or laboratory exercises each week (Prereq.: 361, junior standing) 364 Field Work I* Beginning supervised professional experiencein a social work agency which focuses on interviewing experience and relationshipbuilding. Ten hours per week, plus one small group supportive/discussion seminar per week. (Prereq.: 361, junior standing, concurrent with 363) 461 Advanced Methods and Skills in Social Work Enlargement and refinement of practice skills recognizing adaptationsof the problemsolving model to diverse populations through lecture, classroom exerciseand regular class work Enlargement of social group work skills, emphasis on developmentof generalist practice skills and eclectic approacheswith a focus on diversity of professionals and client populations. (Preq.: 2.0 GPA in 363 and in 364, candidacy status. Concurrent with 462) 462 Field Work II* Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. Ten hours per week, plus one supportive/ discussion seminar per week. (Prereq.: candidacy status; concurrent with 461) 466 Field Work 111 (1/2 or 1 course)' Continuation of 462 (1/2 course option during Interim. Prereq.: candidacy status, 2.0 GPA in 461,462,463) 467 The Soclal Worker as Professional Ethical practice, bureaucratic survival, professional p b attainment, affirmative action and sexual harassment issues, personnel policies and practices, organizationaltheory and resource development will be studied in the course.The field work practice becomes the laboratory for class exercises. (Prereq.: candidacy status, 2.0 GPA in 461,463) 469 Field Work IV' Continuation of 466. ( P r q . : candidacy status, 2.0 GPA in 466, concurrent with 467) *Can be faken in coordinationwith CoopcratizeEducation, which may pr& work in field sites. payment for Sociologyis a disciplined study of human social behavior. As a relatively young discipline, sociology provides yet another perspective on a theme which is common to many of the disciplines in a liberal arts curriculum, namely the theme that humans a w "social animals." Sociologyemphasizes the extent to which the human inclination to interact socially comes to exhibit r e g u l m patterns over time. These pattern together form a society or a social structure. Sociology seeks to understand these societal patterns. Sociologyalso seeks to understand patterns within the great variety of institutions that exist in a society. The SociologyDepartment at Augsburg is designed to help students think sociologically in terms of obtaining an understandingof society and developing skills in analyzing social institutions and patterns. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, Interim courses and field studies. The Department urges students to use Augsburg's urban setting as a laboratory for learning. A major in sociology can p-are one for a variety of Careers or for advanced professional studies. Cooperative Education and Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the personnel departmentsof both government and private corporations, in industrial relations work and in program evaluation Others have used their majors as preparation for advanced study in areas such as law, the ministry, social work and urban planning. The Department of Sociology welcomes students who, in their quest for a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-granted aspects of our world. SociologyFaculty:Diane Pike (Chairperson), Vern Bloom, JerryGerasimo, Gordon Nelson, Garry Hesser Major: 10 courses including 121,349,362, 363,375,485. Highly recommended: an internship, cooperativeeducation, independent study or Upper Division Interim course in sociology.This recommendation is made in the hope that the student will take advantage of the variety of learning models offered through the Department. Consult the Department Chairperson concerning areas of concentration Honors Major: The student must have a minimum GPA of 3.5 in the mapr and 3.0 overall. Application for honors in sociologycandidacy shall consist of submission of thesis proposal to the Department Chairperson before April 1 of the junior year. Candidacy is contingent upon Departmental approval of proposal by April 30 of the junior year. After acceptance as a candidate, the student will register for 499 to complete work on thesis. Honors in sociology willbe granted to a candidate who successfully defends the thesis before March 31 of the senior year and maintains the GPA through graduation. Minor: Five courses including 121and two Upper Division courses (i.e., 300 and above). 121 Introduction to Human Society Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality and social structure. Sociology is an essential tool for discoveringthe world and one's place in it. 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 sociology as a mapr and consider its career altematives. 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 registering with the Internship and Cooperative Education Office. 211 Human Community and the Modern Metropolis The cultural and structural dynamics of the modem world viewed from the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutionsand processes. 220 Sociology of Law This course examines the nature of law, its effect on society and the effect of society on it. From a sociologicalperspective, we will explore crosscultural notions of law, deterrence, the criminal justice system, the legal profession and corporate crime. The basic course format will be lecture and discussion based on the reading assignments. Evaluation is based on participation and two examinations. Students desiring Upper Division credit will be asked to write a paper on an assigned topic in addition to the exam. 231 Family Systems: A Cross-Cultural Perspective An examination of the famiiyas a social institution. The structures and processes within families are studied within their institutional and culturalcontexts. 265 Culture: Ethnicity, Gender and Race The dimensions of =cia1 and minority group relations. Mapr attention is focused upon prejudice, racism, and the role of self-understanding.P / N grading only) 273 Crime and Corrections This course includes an examination of corrections programs (prison, probation, treatment center, etc.) within the context of the American society and justice system. Attention is also given to theoretical formulations as to possible causes of criminal behavior and attempts at prevention and control. Field visit arranged to correctional facilities.) 299 Directed Study Independent Study for Lower Division students. Prereq.: 121and consent of instructor. ) 300,301,302,303,304 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests which are not satisfied by regular course offerings. (Prereq.: consent of instructor) 336 Introductionto Cultural Anthropology The concept of cultureexamined in anthropology and in the way we see and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," " c i v i l i i and "progress." The course will examine the person's relation to cultureand conduct an analysis of selected aspects of Western culture.(Prereq.: 121) 349 Complex Organizations Organizationsaffect almost everythingin contemporarylife. This course examines organizations as corporate actors, looking at the topics of culture,technology, structure and corporate deviance. (Prereq.: 121or permission of instructor) 360 Religion and Society An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society. (Prereq.: 121recommended) 362 Statistical Analysis The fundamentals of descriptiveand inferential statistics for the social sciences. Designed specifically for sociology and political science majors, but recommended for others needing a statistical background for social science quantitative analysis. (Prereq.: Group 111Math Placement Test. For maprs, to be taken preceding 363.) 363 Research Methods An introduction to the skills involved in research design and data analysis. The practice of social research is learned through class activities and individual projects. Focus on learning usable skills. To be taken immediately after 362.(Prereq.: 362 or consent of instructor) 365 Quantitative Analysis and Program Evaluation Overview of commonly-used research methods, especially experimental designs and applications to program evaluations. Consumer o v e ~ e w of methods of organizing, comparing and interpreting quantitative information. Use of data-processing equipment for statistical analysis. Designed for social work maprs. Not to be taken by sociology maprs. (Prereq.: Level 111 Math Placement Test) 375 Social Psychology An examination of the idea of "group," its relationship to individual behavior and society. An analysis of the ideas of "self" and "identitf' and what part they play in understanding interpersonal relations and human behavior. A sociological view of mental health. A look at the major assumptions and processes underlying our everyday l i f e a look at the trivial, the o r d i i and the taken-for-granted. "Symbolic interaction," an important orientation in social psychology, will be used as a way of dealing with the major issues in the course. (Prereq.: 121,junior or senior students only) 381 The City and Metro-Urban Planning The primary focus of the course is upon the major issues confrontingthe present and future metropolis. Particular emphasis will center on altemative theories and approachesto shaping the future metropolis. Current developmentsin the Twin Cities region will be compared and contrasted to urban and regional developments globally and nationally. Resources include extensive readings, simulations, films,outside speakers and field trips in a seminar format. (Prereq.: 121 or 211 or consent of instructor) 399 Internship A work-based learning experiencein which a student, faculty member and site s u p e ~ s odesign r a learning agreement which enables the student to explore sociology as a mapr and consider its career altematives. Participation in a concurrent seminaris expested. 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. (Prereq.: consent of instructor) 485 Modern Sociological Theory An examination of the major theoretical traditions withii sociology, tracing the course of their development in the 19th and 20th Centuries. (Prereq.: two courses in sociology including 121or consent of instructor) 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. lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultationwith and evaluated by a faculty member of the Department. (Prereq.: 121or 211 and consent of instructor) 499 lndependentStudy Student must present a written proposal containing rationale, objectives and methodology of the proposed study according to Department guidelines. (Prereq.: 121and consent of instructor) - Soviet and East European Studies is an ACTC pint major which seeks to give the student the broadest possible exposure to Russian and Soviet history, politics, literature, traditions and philosophy. The major is interdisciphary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is quired. This major is a good foundation for students preparing for careers in government, teaching internationalbusiness or law, espeaally when combined with a second major in a field such as business, economics, history, language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations. Magda Palmy-Zapp, Campus Coordinator Major: 11courses: four courses (two years) of basic college Russian (or equivalent competencies); two courses in Russian history; one course in Marxist theory; one course in Russian literature; one course in Soviet politics; two other courses from approved electives. Minor: Six courses: two courses (one year) of basic college Russian (or equivalent competencies); one course in Russian history; one course in Soviet politics; one coursein Marxist theory; one other course from the approved list of electives. East European ConcentrationMinor: Consult the Coodinatorform& information. Each student's major program must be approved by the Coordinator. Our quality of life, both personally and professionally, depends in large part upon the quality of our communication. A communication major at Augs burg is designed to enhance understandingof communication in a variety of contexts and to improve communicationskills. Since communication careers demand a broad educational background, the Department strongly encourages a second major or two minors in fields such as business, economics, Enghsh, history, international relations, political science, psychology, religion, social work or sociology. The Augsburg communicationmajor focuses on competencyin both speech and writing, as well as effective use of media. Since the study and practice of communication is grounded in both the humanities and the social sciences, majors are encouraged to include such related subjects as aesthetics, ethics, philosophy, logic, literature, statisticsand search methods in their p r e grams. All communicationmajors must complete a core p u p of eight required courses and participate in Augsburg's Interscholastic Forensics Program. In addition to these requirements, majors must complete a program of five electivesfrom one of three concentrations: general cornmunication studies, business communicationor mass communication. Majors in all three concentrations are strongly encouraged to include an intemship (SPC 399) as one of their electives. Prospective majors should meet with a Departmental Adviser as early as possible to design an a p proved major program, preferably by the end of the sophomore year. Speech, Communication and Theatre Arts Faculty: David Lapakko (Chairperson), Deborah Bart,Julie Bolton, Michael Burden, James Hayes, Anne Holmquest, Martha Johnson Honors Major:The Honors Mapr is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors ma@ must maintain a 3.5 GPA in the mapr and a 3.0 GPA overall, and, as part of their mapr program, complete a substantial independent project of honors quality (SPC 499). Honors andidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Communication Majo~:13courses overall -eight required core courses and five courses within one of three concentrations. Required of all Communication majors: 111,342,351,352,354,355, and any two of the following: ENG 223, ENG 225, ENG 226, ENG 227. Also required: participation in at least two interscholastic forensicstournaments. F General Communication Studies Major: Five additional electives from the following: 329,343,345, 347,350,360,399, 495; LIN 311; PSY 325, PSY371; SOC 362, SOC 375. Communication Major with Business Concentration: Five additional electives from the following 132, 225 329,330,345,399, 495; BUS 340, BUS 355, BUS 357; PSY325, B Y 371, F'SY 373; SOC 349, SOC 375. Communication Major with Mass Communication Concentration: Five additional electives from the following: 132,225,232,325,330,343,347,350,360,375, 399,495; ENG 241, ENG 327. For all three concentrations:Students may petition the Department to include as part of their mapr concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the Departmental Adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the Registrar and adviser or Department chair. Communication Minor: Six courses, including 111,342,351 or 352,354,345 or 355, and ENG 223 or 225 or 226 or 227. Prospective minors must obtain prior approval from a Communication faculty adviser. Speech Major f or Teaching Licensure:10 courses, including 111,241 or 343,350, 351,352,354,360; participation in at least five interscholasticforensics t o m e n t s in at least two events (one public address, one oral interpretation);and a minor in English. Recommended: 366, courses in theatre, participation in drama. Speech Minor for Teaching Licensure: 111 and six of the following: 241 or 343, 350,351,352,354,360, and participation in at least five interscholastic forensics tournamentsin at least two events (one public address, one oral interpretation). 111 Public Speaking Theory and practice of effeaive speaking and critical listening. Students have the opportunityto give several speeches and receive feedback about their performance from the class and the instructor. The course focuses on such topics as developing self-confidence, speech preparation and organization, audience analysis and adaptation, effective delivery, style and language, and critical thinking and listening. 132 Photography (See Department of Art.) 199 Internship Consult mapr adviser for details. 225,330 Communication Design I, II (See Department of Art.) 227 Journalism (See Department of English.) lntroductlonto Cinema Art (See Department of English.) Dlrected Study Independent Study for Lower Division credit. Advanced Journallsm (See Department of English.) Intercultural Communication This course exploresboth the problems and the potential of communication between persons of different cultural groups. Students examine Western and non-Westem cultural rulesIvaluesI assumptionsand stereotypes and how they affect the transmission of verbal and non-verbal messages. The course stressesboth a general theoretical understanding of the d d c s of cross-culturalinteraction as well as spedficknowledge - of how these principles relate to particular c u l d groups. Mass Communications in Society (See Department of Political Science.) Junior and senior students only. Broadcast Production I Introduction to video production with an emphasis on creative concept development, scriptwriting, directing and for video. s t u d i t s will work in production teams and will gain experience in operation of equipment. Organizational Communication An examination of the dynamics of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, formal and informal communication networks, management styles, power and authorityImotivation of employees, organizational culture, performance appraisal, effective use of meetings and sources of communication problems in the workplace. Designed to enhance communication skills of both managers and subordinates. Studentsboth investigate the literature on orp&tional communication and attempt to aPPiy it to their own experiences in organizations. Broadcast Production II This course is an advanced television production course in which students apply knowledge and experience gained in Broadcast Production I. This course combines studio and field production with special emphasis on post-production editing. Studentswork in production teams to create and produce a one-hour magazine format news program. (Prereq.:Broadcast Production I) Voice and Diction A study of vocal skills including tone production, breathing, resonating, articulating,listening, introduction to phonetics and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes and individual coaching. Argumentation Application of standards for sound evidence and reasoning in public speaking, discussion and debates. Key objectives include increasing skill in analyzing argumentativeclaims, being able to distinguish between strong and weak arguments, understanding tests for evidence and fallacies in reasoning and learning to apply principles of argumentation to contemporarypublic issues. Students have the opportunityto enhance their skills in debate and discussion and also learn to analyze and aitique arguments they encounter in their daily lives. Persuasion Theory of how people are influenced to change attitudes and behavior. The course deals with a broad range of topics, including obstacles to persuasion; cultural dimensions of persuasion; the use of logical and psychological appeals; empirical research in persuasion; how persuasion is used in politics, sales, advertising, and interpersonal contexts; the nature of mass movements and campaigns; the impact of the mass media on persuasion, and ethical issues related to persuasion. Students analyze persuasive messages in contemporary society, with practical work in speech and promotional projects. Interpersonal Communication A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to overcome communicationbarriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. Small Group Communication A study of group dynamics and leadership with emphasis on factors related to decision making, styles of leadership and conflict management. This course combines lecture with practical experienceto help the student become a more effective and productive member of a task-oriented small BOUPOrganlzational Psychology (See Department of Psychology.) Media Regulation, Law and Ethics (See Department of Political Science.) Internship (Consult mapr adviser for details.) Communication Topics Selected topics in speech and communication, with emphasis on the use of primary sources and methodology of research. 499 Independent Study in Communicatlon Independent Study for Upper Division credit. Theatre is not primarily an extracurricular activity nor is it merely entertainment. As a laboratory for learning that uses all of theliberal arts, theatre is the essence of a liberal arts education. By reliving how other people throughout history were thinkingfeeling and strugghg, students have a greater understandingof their own humanity. Theatre enables students to experience the beauty, mystery and ambiguity of life. Minneapolis-St. Paul is an ideal place to study theatre, because it is one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but also by working in the professional and community theatres of the Twin Cities. Our theatre faculty have professional experience which enables them to provide students with realistic guidance and contacts. The Augsburg program encourages students to participate in all aspects of theatre production while providing each student the opportunity of emphasizing one specific area, such as acting, directing or design. Graduates enter many fields, such as professional theatre, television, film, advertising, law, journalism, business and religion. Theatre Arts Major: 11courses (222,228,229,232,361,362,366, &d four of the following: 116,226,295,325,393,50,, 60,, 367,428,429,432, 495); one Internship, one theatre Interim course, and 10 production units in three or more of the following areas: acting (two required), technical crew work (four required), playwriting, direction, design and theatre management. Because of the many professional and semi-professional theatres located in the Twin Cities, internships are a significant part of the educational experience. Theatre majors have the opportunity to work in the areas of design, technical, acting management, directing and dramaturgy. This mapr should be supported by coursesin dramatic literature including Shakespeareand Modern Drama or ScandinavianDrama. Strongly recommended: courses in movement, dance, art and media art (cinema, radio, television, video). Maprs must participate in dramatic productions everyyear. Students must maintain an overall 2 0 GPA to have mapr participation in productions. Freshmen planning to mapr in theatre arts courses should begin with courses 116,222,232 and 228. Honors Major: Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 35 GPA in the major and a 3.0 GPA overall and, as part of their mapr program, complete a substantial independent project of honors quality (SPC 499). Honors candidates should meet with their Departmental Adviser prior to their senior year to develop a proposal for the honors project. Theatre Arts Minor: Five courses, including 222,228 or 229,232,361 or 362,366, and five production units in the following areas: acting (one required), technical crew work (two required), playwriting, direction, design and theatre management. Theatre History and Criticism Minor: Five courses: 222,325,361,362 and 366. Theatre Arts Major for Teaching Licensure:10 courses: 116,222,228,232,241 or 343,350,360,361,362,366, plus 111, a minor in Engliih, and 10 production units in three or more of the following areas: acting (two required), technical crew work (fourrequired), playwriting, direstion, design and theatre management. Theatre Arts Minor for Teaching Licensure: Five courses: 222,228 or 229,232 or 116,361 or 362,366, plus 111, and four production units in the following areas: acting (one required), technical crew work (one required), playwriting, direction, design and theatre management. Speech-TheatreArts Major for Teaching Licensure: 12 courses, 111,222,228 or 229,232 or 116,241 or 343,350,351,352,354,360,361 or 362,366, a minor in English and partiapation in two activities (forensics, theatre, media). 116 Creative Drama A study of various forms of dramatic movement, pantomime and play through activity, reading, observation and discussion. Emphasis on improvisationaltechniques and active participation. Development of dramatic pieces from written, verbal, visual and audible sources. Some fundamentals of acting are introduced. 199 Internship (Consult faculty in area of emphasis.) 222 Introduction to Theatre A survey of dramatic art including major historical periods, plays, artists; dramatic structure, principles, and values; basic concepts and techniques of the play production process. 228 lntroduction to Stagecraft Introduction to the backstage world of the theatre; its organization, aafts, magic and art. Technical production experience, practical projects and theatre tours. Open to all students. (Lab required, lab fee.) 229 Stage and Llghting Design An introduction to scenery and lighting design for the stage. Each student will execute two design projects dealing with stage design process. The class will also taketheatre tours, have visiting designers and have practical involvement with the Augsburg spring production. (Lab required, some materials needed.) 232 Acting An introduction to the art of acting. Focus on physical, mental and emotional preparation and exploration of the aeative approach to scene and character study in American drama. Introduction to Asian and Asian-American Theatre This course is a survey of the rich theatrical performance styles, aesthetic theories, and plays of traditional Asian cultures. A s w e y of 20th Century Asian America performers, productions, theatre companies, and plays will also be explored. The course will include lecture, films, videos and demonstrationsby visiting performers. Students will read and analyze selected Asian and Asian American plays and will be required to attend and review one live production. Directed Study Independent study for Lower Division credit. Playwriting An introductory course in writing for the stage, television and film. Students will learn the basics of dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111and one literature course. ENG 226 also recommended.) Interpretative Reading Basic principles of oral interpretation of prose, poehy and drama. Study, discuss, practice and perform readings in prose, poehy and drama before small and large groups. Theatre History and Criticism I An overview of theatre history, dramatic literature and criticism from the classical Greek through the Medieval period. The theatres of Asia are also introduced. Reading of several plays and attendance at local theatre productions are required. Theatre History and Criticism II An overview of theatre history, dramatic literature and criticism from the Elizabethan through the contemporary theatres. Reading of several plays and attendance at local theatre productions are required. Stage Direction I Basic directorial techniques: choice of plays, play analysis, production organization, technical collaboration, casting, rehearsals, blocking and characterization. Direction of a short production required (one-act or excerpt from full-length play). (Prereq.:a 200 or 300 level theatre course) Stage Direction II Indepth analysis and practical experiencein direding different play forms and styles: serious, comic, period, experimental, musical. Direction of a short production required (one-act or excerpt from full-length play). (Prereq.: 366 or consent of instructor) Internship (Consult faculty in area of emphasis.) 428 Advanced Technical Methods Advanced construction and problem-solvingtechniques in technical areas of scenery, props, lighting, sound, costumes and make-up. (Prereq.:228 or consent of instructor. Lab fee) 429 Advanced Deslgn Advanced projects in set and lighting design. Introduction to costume design. (Prenq.: 229 or consent of instructor) 432 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene study. Emphasis is on a variety of roles from the classics, including Shakespeare, French neoclassicism, Restoration comedy, realism and non-realism, epic and the absurd culminating in preparation and presentation of a professional audition. 495 Theatre Topics Selected topics in theatre. 499 Independent Study In Theatre Independent study for Upper Division credit. Augsburg College offers a minor in Women's Studies. (See listing under Interdkciphary Studies (INS). COLLEGE BOARDOF REGENTS Chak Wee Chair Raymond A. Grinde Trnasurer David L.Swanson RodneyP.3urwd betaw Barbara C Gage Theyeminpmenthesesaffereachnmneis the expi~ationdate of current term. Nancy H. Bottemiller (1992) Homemaker, Wadena, Minn. Rodney P. Burwell (1994) Xerxes Corporation, Minneapolis, Minn. The Rev. stephen J. Comils, (19%) Senior Pastor, Central Lutheran Church, Ph.D. Minneapolis, Minn. H. David Dalquist III (19%) President, Northland Aluminum Products, Inc., st. Louis Park, Minn. Darrell J. Egertson Julian P. Foss (1994) Chief Financial Officer, Dart Transit Co., St. Paul, Minn. (19%) Retired Businessman, Mesa, Ariz. Barbara C. Gage (1992) Homemaker, Long Lake, Minn. Raymond A. Grinde Carolyn T. Groves (19%) Retired Businessman, Roseville, Minn. (19%) Admhktrator, S. J. Groves and Sons Company, Minneapolis, Minn. Norman R. Hagfors (1995) President, Norsen, Inc., Minneapolis,Minn. Elling B. Halvorson (19%) President, PapiUon Airways, Inc., Kirkland, Wash Men A. Housh (1995) President, Cargill Marine and Terminal, Edina, Minn. George 0. Johnson, Ph.D. (19%) Associate Professor and Division Head, Health ServicesAdministration, University of Minnesota, Minneapolis, Minn. 'ZheHonLaJwe'lhamas (1995) Judge, Hennepin County Government Center, Minneapolii, Minn. L;lngt=J.D. Gary H. Lohn (1994) Control Data Business Advisors, Bloomington, Minn. The Hon. Kenneth G. Nelson (19%) State Representative, Miiesota House of Representatives, 9. Paul, Minn. The Rev. Maymid L. Nelson (1996) Senior Pastor, Calvary Lutheran Church, Minneapolis, Minn. I b d y n J. Nordaune, J.D. Donald G. Oren Harvey M. Peterson Curtis A. Sampson Richard L. Shepley Ronald K. Speed Gladys I. Strommen Leland N. Sundet David L. Swanson Michael W. Thompson Pamela L. Tibbetts William A. Urseth flo wiger, Ph.D. May Ka-Yee Yue DMSION (1994) Partner, Nordaune & Friesen, St. Louis Park, Minn. President, Dart Transit Company, St. Paul, Minn. President, Catco Company, St. Paul, Minn. President and Chief Executive Officer, Communications Systems, Hector, Minn. Partner, Marshall F m c i a l Group, Minneapolis, Minn. Vice President, Public Afhirs, Honeywell, Inc., Minneapolis, Minn. Homemaker, St. Paul, Minn. Chaiian and Chief Executive Officer, Sundet Companies, Bloomington, Minn. Retired Businessman, Minneapolis, Minn. Realtor, Edina Realty, Inc., Edina, Minn. Vice President, Strategic Planningand Development Fairview, Minneapolis, Minn. President and Chief Executive Officer, US. Directives, U.S. Restaurant Minneapolis, Minn. Associate Professor, St. Cloud State University, 9. Cloud, Minn. President, Financial Services Associates, Inc., Edina, Minn. m~ED~CUION THEEVANGELICAL LUTHERAN CHURCH INArvmua (ELCA) Board Chair: The Rev. Dennis H. Dickman Secretary:Solveig Gregory Vice-Chair Mary Ellen H. Schmider Executive Staff Executive Director: The Rev. W. Robert Sorensen Assistant Director for Finance: Beata H. Sorenson Director for Colleges and Universities:James M. Unglaube Assistant Director for Colleges and Universities: Naomi E. Linnell I I I I I Area Code: 612 President ..............................................................................................................330-1212 Academic Affairs ..................................................................................................330-1024 Admissions ...........................................................................................................330-1001 Toll free number ........................................................................................143M-788-5678 Alumni Programs .................................................................................................=I179 Business Office (Feesand Accounts) .................................................................. 330-1029 Campus Ministry (CollegePastor) ..................................................................... 330-1732 330-1162 Career M c e s ................................................................................................. College Center Manager/Coordinator, SpecialEvents ...................................330-1121 College Relations (News and Publications) ...................................................... 330-1180 330-1171 Development (Fmancial Gifts to the College) ............,......-............................. ..................... 330-1120 Facilities Office ...................................................................... Fiicial Aid (Scholarships)...............................................................................330-1046 General Information (Other office numbers; business hours only) ....-..............................................+.....*............................... 330-1000 Evenings ..............................................................................................................330-1234 330-1786 Graduate Program ..............................................gramgram.gram............gram......gram....g Ice Arena Manager ...............................................................................................330-1251 Interim Office ........................................................................................................330-1025 Library ...................................................................................................................330-1017 Parent Programs ....................-...........................................+................................ 330-1179 Personnel Office ............................................................................................. 330-1058 Registrar ................................................................................................................330-1036 Student Activities Office ......................................................................................330-1111 Student Affairs .....................................................................................................330-1160 Student Government Office ...............................................................................-330-1110 Student Life (Housing) ........................................................................................=I109 Summer School Office ......................................................................................... 330-1786 Weekend College .................................................................................................330-1782 ...-.... The College has designated the following persons as coordinators for disaimination inquiries or grievances: Affirmative Action Coordinator (matters based on race. creed. national or ethnic origin)-Contact the Office of Finance and Management (612/330-1026) Vern M.Bloom. Assistant Professor. Sociology- Memorial Hall (612/330-1133). 504 Coordinator (mattersbased on physical or mental handicap) William R.Rosser. Vice President for Student Affairs Memorial Hall (612/3S 1168). Title D( Coordinator (matters based on sex or marital status) Sandra Jacobson. Director of Personnel- Ground Floor. Memorial Hall (612/3301023). Employment All correspondence should be addressed to the designated individual at Augsburg College. 731 21st Avenue South. Minneapolis. MN 55454.Formal grievance procedures are described in the Student Guide.Copies are available from the Personnel Office. Office of the President President ........................................................................................... Charles S. Andason Executive Secretary to the President ............................................... Carolyn S. Canfield College Pastor ............................................................................................ David T. Wold Director, Church Relations ............................................................................Curtis Peter Director, Admissions .................................................................................1 A. Stack Cook Assistant to the President for Diversity .........................................................n Assistant to the President for CommunityRelations .................................. Rita Kaplan Academic Affairs Vice President for Academic Affairs and Dean of the College .................................................................Ryan A. LaHurd Executive Secretary to the Academic Dean ........................................... i s M. Nielsen Associate Dean for Academic Affairs ................................................. David Gabrielson Associate Academic Dean for Graduate Vander Schaaf and Special Programs ..................-........................................ a Assistant to the Academic Dean for Advising ..............................Anita Johnson Gwin Director, Weekend College .............................................................. J. Thoni OperationsManager, Weekend College...............................................Nancy Shmickle Graduate Program Coordinator ..............................................................Laura Erickson Acting Registrar ............................................................................................. Jay Phinney InstitutionalResearch Analyst .............................................................. R o W.Clyde Director of Library ......................................................................................... e Cline P. Hackney D i o r , Audio-visual Center .............................................................B Interim Director ....................................................................................David Gabrielson Director, Faculty Development ................................................................. M e McNeff Director, CooperativeEducation .......................................................... Garry W. Hesser Enrollment Coordinator, Weekend College ....................................Deirdre Middleton Admissions Coordinator, Weekend College ....................................... JeanetteWittmer Student Affairs Vice President of Student Affairs and Dean of Students ............................................................................... a m R. Rosser Executive !3ea&q .................................................................................. Casey McGuire Assodate Dean of Students ...................................................... Linda SchremppAlberg Director, Counseling ............................................................................ N a n Guilbeault Warren Director, Academic Enrichment ........................................................d Coordinator, C.L.A.S.S. ..................................................................................... Jo Weir Director, Career Services ..............................................................................T Wagner Director, Residence Life .............................................................................char lie^ strey Housing Coordinator, Tower ...............................................................Michael Peterson Housing Coordinator, Area .............................................................................. Pat Sorac Coordinator, International Programs ....................................................... Kathleen Lutfi Director, American Indian Support Program ...................................Bonnie A. Wallace I Housing Coordinator, Area ..............................................................................Pat Sorcic Coordinator, InternationalPrograms .......................................................Kathleen Lutfi Director, American Indian Support Program ...................................Bonnie A. Wallace Director, Black Student Affairs ..................................................................M . Anita Gay Coordinator, Student Activities ..................................................................e l l Krebs Development and College Relations Vice President for Development..............................................................Gregory Ritter Executive !3cretaryto the Vice President ..................................................Betty Arnold Director, Development ..............................................................................Gordon Olson o m s I. Benson Director, Planned Giving ..................................................................... C. Carlson Senior Development Officer ..................................................................Jy Director, Corporate and Foundation Relations ..........................................Carol Forbes Pam Meyer Assistant Director, Alumni/Parent Relations .......................................... Acting Director, Alumni Parent Relations/ Director, Annual Fund ......................................................................Donna McLean Associate Director of the Augsburg Fund ........................................N o Okerstrom -or, College Relations .........................................................................P e Davies Director, Publications ..............................................................M q r Westman Safgren Publications Specialist ...................................................................... Holland-TUE Finance and Management Vice President for F i n c e and Management .......................................Michael Ranum Executive Secretary to the Vice President ....................................................Pat Ostreim Director of Student Enancial Swices ........................................H e r d A. Johnson Assistant Director of Student Financial Services ........................................i s Larson Financial Aid Counselor ..................................................................................................... Director, Personnel .................................................................................a Jacobson Dick Adamson Controller ................................................................................................... Director, Administrative Computer Center ........................................w e Terrien Manager, College Center ................................................................... M A. Nelson r e E. Christopherson Manager, Central Services .................................................... Director, Purchasing/Bookstore .............................................................Robert P. Gores Director, Marriott Corp. Food Services .......................................................T Wagner Director, Plant Services ..........................................................................Weninger Supervisor, Maintenance .........................................................................Robin A. Curtis Manager, Ice Arena ....................................................................................James J- Carey Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Ernest W. Anderson, Professor Emeritus of Health and Physical Education. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological !hninary;L.L.D., Concordia College, Moorhead. Margaret J. Anderson, Lib&, B.S., M.A., University of Minnesota. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theater, B.S., M.A., Ph.D., University of Minnesota. Val& Baltha, Professor Emerita of Foreign Languages. Magister der Philosophia, University of Latvia. Carl Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. L Gracia Christensen, Professor Emerita of English. Ailene Cole, Professor Emerita of Theatre Arts/Speech. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. K.Bemer Dahlen, Professor Emeritus of English. M.S. University of Minnesota. Sheldon P. Fardig, Professor Emeritus of Education. B.A. Carleton College, M.M., Ph.D., Northwestern University. Henry G. Follingstad, Professor Emeritus of Mathematics. Orlue Gisselquist, Professor Emeritus of History, B.A., M.A., Ph.D., University of Minnesota. Theodore J.Hanwick, Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig, Professor Emerita of Music. M.A., University of Minnesota. Einar 0.Johnson, Professor Emeritus of Education. Ph.D., University of Washington. James D. Johnson,Professor Emeritus of Music. Ph.D., University of Minnesota. Edor C. Nelson, Professor Emeritus of Physical Education. M.Ed., University of Minnesota. Anne Pederson, Professor Emerita of English. M.A., University of Minnesota. Laurette E. Pelton, Professor Emerita, Education. LaVonne J.Peterson, Professor Emerita of Health and Physical Education. M.Ed., University of Minnesota. Martin Quanbeck, Professor Emeritus of Education. Ph.D., University of Minnesota. Marianne D. Sander, Dean of Students Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D. Mus., Lakeland College. Marjorie H. Sibley, Professor Emerita, Library Dr. Paul G. Sonnack, Professor Emeritus, Religion Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Minnesota. JohnThut, Professor Emeritus, Music Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D., University of Minnesota. Fall 1991 Labor Day recess ....................................................................................... Upperclass validation, Freshmen registration M, Sep 2 Classes begin .............................................................................................. w1Sep4 Last day to register, add a class, drop a class without notation on record, move Upper/Lower Division course to Upper Division or Lower Division ...................................................T , Sep 10 Last day to designate grading option ................................................................ F Oct 25 Mid-term break ....................................................................................................F, Od 25 Interim registration ......................................................................... M, Od 28 - F, Nov 1 Spring term pre-registration ........................................................... M, Nov 18- F, Dec 6 Last day to withdraw from a class .............................................................. F Nov 15 Thanksgiving recess begins ............................................................................ Th,Nov 28 Classes resume ..................................................................................................... M, Dec 2 Classes end ........................................................................................................... F, Dec 13 F i i examinationsbegin .................................................................................. M, Dec 16 F i i examinations end ....................................................................................Dec 19 F d grades due and Incompletes due from spring and summer '91 ................................................................. W, Dec 27 Interim 1992 Classes begin ........................................... ............................................ M. Jan 6 Last day to register. add a class. drop a class without notation on record or move Upper/Lower Division course to Upper Division .......................................................................................T. J 7 Last day to designategrading option .................................................................F Jan 17 Last day to withdraw from a class ......................................................................F Jan 17 Classes end ............................................................................................................9Jan 29 Interim grades due ................................................................................................F Feb 7 Spring 1992 Validation of registration. Classes begin ...........................................................MI Feb 3 Last day to register. add a class. drop a class without notation on record. move Upper/Lower Division course to Upper Division or Lower Division ............................................................F Feb 7 Mid-term break begins .....................................................................................M Mar 23 Classes resume .................................................................................................M Mar 30 Last day to designate grading option .................................................................F Apr 3 Last day to withdraw from a class .................................................................. F. Apr 17 Easter break begins ............................................................................................. F Apr 17 Classes resume ................................................................................................... MI Apr 20 Early registration for fall ..................................................................M Apr 27- F. May 8 Classes end .......................................................................................................... F. May 15 Fiiexaminations begin ..................................................................... ...M ,May 18 Fiiexaminations end ................................................................................... May 21 Badureate and Commencement ............................................................... Su,May 24 F i i grades due and Incompletes due from fall '91 and Interim '92 .................................................................. F May 29 Summer School 1992 Term I ............................................................................................ T May 28 .F. June21 Term I1 .............................................................................................. M. June24 .F. Aug 2 Correct as of February 8,1991. Beginning yem of seruice on f m l t y is indicated with pmenthesis. Charles S. Anderson (1976). President, B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary;Ph.D., Union Theological Seminary,New York. Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph.D., University of Wisconsin-Madison. Nancy I. Aarsvold (1986). Instructor of Foreign Languages. B.A., Pacific Lutheran University; M.A., University of Minnesota. Ruth L. Aaskov (1%0). Associate Professor of Foreign Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Gerald E. Allan (1991). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A., University of Pennsylvania. Earl R Alton (1960). Professor and Department Ch-on of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Patricia K. Amo (1991). Instructor, part-time, English. B.A., M.A., University of Minnesota. Lyla M. Anderegg (1959). Associate Professor of Psychology, B.A., University of Minnesota; M.A., Northwestern University. Barbara Andersen (1%9). Associate Professor of English. B.A., Northwestern College; M.A., Northwestern University. Edwin D. Andersen (1987). Instructor, part-time, Mathematics, Computer Science and Education. B.A., Macalester College; M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota. Kristin M. Anderson (1984). Assistant Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990).Studio Artist/Flute, part-time. B.M., Augsburg College; M.M. Northwestern University. Andrew L Aoki (1988). Assistant Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison. David B. Apolloni (1989). Visiting Assistant Professor, Philosophy. B.A., Ph.D., University of Minnesota. Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., PhD, University of Minnesota. Mary Claire Baldus (1991). Instructor, part-time, Social Work. B.A., College of St. Benedkt; M.S.W., Saint Louis University. Deborah Bart (1980). Assistant Professor of Speech, Communicationand Theatre. B.A., M.A., University of Minnesota. Shelley S. Baxter (1990). Instructor, part-time, Economics. B.A. The Evergreen State College; M.A., University of Notre Dame. Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota. David L Beaulieu (1991). Instructor, part-time, History. B.A., M.A., Ph.D., University of Minnesota. JohnE. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vem M. Bloom (1971). Assistant Professor, part-time, Sociology. B.A., M.S.W., University of Minnesota. Joseph C Bodziock (1986). Instructor, part-time, English. B.A., St. Joseph's College; M.A., University of New Hampshire, Ph.D., University of Minnesota. Jeanne M. Boeh (1990). Assistant Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Nancy C Bologna (1990). Instructor, part-time, Psychology. B.S., Regis College; M.S., North Dakota State University; Ph.D., Washington State University. JulieH. Bolton (1975). Associate Professor of Speech, Communication and Theatre. B.S., M.F.A., University of Minnesota. Richard Borstad (1977). Associate Professor and Department Chairperson of Health and Physical Education. B.A., MA., Ph.D., University of Minnesota. JamesA. Brothen (1988). Visiting Instructor, part-time, History. B.A., M.A., Ph.D., University of Minnesota. Maria Brown (1980). Assistant Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S., University of Wisconsin-Madison. Michael R Burden (1990). Assistant Professor of Speech, Communication and Theatre (Designer and Technical Dirxtor). B.A., Augsburg College; M.F.A, University of Minnesota. Diane F. Busico (1986). Assistant Professor of Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Thomas L. Busico (1988). Instructor, part-time, Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University. Louis H. Cairoli (1990). Instructor in Mathematics and Computer Science. B.S., M.S., John Carroll University; M.S., Syracuse University; M.S. Kansas State University. Laura V. Castor (1990). Instructor, part-time, English. B.A., Muhlenberg College; M.A., University of Minnesota. JohnCerrito (1983). Assistant Professor in Business Administration/MIS. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Francine Chakolis (1983). Assistant Professor of Social Work B.S., Augsburg College; M.S.W., University of Minnesota. Marisha A. Chamberlain (1991). Instructor, part-time, Speech, Communication and Theatre. M.F.A., Goddard College. Stephen D. Chapman (1991) Instructor, part-time, Art. B.A. Augsburg College; M.A., Hamline University. Rosalie Clark (1979). Instructor, par-time, Social Work. BAS., M.S.W., University of Minnesota. Wisconsin-Eau Claire; M.A., Ph.D., Western Michigan University. Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Carolyn S. Clemmons (1990). Instructor, part-time, Education. B.A., Talladega College; M.A., University of Minnesota. Elaine R. Cline (1990). Assistant Professor, Director of Library. B.A., College of William and Mary; M.L.S., University of Michigan. Mariette S. Cole (1989). Instructor, part-time, Biology. B.A., University of California; M.S., Ph.D., University of Wisconsin. Lawrence E. Copes (1980). Associate Professor of Mathematics and Computer Science. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. Larry Crockett (1985).Associate Professor of Mathematics and Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary. Kenneth R Croken (1988).Instructor, part-time, Political Science. B.A., St. Joseph's University;J.D., New England School of Law. Cathleen A. Dalglish (1986). Assistant Professor, part-time, English. B.A., College of St. Catherine, M.F.A., Vermont College. Wayne A. Dalton (1984). Studio Artist/Voice, part-time. B.A., University of Redlands; M.Th., Ph.D., School of Theology at Claremont. Laurel R. Davis (1991). Instructor, part-time, Sociology. B.S., Springfield College; M.A., University of Iowa. Mary E.Dean (1990). Instructor, part-time, Business Administration/MIS. B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown University. Suzanne I. Dorke (1989). Assistant Professor of Mathematics and Computer Science. B.A., University of Delaware; M.A., University of Wisconsin. Bruce K. Drewlow (1988).Assistant Professor of Education. B.S., Moorhead State University, M.Ed., University of Minnesota. John Dunham (1987). Studio Artist/Cello, Music. B.A., Syracuse University; M.M., University of Michigan-Ann Arbor. Beverly C Durkee (1965). Professor of Mathematics and Computer Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. Earl W. Eames, Jr. (1987) Instructor, part-time, Business Administration/MIS. S.B., Massachusetts Institute of Technology. Mary G. Endorf (1986). Assistant Professor of Education. B.A., Hamline University; M.S., SUNY-Cortland;Ph.D., University of Minnesota. Mark J. Engebretson (1976).Professor of Physics. B.A., Luther College; M. Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Carol A. Enke (1986). Instructor, part-time, Health and Physical Education. B.S., University of Minnesota. Marian S. Enos (1987). Instructor, part-time, Nursing and Education. B.S.N., M.S., Ph.D., University of Minnesota. Joseph k Erickson (1990). Assistant Professor of Education. B.A., M.A., College of St. Thomas; MA. Luther Northwestern Theological Seminary;Ph.D. University of Minnesota. Kenneth N. Erickson (1970). Professor and Department Chairpason of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., University of Minnesota. Anita L. Fisher (1991). Instructor, part-time, Foreign Languages. B.A., M.A., University of Montana. Phillip F. Fishman (1988). Instructor, part-time, Political Science. B.S., University of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University. Marilyn Pearson Florian (1980). Assistant Professor of Health and Physical Education and Women's Athletic Director. B.A., Augsburg College; M.A., St. Cloud State University. Bruce D. Forbes (1990). Instructor, F-time, Rdigion BA, Morningside Collegq M.Th., Perkins School of Theology; Ph-D., Princeton TheoIogical %mi~~ary. Robert Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College; M.A., Pennsylvania State University. Steven W. Freimuth (1989). Instructor, part-time, Business Administration/MIS. B.A., University of Minnesota. Mark L Fuehrer (1%9). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Stephen M.Gabrielsen (1963). kofessor of Music. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Frieda Gardner (1990). Instructor, part-time, English, B.S.. Columbia University; PhD, University of Minnesota. Etheline K Garetz (1989). Assistant Professor, part-time, Education. B.A., University of Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota. M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University, Baton Rouge; M.A., Howard University. Jerry Gerasimo (1971). Professor of Sociology.B.A., Lake Forest College; MA., Ph.D., University of Chicago. Richard Germundsen (1987). 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. Peter Gillen (1988). Instructor, part-time, Business Administration/MIS. B.S.B., University of Minnesota. Paul H. Grauer (1979). Assistant Professor of Health and Physical Education and Men's Athletic Director. B.S., Concordia College, Nebraska; MEd., University of Nebraska; M.A., University of Minnesota. Douglas E. Green (1988). Assistant Professor of Enghsh. B.A., Amherst University; M.A., Ph.D., Brown University. Richard A. Gresczyk (1990), Instructor, part-time, Foreign Languages. B.S., M.Ed., University of Minnesota. Joan L Griffin (1986). Associate Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Brian G r h a (1990). Studio Artist/Saxophone, part-time. B.A., Dartmouth College. Satya P. Gupta (1976). Professor of Economics and Department Chairperson. B.S., M.S., Agra University, India; M.S., Ph.D., Southan Illinois University. Donald R Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout. Roxannne Hale (1991). Instructor, part-time, Foreign Languages. B.A., University of Pacific; M.A., University of Minnesota. Paul P. Halvorson (1985). Instructor, part-time, Business Administration/MIS. B.A., Augsburg College; M.A., The American University. James Hayes (1991). Assistant Professor of Speech, Communication and Theatre. B.S.E., M.S., Emporia State University, F'h. D., University of Wisconsin-Madison. Summer Hamille (1989). Instructor, part-time, Health and Physical Education. M. Anaam Hashmi (1990). Instructor, part-time, Business Adrninistration/MIS. B.E., N.E.D., University of Engineering & Technology, Karachi; M.B.A., Ball State University; D.BA., Kent State University. Milda K Hedblom (1971). Professor of Political Science and Director, Canadian Studies Program. B.A., Macalester College; MA., Ph.D., University of Minnesota. Andrew Heglund (1989). Studio Artist/Percussion, part-time. BM., University of Minnesota. Thomas J. Herbst (1990). Assistant Professor of Biology. B.S., St. John's University, M.S, Hofstra University; Ph.D., University of Minnesota. Robert S. Herforth (1966). Professor and Department Chairperson of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L Hertzberg (1977). Professor of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. G a q W. Hesser (1977). Professor of Sociology, Director of Metro-Urban Studies, Director of Cooperative Education Program. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Melissa S. ("Mickey") Hessler (1991). Instructor, part-time, Health and Physical Education, B.A., Augsburg College. Nelly Trocme Hewett (1988). Instructor, part-time, Foreign Languages. B.A., Earlham College. Wendy B. Hines (1991). Instructor, part-time. Business Administration/MIS. B.S., Southern University. Norman D. Holen (1964). Professor of Art. BA., Concordia College, Moorhead; M.F.A., University of Iowa. Paul L Holmer (1986). Distinguished Visiting Professor of Philosophy. B.A.,M.A., University of Minnesota; Ph.D., Yale University. Anne Holmquist (1991). Assistant Professor of Speech, Communication and Theatre. B.F.A., Drake University; M.A., Ph.D., University of Iowa. Bradley P. Holt (1981). Professor and Department Chairperson of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M. Phil., Ph.D., Yale University. JohnR Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Marilyn N. Homwitz (1988).Instructor, part-time, Business Admjnistration/MIS. B.A., M.B.E., University of Minnesota. Mary Budd Horozaniecki (1988). Studio Artistfliolin and Viola. B.M., Indiana University. Kenneth B. Huber (1989). Studio Artist/Piano. BM., M.M., Indiana University. David Hudson (1990). Instructor, part-time, English. B.A., M.A., University of Minnesota. Sally M. Hunter (1989). Instructor, part-time, Education. B.A., College of St. Scholastics; M.T., University of Wisconsin. M. Shahidul Islam (1989).Instructor, part-time, Economics. M.B.A., Dhaka University, Bangladesh; University of Minnesota. I. Khin Khin Jensen(1955-56,1959). Professor of History, Director of East and Southeast Asian Studies. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E.Johnson(1968). Professor of Psychology. A.A., North Park College; B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Harriet W. Johnson(1989). Instructor, part-time, Education. B.A., University of Richmond; M.A., University of Minnesota. JeffreyE. Johnson(1985). Assistant Professor of Physics. B.S., M.A., and Ph.D., University of Minnesota. Martha B. Johnson (1988). Assistant Professor of Speech, Communication and Theatre. B.A., MA., and Ph.D., University of Wisconsin-Madison. Mary E (Mimi)Johnson (1962). Associate Professor of Foreign Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Amin Kader (1974). Associate Professor and Department Chairperson of Business Admiiistration/MIS. B.Comm., University of Cairo,Egypt; M.B.A., University of Michigan. Kenneth S. Kaminsky (1987). Professor, Mathematics and Computer Science. A.B., M.S., Ph.D., Rutgers State University. Jane Kammerman (1986). Instructor, part-time, Business Administration/MIS. B.A., University of California; J.D., University of Minnesota. Mike Kapel(1991). Instructor, part-time, Business Administration/MIS. B.A., University of Minnesota. Robert Karl& (1973). Professor of Music. B.M., New England Conservatory; M.A., University of Minnesota. Randall W. Kindley (1991). Instructor, part-time, Political Science. BA., M.P.A., University of North Carolina;Ph.D, Duke University. Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages. B.A., St. Olaf College; M.A., Middlebury College. M d e e I. Klemp (1980). Assistant Professor and Studio Artist/Oboe, part-time. B.A., Augsburg College; M.A., University of Minnesota. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Thomas Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University; M.A., Xavier University; Ph.D., Case Western Reserve University. Joan C. Kunz (1987). Assistant Professor of Chemistry. B.S., University of MissouriSt. Louis; Ph.D., University of Wisconsin-Madison. Roy H. LaFayette (1972). Instructor, part-time, Business Administration/MIS. B.S.B., University of Minnesota. David V. Lapakko (1986).Assistant Professor and Department Chairperson of Speech, Communication and Theatre. M.A., Ph.D., University of Minnesota. Cheryl Leitschuh (1989). Instructor, part-time, Psychology. B.A., University of Minnesota; M.Ed., South Dakota State University; Ed.D, University of South Dakota. Nicholas A. Lenz (1980). Studio Artist/Voice, part-time. B.A., SouthwestState University; M.F.A., University of Minnesota. Ronald L Libertus (1985). Instructor, part-time, American Indian Studis. B.A., University of Minnesota; M.A, Windham College. Rosemary J. Link (1986). Assistant Professor of Sodal Work M.Sc, London University; Ph.D., University of Minnesota. Cynthia Dunbar Lohman (1985). Studio Artistfloice, part-time. B.A., MM, University of Minnesota. Lori L Lohman (1990). Assistant Professor of Business Adrninistration/MIS. B.A., M.B.A., University of Minnesota. J. Lynne F. Lorenzen (1988). Assistant Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; MA., The Qaremont Graduate School. Joyce Paxton Lumpkin (1991).Instructor, part-time, Health and Physical Education. B.A., California State University. Steven Lund (1983). Studio Artist/Trombone, part-time. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Instructor, part-time, Political Science. BA, Smith College; M.A, Johns Hopkins School of Advanced International Studies; Ph.D., University of Minnesota. Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota; M.A., University of Iowa. Linda McKeag (1991). Instructor, part-time, Business Admiistration/MIS. B.S.,, University of Wisconsin-La Crosse; M.B.A., College of St. Thomas. Esther G. McLaughlin (1989). Assistant Professor of Biology. B.A., Ph-D., University of California Berkeley. Marie 0.McNeff (1968). Professor of Education, Director of Faculty Development. B.S., M.Ed., Ed.D., University of Nebraska. Phyllis M. Metcalf (1989) Assistant Professor, part-time, Education. B.S., M.A., Eastern Michigan University; M.A., University of Minnesota. Roberta Kagin Metzler (1974). Associate Professor of Music. B.A., Park College; B. Music Ed., M. Music Ed., University of Kansas. Felai Meziou (1987). Assistant Professor of Business Administration/MIS. B.A., University of Tunis, Tunisia; MA., Ph.D., University of Minnesota. Erwin D. Mickelberg (1956).Professor of Biology. B.A., Augsburg College; M.A., University of Minnesota. JoAnn Michna (1991). Instructor, part-time, Mathematics and Computer Science. B.A., College of St. Catherine; M.Ed., University of Minnesota. Jan Miner (1984). Instructor, part-time, Speech, Communication and Theatre. B.A., Lycoming College; M.A., Bowling Green State University. Jay A. Miskowiec (1991).Instructor, part-time. English. B.A, University of Minnesota; M.A., Universite de Paris Vm. Kinney G. Misterek (1989).Instructor, part-time, Business Administration/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of M i e s o t a . John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. William Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div., Calvin Seminary;Ph.D., University of Colorado. Thomas Morgan (1983). Associate Professor of Business Administration/MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon. William D.Moms (1987). Instructor, part-time, Political Science. BA., Oakland University; Ph.D., Carnegie-Mellon University. Mildred (Mike) Mueller (1988). Assistant Professor of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Robert M. Murphy (1986). Instrustor, part-time, Business Administration/MIS. B.A., University of Toledo. Sr. Mary Henry Nachtsheim (1989).Instructor, part-time, Foreign Languages. B.A., College of St. Catherine; M.A., Ph.D. Lava1University. Eliawira N. Ndosi (1990). Instructor, part-time, Business Administration/MIS. B.A., Carleton College; M.A., University of Minnesota. Gordon L. Nelson (1967).Professor of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary;M.A., Ph.D., University of Chicago. Richard C Nelson (1968). Professor and Department Chairperson of History. B.A., University of Nebraska; M.A. Ph.D., University of Minnesota. Pamela Nice (1991). Instructor, part-time, Speech, Communication and Theatre. B.A., M.A., Ph.D., University of Minnesota. Catherine Cluistie NicholI (1973). Professor of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Michele M. Nielsen (1989). Assistant Professor, part-time, Chemistry. B.A., University of Northern Colorado; M.S., University of California, Santa Barbara. Beverly J. Nilsson (1977). Professor and Department Chairperson of Nursing. B.S., M.S., University of Minnesota. Norma C. Noonan (1966). Professor and Department Chairperson of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Celeste M. WBrien (1975). Studio Artist/Piano, part-time. B.A., Hamline University. Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Michael O'Neal(1989). Instructor, part-time, Sociology. B.A., University of Missouri; M.A., Ph.D., University of Minnesota. Kathleen H. Olsen (1990).instructor, part-time, Speech, Communication and Theatre. B.A., St. Olaf College; M.A., Pennsylvania State University. Gordon W. Olson (1988). Instructor, part-time, Music. B.A., Concordia College. JeremiahOlson (1989). Instructor, par-time, Religion. B.A., Minot State University; M.Div., Trinity Lutheran Seminary. Lila J. Olson (1990). Studio Artist/Voice, part-time. B.M., University of Kansas; M.M., University of Nebraska. Sharon K. Ostwald (1986). Adjunct Assistant Professor of Nursing. M.S., Ph.D., University of Minnesota. Magdalena M. Paleczyny-Zapp (1986). Assistant Professor of Economics. BA., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonorniczna, Krakow. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B. Div., Bethel Seminary; MA., Ph.D., University of Minnesota. Patricia A. Parker (1960). Instructor, part-time, Education; B.A. Eastern Michigan Universtiy; M.A., University of Michigan; Ph.D. University of Minnesota. Cathy Paulsen (1990). Instructor, part-time. Religion. B.A., St. Olaf College, M.A., Lone Mountain College. Curtis Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Paul Pender (1985). Instructor, part-time, Business Administration/MIS. B.A., M.B.A., University of Wisconsin. Helene Peters (1990). Instructor, part-time, Foreign Languages. M.A., University of Toulouse; Ph.D., University of Minnesota. Vincent Peters (1988). Assistant Professor of Social Work. B.A., Loyola College, Madras; M.A., Madras School of Social Work, Madras, India. Noel J. Petit (1984). Associate Professor of Mathematics and Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Joyce Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Diane L Pike (1981). Associate Professor and Department Chairperson of Sociology. A.B., Connecticut College; Ph.D., Yale University. Paul E. Pork (1991). Instructor, part-time, Business Administration/MIS., B.S.B., University of Minnesota; M.B.A., Mankato State University. Sandra L Powers (1990). Studio Artist/Clarinet, part-time. B.M., Eastman School; M.M. Northwestern School. Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary;M.Th., Ph.D., Princeton Theological Seminary. Philip A. Quanbeck, I1 (1987). Instructor, part-time, Religion. BA., St. Olaf College; M.Div., Luther Theological Seminary. Randi Quanbeck (1990). Instructor, part-time, Foreign Langauges. B.A., Concordia College; M.A., Northwestern University. Larry C. Ragland (1985). Associate Professor of Mathematics and Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. 0.Nicholas Raths (1987). Studio Artist/Guitar, Music. B.M., M.M., University of Minnesota. Edward R Raupp (1989). Instructor, part-time, Business Administration/MIS. B.S., Carnegie Tech; M.B.A., Wharton School. Patrick M. Redmond (1989). Instructor, part-time, Art. B.S., University of Minnesota. Bruce R Reichenbach (1968). Professor and Department Chairperson of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Jacqueline 0.Richardson (1990). Assistant Professor of Education. B.S., Morris Brown College; M.S., Fort Valley State College; Ph.D., University of Minnesota. Michael Robin (1990). Instructor, part-time, Social Work. B.A, M.S.W., M.P.H., University of Minnesota. Thomas C. Rolfs, Jr. (1986).Studio Artistflrumpet, part-time. B.F.A., University of Minnesota; M.M., Northwestern University. Thomas D. Rossin (1986). Assistant Professor and Department Chairperson of Music. M.F.A., University of Minnesota. Eleni Roulis (1987). Instructor, part-time, English. B.A., St. John's University; M.A., New York University; Ph.D., University of Minnesota. Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Patricia L. Rude (1990). Instructor, part-time, Foreign Languages. BA., Gustavus Adolphus College; M.Ed., University of Minnesota. William R Russell (1991). Assistant Professor, part-time, Religion. B.A., Ph.D., University of Iowa; M.Div., Luther Northwestern Seminary. S Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island; Ph.D., University of Minnesota. Hamed Sallam (1988). Instructor, part-time, Economics. B.S., Ein Shams University, Cairo; M.S., Cairo University; Ph.D., Tbilisi State University, U.S.S.R. Pauline Sateren (1974). Instructor, part-time, Music Education. B.A., Northwestern College; M.M.Ed., University of Colorado. Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A., Augsburg College, M.A., University of Minnesota. Milo A. Schield (1985). Associate Professor of Business Administration/MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Assistant Professor of English. B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University of Texas. Gregg W. Schneider (1991). Instructor, part-time, Business/M.I.S. B.A., Gustavus Adolphus College;J.D., Hamline University; M.B.A., College of St. Thomas. Robert T. Schultheis (1990). Instructor, part-time, Business Administration/MIS. B.B. A., College of Sante Fe; M.B. A., College of St. Thomas. Frankie B. Shackelford (1990). Assistant Professor of Foreign Languages. B.A., Texas Christian University; Ph.D., University of Texas. Edward R Skarnulis (1990).Associate Professor of Social Work B.A., Omaha University; M.S.W., Ph.D., University of Nebraska. Eugene M. Skibbe (1964).Professor of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg Germany. William W. Smith, I11 (1990). Instructor, part-time, Religion. BA., Minnesota Metropolitan State University; M.Div., I.T.C. Morehouse School of Religion. Stanley I-LSolnick (1984). Assistant Professor of Business Administration/MIS. B.A., M.B.A., University of Northern Colorado. Meredith J. Sommers (1991). Instructor, part-time, Religion. BA., Minnesota Metropolitan State University; MA.L., Augsburg College. Yong Nam Song (1987). Instructor, part-time, Economics. B.A., Jeon Buk National University, Korea. Robert J. Stacke (1990). Assistant Professor of Music. B.A., Augsburg College; M.A.C.I., College of St. Thomas. Nancy K.Steblay (1988). Assistant Professor and Department Chairperson of Psychology. B.A., Bemidji State University; M.A., Ph.D. University of Montana. Donald B. Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Myles Stenshoel(1965).Professor of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Robert Stenstrom (1990). Assistant Professor of Physics and Mathematics. B.S., M.S., University of South Dakota. Lynn J. Stevensen (1990).Instructor, part-time, Health and Physical Education. B.S., Southwest Minnesota University; M.S., University of Windsor, Mankato State University. Stuart M. Stoller (1986).Assistant Professor of Business Administration/MIS. B.S., M.S., Long Island University. Diane L Strandberg (1989).Instructor, part-time, Education. B.S., M.S., Mankato State University. Beverly J. Stratton (1986).Assistant Professor of Mathematics and Computer Science. B.A., MA., Boston University. Marie Struss (1988).Instructor, part-time, Education. B.S., Mankato State University; M.S., Mankato State University. Mary Jo Stump (1988).Part-time student teacher supervisor, Education. B.A., Ball State University; M.A., Northern State College. Grace K.Sulerud (1966).Associate Professor, Librarian. B.A., Augsburg College; M.A., University of Minnesota. Ralph L Sulerud (1%4). Professor of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. K a h y n Swanson (1985).Associate Professor and Department Chairperson of English. B.A., St. Olaf College; M.A., University of Minnesota. William Swenson (1989).Instructor, part-time, Master of Arts in Leadership Program. A.B., Ph.D., University of Chicago. James Thomas (1991).Instructor, part-time, Religion. B.S., Concordia Teachers College; M.Div., Christ Seminary/Seminex; M.Ed., The City University of New York; S.TM., Union TheologicalSeminary;D.Min, Graduate Theological Foundation. Philip J. Thompson (1959).Professor and Department Chaiierson of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. James D. Urbach (1990).Instructor, part-time, Business Administration/MIS. B.A., Augsburg College. Ronald F. Walter (1988).Instructor, part-time, Foreign Languages. B.A. , Swarthmore College; M.A., Ph.D., Indiana University. G l o M. ~ Warner (1988).Instructor, part-time, Biology. B.S., St. Olaf Collge; M.S., Ph.D., University of Minnesota. Donald M. Warren (1978).Instructor, part-time, Introductionto Liberal Arts, Director of Academic Enrichment. B.A., M.A., University of Minnesota. Martha A. (Cary)Waterman (1991).Instructor, part-time, English. B.A, University of Denver; B.S., M.A., Mankato State University. Pamela Weiss (1983).Assistant Professor, part-time, Nursing. B.S.N., University of Nebraska; M.P.H., University of Minnesota; Ph.D., University of Minnesota. Theresa Welcher (1986).Assistant Professor of Nursing. B.S. and two M.S. degrees, South Dakota State University. Mary Louise Williams (1978; 1984).Assistant Professor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania. Maria K Woroby (1990).Assistant Professor, Reference Librarian. B.S., M.A., University of Minnesota. Angela Wyatt (1981).Studio Artist/Clarinet, part-time. B.A., St. Olaf College. Robert D. Wykstra (1989).Instructor, part-time, Business Administration/MIS. B.A., Calvin College; M.B.A., Western Michigan University. Peter G. Yackel(1990). Instructor, part-time, History. B.A., M.L.T., Wittenberg University; M.A., Ph.D., Ohio State University. William C. Youngblood (1990).Instructor, part-time, Psychology. B.A., Valparaiso University; M.A., Indiana University; M.Div., Bethel Theological Seminary;Ph.D., University of Minnesota. RD.Zehnder (1991). Instructor, part-time, History. B.A., Carleton College; M.A., Stanford University, University of California, Davis; Ph.D., Kansas University. Stephen Y. Zheng (1990). Assistant Professor of Mathematics and Computer Science. B.S., Sichuan University, Chengdu;Ph.D., University of Minnesota. Augsburg ..........................8 ElAbout Academic Affairs .....................251 Academic Calendar ........2.60. 254 Academic Internships................73 Academic Information .........59-96 Academic Organization and Programs ...................................63 Academic Policies and Procedures ............ ... .....76 Academic Progress. Probation and Dismissal ...........................94 Academic Requirements and Credit .........................................69 Academic Skills Enrichment .....50 Accessibility..................................2 Accounting Specialization ......109 Accreditation ............................2. 9 Accreditation and Memberships ........................211 Activities ..................................... 53 Adapted Physical Education Major .......................................163 Administration ......................... 251 Admissions ......................1215-19 Advanced Placement Program Test ............................92 American Indian Studies .........171 American Indian Support Program ................1250 Annex Houses ......................13. 56 Application Procedures .............16 Art ............................................ -.-99 Art History ................................103 Assessment of Previous Learning (APL) Program .........92 Associated Colleges of the Twin Cities ( A m Programs ...61.65.67. 71 Associated Support Organizations .....-.,-............... 13 Athletic Affiliation .......................2 Athletics .................... . ...... 49 Audio-visual Services ...............62 .-..... Audit Fee .................................... 22 Auditing Courses ....................... 91 Augsburgian ..............................49 Augsburg Echo .......................... 49 ................................ 37. 104 :%Student Support Program ..................... 51 Board of Regents ...................... 248 Books and Supplies ...................23 Business .................................... 109 Business Administration and Management Information systems ................................... 108 ..............................60. 254 ElCalendar Campus ......................................... 2 Campus Guide ......................... 269 Campus Location ............... 11. 270 Campus Ministry .......................48 Campus Tours ............................ 16 Canadian Program.....................76 Cancellation of Courses .............78 Career Services ...........................51 Center for Global Education ............................ 12. 76 Chemical Dependency Program .................................... 68 Chemistry ................................. 116 Chinese ..............................121. 146 Choir ......................................... 49 Christensen Center .........12.49. 55 City Arts ....................................186 Class Confinnation ....................77 Class Schedule............................ 98 Classification (Sophomores. Juniors. Seniors) .......................92 Coaching Endorsement ...........163 College Costs 1991- '92 .............. 22 College Level b i n a t i o n Program (CLEP) ....................... 93 College Relations ..................... 252 Commons ................................... 55 Communication ....................... 239 Computer Resources .................62 Computer Science ....................180 Concert Band ..............................49 Continuing Education Program ................................... 75 Cooperative Education ........72, 73 Costs and Financial Aid ............69 Counseling Services...................51 Course Descriptions ...........99-246 C.M.A. Certification .................110 C.P.A. Certiiication .................. 109 Credit Assessment Program (CAP) ......................... 93 Credits ......................................... 98 la Dean's List .................................. 95 Degrees Offered ......................... 60 Departmental Comprehensive Exams ............93 Departments and Programs ............................ 97-246 Deposits .................... . . ............. 23 Development and College Relations .................... 252 Diredory ................................... 250 Disabled Student Program ........ 52 Distribution Requirements .......80 Division for Education (ELCA) .................................... 249 Dismissal ..................................... 94 Divisions and Departments ......63 Dual Degree Programs ......65, 137 Early Admission of Freshmen .................................. 17 East and Southeast Asian Studies ..................................... 121 49 Echo ............................................. Economics ................................. 123 Economics-Business Adminstration Major .............109 Education .................................. 127 Education for Senrice .................. 9 Elementary Education ............. 128 Eligiiility and Application ........69 Employment ............................... 30 Engineering .............................. 136 English ......................................1 3 English as a Second Language (ESL) Program ..........................94 Enrollment .................................... 2 Entry Level Skills Requirements ........................... 83 Evangelical Lutheran Church in America (ELCA) .....................2.49 Ethnic Studies ...........................172 Experiential Education Programs ...................................72 Evaluation and Grading ............89 Explanation of Grades ...............90 Facilities and Housing ...............12 Facts and Figures .........................2 Faculty .................................61. 256 Faculty Emeriti ......................... 253 Fees ........................................2 3 Finance and Management .......252 Finance Specialization .............109 Financial Aid .....................2.25. 69 Financial Policies ........................24 Financing Your Education .............................21-46 Fine Arts .....................................49 First Year Experience Program .......................52.79. 144 Food Service ...............................55 Foreign Study .................54.68. 72 Former Students ...................18. 79 Foreign Language Placement ...89 Foreign Language Department ..,,.......,............. , ................. -145 Foreign Study .................54.68. 72 Foss. Lobeck. Miles Center for Worship. Drama and Communication ....................... 12 French ........................................ 146 Freshmen , 16 Full-Time Student ......................22 ..................-.......-...- Education Curriculum ElGeneral Requirements .................79.8 1-89 Skills Component ....................83 Liberal Arts Perspedives ........85 General Information (Academic) ................................60 General Studies ........................156 George Sverdrup Library ..........13 German ...............................72. 149 Gift Assistance............................28 Global Education Programs ...............69.70. 71. 157 Grade Point Average ...........79. 91 Grades .........................................90 Graduate Program .....................75 Graduates .................................... 2 Graduation Level Skills ............. 84 Graduation Requirements ........78 Graduation with Distinction .................................% Grants ....................................27. 28 and Physical HHealth Education ................................161 Health Education ...................161 Health Service ............................54 Higher Education Consortium for Urban Affairs (HECUA) ....................... 68.70. 71 History ................................40. 165 History of Augsburg College ........................................ 8 Honors Program ........................67 Housing ...........................12.23. 52 Humanities ............................... 169 Ice Arena ..................................... 12 Incomplete Grade ......................90 Intercollegiate Athletics.............49 InterdisciplinaryStudies .........170 254 Interim ..................................... Interim Abroad .. 70 Inter-Institutional 67 Programs ................................... International Baccalaureate Program .................................... 92 International Business Specialization.......................... 109 International Programs .............53 International Relations ............174 International Students .........19, 53 Inter-Race ....................................13 Internships, Cooperative Education and S e ~ e L e a r n i n g..................... 72 Intramural Athletics ..................50 Introducing Augsburg ...........7-13 KCMR Radio ..............................49 Kindergarten-Elementary Education ................................128 27 Kinds of Aid ............................ Learning Disabilities Program ....................................52 Leave of Absence .......................78 Liberal Arts Perspectives ..........84 Library .............................. 2.13. 62 Licensure Program for Science Teachers .....................198 Lifetime Sports ...........................84 Linguistics.................................151 Literature. Ideology and Society in Latin America (LISLA) ....................................187 Living on Campus ..................... 55 Loan Assistance ........................ 2 8 Location ...............................11. 270 Majors and Minors (also see Course Descriptions) ...........2 6 3 Management Information Systems (MIS) .........................113 Management Specialization ....109 Maps ..................................269. 270 Marketing Specialization ........109 Master's Degrees ..................60. 75 Mathematics .............................176 Mathematics and Computer Sdence .....................................175 Melby Hall ..................................12 Memberships .......................... 2,11 Memorial Hdl ............................ 13 Metro-Urban Studies ...............182 Metreurban Studies Term (MUST')..........................184 Minors ...................................63, 64 Minnesota Minority Education Partnership (MMEP) ................13 Minnesota Studies in International Development ........................3. 71 Minority Studies (see Ethnic Studies) ................172 Mortenson Tower ................. 12. 56 Murphy Place ............................. 13 Murphy's .................................... 55 Music .........................................188 Music Education ...................... 190 Music Ensembles ..............191. 197 Music Hall ..................................12 Music Performance Studies .....................190. 191. 197 Music Therapy ..................190. 1% Natural Science ........................198 New %dents .Regular Admission .................................26 No Credit Grades .......................91 Norwegian (NOR) .................152 Numbering of Courses ..............99 Nursing ..................................... 199 Off-CampusPrograms ................2 ....................................... 153 Old Main ..................................... 12 Orchestra ....................................49 Orientation (First Year Experience Program) ...............52 m. . Part-Time Students .................... 22 s-No credit .................... 90. Pastor ........................................ . 48 Payments .................................... 24 Perspectives ..........................84. 85 Philosophy ..............................