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Title: Augsburg Weekend College Catalog, 1988-1989
Collection: Course Catalogs
Search Result: -. - *-- -..y?,c-+.:- - . ugsburg Weekend College 1988-1989 Calendar Application Deadline New Student Orientation Registration Classes begin Last day to register andlor drop class without record notation Last day to designate grade option Last day to withdraw from class Classes end ...
Show more -. - *-- -..y?,c-+.:- - . ugsburg Weekend College 1988-1989 Calendar Application Deadline New Student Orientation Registration Classes begin Last day to register andlor drop class without record notation Last day to designate grade option Last day to withdraw from class Classes end Final exams Final grades due Classes meet 1988 Fall Trimester Aug 15 1989 Winter Trimester Nov 28 1989 Spring Trimester Mar 6 6 8 7-9 9 Aug Sept Sept Sept 30 10 9-11 11 Jan Jan Jan Jan 5 7 6-8 8 April April April April Oct 23 Feb 12 May 21 Nov 20 Mar 12 June 4 Dec 4 Mar 19 June 18 Dec 9-11 Mar 31April 2 June 23-25 Dec Sept Sept Oct Oct Nov NOV Dec Dec April Jan Jan Jan Feb Feb Mar Mar Mar April July April April May May June June June 19 9-11 23-25 7-9 21-23 4-6 18-20 2-4 9-11 10 6-8 13-15 27-29 10-12 24-26 10-12 17-19 312 3 7-9* 21-23 5-7 19-21 2-4 16-18 23-25 *Classes in Spring Trimester will be four hours in length instead of three and one half hours. See page 28 for exact times. I Most Weekend College classes meet seven times during a trimester. It is expected that students attend every class. If a student needs to miss one class period, the instructor should be contacted. Frequently Called Telephone Numbers Weekend College Office ................................. .330-1782 Director, Rick Thoni . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1640 Operations, Laurel Orthmeyer . . . . . . . . . . . . . . . . . . . . . . . . . . . .330-1740 Admissions, Sylvia Stasuikonis . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1792 Data Entry, Robin Sanderson ............................. 330-1786 Secretary, Kristi Anderson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ,330-1782 Other Campus Numbers: Bookstore, College Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ,330-1122 Business Office, Science Hall . Cashier: 8:30-11:OO a.m., 1:30-3:00 p.m. . . . . . . . . . . . . . . . . . -330-1028 Billing: 8:00 a.m.-4:30 p.m. . . . . . . . . . . . . . . . . . . . . . . . . . . . .,330-1790 . Education Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..330-1130 Financial Aid Office, Science Hall . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046 Counseling and Career Planning, Memorial Hall. . . . . . . . . . . . ,330-1162 . Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .330-1017 . Nursing Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .330-1209 Registrar (Transcripts, Grades) Science Hall ................ .330-1036 General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .330-1000 Weekend College Office Hours: Monday-Friday 8:00 a.m.-4:30 p.m. (evening hours by appointment) Office Hours on Class Weekends: Friday - 5:30 p.m.-6:15 p.m. - Old Main 18 Saturday - 8:00 a.m.-1:30 p.m. - Old Main 18 or WEC office Sunday -- 2 3 0 p.m.-1:30 p.m. -Old Main 18 Weekend College Office Location: The Weekend College Office is 2222 Murphy Square, located on the corner of 23rd Avenue and 7% Street on the Augsburg College Campus (number 11on the map found on page 7l). This bulletin is a supplement to the Augsburg College Catalog and is published for the convenience of Augsburg Weekend College students. Weekend College is a program of Augsburg College and is subject to the policies and provisions as stated in the Augsburg College Catalog. able of Contents . ACADEMIC CALENDAR FOR 1988-1989 . . . . . . . . . . . . . . . . . . . . . . . . . .1 .................. 2 GENERALINFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Introduction to Augsburg Weekend College ....................... 4 Information Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 FREQUENTLY CALLED TELEPHONE NUMBERS I I I 1 I I I Characteristics of the Eductional Program .........................6 StudentSupportServices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Careerplacement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Tutoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7. Veterans of Military Service . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 ACADEMIC INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 DegreesandMajors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Business Administration ......................................9 Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . -11 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . - . . . . . . . + . . . . 13 Teaching Licensure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 . Coaching Endorsement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Management Information Systems (MIS) ....................... 16 Nursing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Socialwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Minors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Dean'sList . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Probation and Dismissal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Grading Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Withdrawal from College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Graduation with Distinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .- 2 2 22 Assessment of Previous Learning (APL) ......................... CLASS SCHEDULE 1988.89 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 COURSE DESCRIPTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .-.3 0 ADMISSIONSIFINANCIAL INFORMATION ......................66 Admissions Requirements and Procedures ......................-66 FinancialAid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Fees and Payment Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Paymentoptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 .. Refund Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .-69 . ABOUT AUGSBURG COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .-70 CAMPUS LOCATION .......................................... 72 Introduction to Augsburg Weekend College Purpose Augsburg Weekend College provides an educational alternative to adults who desire college experience but who work or have other commitments during the week. It is a means by which men and women may earn a bachelor's degree, gain skills for professional advancement, prepare for career change, or pursue a personal interest in one or more areas of the liberal arts. The Adult as Student The Augsburg Weekend College program is designed to meet the needs and preferences of adult learners. The program is based on the assumption that the men and women who enroll in Weekend College will be mature, self-disciplined and well-motivated adult learners who seek a balance of classroom experience and individualized study. Each course is therefore divided into periods of concentrated on-campus study separated by time for independent study and class preparation. Alternate Weekends To accommodate this format for learning, classes meet on alternate weekends for three and a half hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon.* Each class selected by the student involves commitment to one of these four class periods. Weekend College students may take from one to four different courses by attending class every other weekend. Community of Learners Essential to the goals of Augsburg Weekend College is participation in a community of adult learners. Learning can be enhanced when the student is involved in a stable community that provides opportunity and encouragement to become involved in interaction both in and out of the classroom. This community will be enriched by the presence of both men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of college facilities such as the library and college center, to take the opportunity of having shared meals and coffee breaks, to participate in optional lunchtime seminars, and to attend other college activities such as music and dramatic presentations and athletic events. *Laboratory sections or additional class hours may be scheduled on evenings during the week. Information Sessions Adults who are interested in Augsburg Weekend College are encouraged to attend one of the information sessions that are scheduled throughout the year. These information sessions are free of charge and are approximately 2 hours in length. Please call the Weekend College Office (330-1782) to receive further details on these information sessions or to sign up for one of the following dates: For Fall Trimester, 1988 Saturday, May 14 Saturdav, Tune 4 Saturday, June 25 9:00 AM 9:00 AM 9:00 AM Saturday, July 16 Thursday, July 28 9:00 AM 6:00 PM Tuesday, August 9 6:00 PM For Winter Trimester, 1989 Saturday, October 8 9:00 AM Saturday, November 5 Saturday, November 19 9:00 AM 9:00 AM - - 1989 For S ~ r i n Trimester, e Saturday, January 14 O 9:00 AM M Tuesdav. March 7 6:00 PM For more information write or call: Augsburg Weekend College Office Augsburg College 731 21st Avenue South Minneapolis, MN 55454 Characteristics of the Educational Program Educational Mission For over a century Augsburg College has emphasized intellectual freedom in the search for knowledge. Our academic program builds on a liberal arts foundation to help students understand the past, interpret the present, and plan for the future. As in the weekday program, Augsburg Weekend College offers students a unique combination of the liberal arts disciplines and professional education. Our goals are to help students develop the intellectual skills and attitudes to be life-long learners, increase their competence in selected areas of professional work, and accomplish a higher level of personal growth. Accreditation and Affiliations Augsburg College is fully accredited by the North Central Association of Colleges and Secondary Schools and The National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by The American Chemical Society, The Council on Social Work Education and the National League for Nursing. We are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Association for Music Therapy, Inc., and are registered with the Minnesota Higher Education Coordinating Board (HECB). Faculty Augsburg College prides itself on its highly qualified faculty. Members of the faculty serve as academic advisers to students who are in the pre-major stage of planning as well as to students in declared major fields. Library Students and faculty use a carefully selected library of some 150,000 volumes plus audio-visual materials, with access to over 5,000,000 volumes through the Twin Cities private college consortium and Minitex. Internships Internships on and off campus are an established part of most academic programs, helping students make career choices and develop experience in their chosen fields. Student Support Services Augsburg Weekend College provides a number of student services to assist adults in making educational and career plans, accomplishing the academic tasks of a college education, working on their own personal development, and participating in activities beyond the classroom. Some of these services are: Academic Planning All Augsburg Weekend College students will have access to expert academic advising services on an on-going basis to provide for efficient, effective planning. Students enrolling in Weekend College who have had college experience will have their previous work evaluated early in the admissions process. Career Planning Services Staff from the Career Planning and Placement Office will assist adults in assessing their career goals and personal abilities. This service, in combination with sound academic advising from faculty in a chosen major field, can result in an appropriate and manageable educational and career plan for the individual involved. Academic Skills Center This center exists to help students enhance their skills in the areas of writing, reading, math, time management, and study skills. Academic tutors in specialized course areas are also available through the center. CounselinglSupport Groups Individual and group activities are available to students who wish to work on a personal growth interest or concern or who simply want to have the experience of being in a support group of people who share some similar characteristics andlor interests. Veterans of Military Service Augsburg is approved by the State Approving Agency for Veterans Training. 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. (Please refer to the Augsburg College Catalog for more detailed information.) 1- cademic Information Degrees and Majors Augsburg Weekend College allows adults to begin a bachelor's degree program or to continue their education after beginning at another time or institution. It also enables adults to add a second major to an already completed college degree. The following information outlines what is involved in completing a degree or major in Augsburg Weekend College. (For more detailed information regarding graduation requirements, please refer to the Augsburg College Catalog.) Bachelofs Degree The bachelor's degree program in Augsburg Weekend College is essentially the same as the weekday program. A total of 35 semester courses are required to graduate and may be fulfilled through combinations of transfer of previous college credit, assessment of previous learning experience, and Weekend College courses. (Augsburg semester courses are valued at 4 semester credits and 6 quarter credits.) Included in the 35 total courses must be an approved major program, eleven upper division courses, and courses selected from the following liberal arts spectrum (transfer courses and courses taken in the major may also be counted for distribution requirements): One approved course from each of seven areas: 1. ArtlMusic 2. HistorylPhilosophy 3. EconomicslPolitical Science 4. English - Speech, Communication and Theatre Arts (devoted to the study of literature) 5. Psychology 1051Sociology 121 (or the equivalent transfer course) 6. ChemistrylBiology 7. MathematicslPhysics A course in writing (English 111)or demonstrated proficiency Two courses or demonstrated competence in a second language Three courses (or one course per year of study) in religious studies One course in the area of urban concerns, women's studies, or minority studies In addition to the 35 total courses, a student must demonstrate proficiency in two lifetime sports. Majors Augsburg Weekend College students may select from 7 separate majors, several with a number of career concentrations. A minor is available in each of these academic areas as well as economics, psychology, religion and sociology. Business Administration This major prepares students in the areas of management, financial accounting, finance, and marketing. To provide a combination of applied skills and theoretical background, each of these majors is interdisciplinary in approach, including an average of ten business administration courses and six courses from supporting fields such as economics, computer programming, communications, philosophy, and mathematics. Majors in Business Administration are candidates for the Bachelor of Arts degree. Core Courses All students who pursue a major in Business Administration will complete the following core courses: BUS BUS BUS BUS BUS BUS BUS BUS ECO ECO ECO or or ECO 175 221 222 242 252 279 331 391 112 113 311 312 315 313 Computers for Business and Economics Principles of Accounting I Principles of Accounting I1 Principles of Management Principles of Marketing Quantitative Methods for Economics and Business Financial Management Business Law Principles of Macroeconomics Principles of Microeconomics Public Finance Intermediate Macroeconomics Money and Banking Intermediate Microeconomics Accounting Concentration Students who wish to pursue a Business Administration major with a concentration in accounting will complete the following courses in addition to the core: BUS BUS BUS BUS or or 322 323 324 326 423 425 Accounting Theory and Practice I Accounting Theory and Practice I1 Managerial Cost Accounting Tax Accounting Auditing Advanced Accounting Students in this major should seriously consider one or more courses from the following list: BUS 399 Internship ENG 223 Writing for Business and the Professions PHI 120 Ethics Those planning a career in accounting are strongly encouraged to complete the remaining courses in the 326,423 and 425 sequence. Finance Concentration Students wishing to pursue a Business Administration major with a concentration in finance will complete the following courses in addition to the core: BUS BUS BUS ECO or or 322 433 438 318 415 479 Accounting Theory and Practice I Financial Theory: Policy and Practice Investment Theory Management Science Managerial Economics Intermediate Quantitative Methods for Economics and Business Students in this major should seriously consider one or more courses from the following list: BUS BUS BUS ENG PHI 324 326 399 223 120 Managerial Cost Accounting Tax Accounting Internship Writing for Business and the Professions Ethics Management Concentration Students wishing to pursue a Business Administration major with a concentration in management will complete the following courses in addition to the core: BUS BUS ECO PSY or SOC 340 440 318 373 Human Resource Management Operations Management Management Science Organizational Psychology 301 Complex Organizations Students in this major should seriously consider one or more courses from the following list: BUS 399 Internship ENG 223 Writing for Business and the Professions PHI 120 Ethics PSY 371 Psychology of the Individual SOC 336 Introduction to Cultural Anthropology SOC 375 Social Psychology SOC 265 Racial and Minority Group Relations SPC 111 Public Speaking SPC 354 Interpersonal Communications Marketing Concentration Students wishing to pursue a Business Administration major with a concentration in marketing will complete the following courses in addition to the core: BUS BUS ECO BUS 352 450 415 355 Marketing Research and Analysis Marketing Management Managerial Economics Marketing Communications Students in this major should seriously consider one or more courses from the following list: BUS ENG PHI SPC SPC 399 223 120 351 352 Internship Writing for Business and the Professions Ethics Argumentation Persuasion Business Minor BUS BUS BUS BUS ECO ECO 221 242 252 331 112 113 Principles of Accounting I Principles of Management Principles of Marketing Financial Management Principles of Macroeconomics Principles of Microeconomics Other configurations of the Business Administration minor may be permitted on consultation with department chairperson. Communication Communication is an interdisciplinary major which is broad in scope and practical in application. The program consists of 15 courses; five in related supporting fields such as psychology, sociology, speech, and philosophy. Included is at least one course of internship experience in a work setting serving the career goals of individual students. Students may focus their lecture courses toward the development of career skills in public relations and advertising, marketing communications, human relations, or supervisory management. Majors in communication are candidates for the Bachelor of Arts degree. Required Communication Core ENG 223,225,226 or 227: An Advanced Writing Course SPC 342 Mass Communications in Society SPC 351 Argumentation or 352 Persuasion SPC 354 Interpersonal Communication SPC 399 Internship Required supporting courses: PHI 130 Logic PSY 105 General Psychology SOC 121 Principles of Sociology or 336 Introduction to Cultural Anthropology SOC 375 Social Psychology SPC 111 Public Speaking Major also includes satisfactory performance on competency tests in writing and typing. A literature course may be substituted for SOC 121 or SOC 375. Communication Electives With the help of an academic adviser, the student will select five (5) elective courses designed to meet additional background and skill requirements in the career areas of public relations and advertising, marketing communications, human relations, or supervisory management. The following are some of the electives recommended in each area: Public Relations and Advertising Students interested in the Public Relations emphasis are strongly urged to take ENG 227 (Journalism)as part of the major. BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 279 Quantitative Methods for Economics and Business BUS 355 Marketing Communications ENG 226 Creative Writing ENG 227 Journalism PSY 373 Organizational Psychology SOC 301 Complex Organizations SPCl ART 132 Photography SPCl ART 224 Publication Design SPCl ART 2251230 Visual Communications I, I1 SPC 345 Organizational Communication SPC 480 Public RelationslPromotiona1 Communications Marketing Communications BUS BUS BUS BUS SPC 252 352 355 450 480 Principles of Marketing Marketing Research and Analysis Marketing Communications Marketing Management Public RelationslPromotiona1 Communications Human Relations PSY PSY SOC SOC SOC SPC SPC SPC SPC 373 485 231 265 301 329 345 355 480 Organizational Psychology Counseling Psychology Sociology of the Family Racial and Minority Group Relations Complex Organizations Intercultural Communication Organizational Communication Small Group Communication Public Relations Promotional Communications Supervisory Management BUS BUS BUS BUS BUS BUS PSY SOC SPC SPC SPC 175 242 279 340 355 355 373 301 345 355 480 Computers in Business and Economics Principles of Management Quantitative Methods for Economics and Business Human Resource Management Marketing Communications Operations Management Organizational Psychology Complex Organizations Organizational Communication Small Group Communication Public RelationslPromotiona1Communications Communication Minor Five courses approved by the department. Education Teaching Licensure Teaching licensure programs are offered for Kindergarten-Elementary and selected Secondary fields through Weekend College. Individualized programs are worked out with an adviser in either Elementary or Secondary education. To be admitted to the Education Department the student will have achieved an overall 2.5 G.P.A. plus a 2.5 G.P.A. in hislher major field. All professional courses with the exception of Clinical Experience and Student Teaching are available in the weekend schedule. In addition to Kindergarten-Elementary,Augsburg Weekend College grants secondary licenses in English-Language Arts and Social Studies. Students may also work individually on the following majors offered in conjunction with day school: French, German, Health, Life Science, Mathematics, Physical Science (Chemistry or Physics), Science (grades 5-9), Spanish, Speech, Theater Arts, and in the special areas of Art (K-V), Band (K-12) and Classroom Music (Grades 5-12), Orchestra (K-12) and Classroom Music (5-12), Vocal and Classroom Music (K-9), Vocal and Classroom Music (5-12), and Physical Education (K-12). Contact an Education Department adviser for information in your field of study and for application for admission to the Department of Education. All students must apply for acceptance into the Education Department before beginning professional courses. Elementary Education EDE 253 Orientation to Education in an Urban Setting* (.5course) EDE 341 Media Technology (.5 course) EDE 350 Creating Learning Environments* (.5 course) EDE 351 Techniques of Teaching Reading EDE 363 Clinical Experiences (.5 course) EDE 364 Interdisciplinary Studies (.25 course) EDE 376 K-El Social Studies ( 2 5 course) EDE 377 K-El Science (.25 course) EDE 379 K-El Art ( 2 5 course) EDE 380 K-El Music ( 2 5 course) EDE 382 K-El Math ( 2 5 course) EDE 386 Children's Literature (.5 course) EDE 387 Language Arts (.5 course) EDE 388 K-El Health ( 2 5 course) EDE 389 K-El Physical Education ( 2 5 course) EDE 481 Student Teaching EDE 482 Student Teaching EDE 483 Student Teaching EDE 484 Student Teaching EDS 388 Human Relations (.5 course) HPE 114 Safety Education (.5 course) HPE 115 Chemical Dependency (.5 course) SWK 260 Humans Developing College Level Math Course Academic Minor or Second Major *Field Experience Separate Secondary Education EDS 264 Orientation to Education in an Urban Setting* (.5 course) EDS 341 Media Technology (.5 course) EDS 350 Reading in the Content Areas (.5 course) EDS 352 Clinical Experience (.5 course) EDS 353 Creating Learning Environments* (.5 course) EDS 388 Human Relations (.5 course) EDS 477 School and Society Seminar (.5 course) EDS 481 Student Teaching EDS 482 Student Teaching EDS 483 Student Teaching EDS 484 Student Teaching EDS 486 Student Teaching Seminar (.5 course) HPE 114 Safety Education (.5 course) HPE 115 Chemical Dependency (.5 course) PSY 105 General Psychology Special Methods in Licensure Field "Field Experience Separate Major for Secondary Teaching Licensure in Social Studies Students preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency program designed to provide a broad foundation in the social sciences. Students must complete a major in one of five fields - Economics, History, Political Science, Psychology or Sociology (the History major is described below) plus 7 courses (ECO 112 or 113, Human Geography, HIS 222, POL 158, PSY 105, SOC 121 and 336). Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. History Major: 8 courses plus 1seminar. At least four of these courses must be upper division. A major 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. Coaching Endorsement Students interested in adding a coaching endorsement must complete required courses in the Physical Education program. If interested, please contact the Education Department at 330-1130 for further information. English Those who study English believe that an intense concern for words, ideas and images helps us understand who we are and who we can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through English study we see life's complexity, experience life as some others do, and understand 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 sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communications, 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. Major: 9 courses above 111, including 225; one 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 take ENG 245 early in their college work and to consult their departmental advisor regularly. A student with a double major or special program that involves considerable work in the English department should also work closely with an advisor in the department. English-Language Arts Teaching Major: 10 courses, including those listed under the major, a course in linguistics, and an internship in the teaching of writing. One course must include a component in nonWestern literature. In addition, the ACTC courses Communications Skills in the English Classroom and Teaching Mass Media are required. Courses in early American literature, Shakespeare, and film are recommended. Several of the required courses are not offered on Weekends. 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 requirements in the major. New licensure rules become effective July 1, 1989. Students who seek licensure after that time will be subject to the new licensure rules. Minor: 5 courses above 111including one course in British literature and one writing course above the freshman level (223, 225, 226, or 227). Management Information Systems (MIS) This MIS major prepares students to work in the growing field of information management. The major combines courses and skills from both the business and computer science majors to help students learn about the identification, organization, analysis and processing of information in a business setting. MIS Major BUS 175 Computers for Business and Economics BUS 221 Principles of Accounting I BUS 222 Principles of Accounting I1 BUS 242 Principles of Management BUS 252 Principles of Marketing BUS 279 Quantitative Methods for Economics and Business BUS 331 Financial Management ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 313 Intermediate Microeconomics CSCl M I 7 4 Math for Computing I CSCl M I 7 5 Math for Computing I1 BUS 370 Advanced Computing for Economics and Business BUS 375 Information Systems in the Organization BUS 475 Information Systems Analysis and Design BUS 476 Information Systems Projects BUS 479 Intermediate Quantitative Methods for Economics and Business ECO 318 Management Science Students in this major should seriously consider one or more of the following courses: BUS CSC ENG PHI 399 340 223 120 Internship Digital Communications and Computer Networks Writing for Business and the Professions Ethics MIS Minor BUS BUS or BUS BUS BUS ECO 221 242 252 370 375 475 113 Principles of Accounting I Principles of Management Principles of Marketing Advanced Computing for Business and Economics Information Systems in the Organization Information Systems Analysis and Design Principles of Microeconomics Nursing Augsburg Weekend College offers registered nurses an upper division nursing major as a second step toward the completion of the Bachelor of Science degree. Fully accredited by the National League for Nursing, this major is a professional program that is accessible on weekends to nurses who are unable to attend classes during the weekdays. Classes are primarily scheduled on alternate weekends, but all courses in the major may have additional class or lab hours beyond the weekend schedule. Admissions Procedures Admission to the nursing program includes first being accepted into Augsburg Weekend College through the procedures described on page 66. As candidates for the nursing major, RNs must demonstrate evidence of completion of an associate degree or diploma program, current nursing practice, and Minnesota licensure. While an RN may take general education courses and prerequisite courses for the nursing major, further progress in the major is contingent upon: 1. Satisfactory completion at a college or university of the prerequisite courses: Anatomy and Physiology, Microbiology, Inorganic Chemistry, Organic or Biochemistry, English Composition, Introductory Sociology and Introductory Psychology. 2. A cumulative gradepoint average of at least 2.5 3. Successful completion of testing to validate lower division nursing knowledge. Required Courses in the Nursing Major NUR NUR NUR NUR NUR NUR NUR NUR NUR NUR 305 306 310 311 330 350 403 404 423 427 Contemporary Nursing I: Communication* Contemporary Nursing 11: Paradigms in Nursing* Community Health Nursing I* Community Health Nursing 11: Practicumx* Trends and Issues in Nursing* Introduction to Nursing Research* Contemporary Nursing 111: Families* Contemporary Nursing IV: Leadership and Management* Practicum in Nursing I: Nursing of the Family** Practicum in Nursing 11: Leadership and Management** *These courses may require extra class or lab sessions. **Thesecourses require extra time and cost for clinical work. Required Supporting Courses PHI 380 Ethics of Medicine and Health Care or REL 483 Christian Ethics, or an approved ethics course PSY 353 Brain and Behavior Social Work Accredited by the Council on Social Work Education, the Bachelor of Science in Social Work degree program at Augsburg College is built on a solid liberal arts foundation, on theory-based training, and on professionally directed field experiences. As important, social work education at Augsburg is built on an appreciation for the needs, concerns, and values of the individuals and groups who constitute today's multi-cultural society. The Social Work major in Augsburg Weekend College includes seven courses from the departments of psychology, biology, and sociology. Concentrations are possible in the areas of aging, chemical dependency, corrections, social ministries, and youth work. Field work is an important component of the program. Social Work Courses* SWK 257 SWK 260 SWK 361 SWK 363 SWK 364 SWK 461 SWK 462 SWK 463 SWK 465 SWK 466 SWK 467 SWK 469 Exploring Human Services Humans Developing Social Response to Human Needs Methods and Skills of Social Work Field Work I Advanced Methods and Skills in Social Work Field Work I1 Community Development and Organization Social Policy: Analysis and Development Field Work I11 (.5 course) The Social Worker as Professional Field Work IV Required Supporting Courses* BIO PSY SOC SOC SOC SOC SOC 101 105 121 231 265 365 375 Human Biology General Psychology Principles of Sociology Sociology of the Family Racial and Minority Group Relations Quantitative Analysis and Program Evaluation Social Psychology *Students interested in Social Work should begin their program with the required supporting courses. The professional sequence will be offered when a sufficient number of students are ready for that portion of the program. Social Welfare Minor 6 courses including 257 or department approved alternative internship, 361, 463; Psychology 351 or Sociology 375; Sociology 265; and Political Science 121or 158 or 325, or Social Work 465. Minors In addition to minors offered in Business, Communication, MIS and Social Welfare (listed under each respective major), Weekend College students are able to complete minors in the following areas: Psychology Minor 5 courses including 105, with a minimum of 2 courses at Augsburg. Not more than one course from 299,399 and 499 may be counted toward the minor. Religion Minor 5 courses approved by the department. Sociology Minor 5 courses including 121 and two upper division courses (numbered 300 and above). 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 two full courses, or equivalent, graded on the traditional grading system, with no incompletes in courses offered for credit. Probation and Dismissal A student will be placed on scholastic probation at the end of the term if his or her achievement is unsatisfactory. Dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. A student who has a poor academic record may be strongly advised to withdraw before the end of the term. A student who has been on probation for two terms and withdraws from the College voluntarily must have special permission to re-enroll. See Augsburg College Catalog for complete explanation. Grading Procedures Evaluation and Grading 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 PasslNo 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 are cautioned to use the PIN grade option with care since some graduate and professional schools do not look favorably on a large number of Pgraded courses, or rank each as a "C." Transfer students are cautioned that P-graded courses do not count in the requirement that 14 traditionally graded courses be earned at Augsburg in order to be considered for graduation with distinction. See PIN limitations under Graduation Requirements in the Augsburg College Catalog. Certain courses are offered on one grading system only. Sociology 265 is graded only on the PIN grading system and some education courses are graded only on the PIN system or only on the traditional system. English 111is graded P or N, or 2.0-4.01N. Some other courses are graded only P, 1.0, N. Lifetime Sports are graded P1O.O. In courses where this is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the PIN 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 made after Registration. Explanation of Grades Number grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 1.5 1.0 performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grade of P (Pass) 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 it, a student must file a petition with the Committee on Student Standing stating the reasons for the request, the plan and date for removing it, and comments from the instructor. If permission is granted, the incomplete must be removed during the following semester, or it becomes the grade submitted by the teacher along with the incomplete. 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 whcih the work is completed and evaluated (but not longer than one year). An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. Withdrawal from college, or dropping these continued courses will terminate their registration. Under this circumstance, a reregistration 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. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). The charge for auditing a course is listed under Fees and Payment Schedule. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance and any other requirement. If expectations have been met, the course will be listed on the transcript 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 PIN grading option are recorded, but not computed in the GPA. Classification Students are classified in August and at the end of fall and winter terms. Sophomores - 7 courses completed with at least 14 grade points. Junior - 16 courses completed with at least 32 grade points. Seniors - 25 courses completed with at least 50 grade points. Withdrawal from College Students are urged not to abandon courses for which they are registered, since this results in a failing grade on the official record. Cancellation of 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 Standing Committee. Withdrawal from college and resulting adjustments in accounts are effective as of the date the completed Withdrawal From College form is returned to the Registrar's Office. Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude 3.8 to 4.0 cumulative GPA Magna cum laude 3.6 up to but not including 3.8 cumulative GPA Cum laude 3.3 up to but not including 3.6 cumulative GPA To qualify for graduation with distinction, transfer students must have completed two years (14 traditionally graded courses) of work at Augsburg . Assessment of Previous Learning (APL) 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 programs 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 bachelor's 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: CLEP (College Level Examination Program) Students who achieve acceptable scores in CLEP exams may receive academic credit in Augsburg College. CLEP exams are available in a variety of general and specific subject areas. For more information, contact Weekend College Admissions (330-1792) or the regional CLEP center at the University of Minnesota (624-3323). Departmental Assessment Students who wish to receive credit for a specific academic course and do not have transcript evidence of completed work may request a departmental assessment of previous learning. This will most often include an examination that covers the essential components of the course involved. For more information, contact the Registrar's Office (330-1036). CAP (Credit Assessment Process) This is a credit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. Informal meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. Students may apply for CAP after completing at least four courses of academic work at Augsburg College with a cumulative GPA of at least 2.5. For more information, contact the Registrar's Office (330-1036). 'lass Schedule 1988-89 Fall Trimester, 1988 Class Schedule - Friday Evening (6:OO 9:30) BUS 355 Marketing Communications BUS 242 Principles of Management ECO 112 Principles of Macro-economics EDE 253 Orientation to Education (919-1114)(.5) EDS 264 Orientation to Education (919-1114)(.5) EDE 379 K-El Art (919-1017) (.25) EDE 382 K-El Math (10121-1219)(.25) EDS 350 Reading in the Content Areas (919-1114)(.5) ENG 111 Effective Writing* ENG 245 Introduction to Literature MAT 131 Math for the Liberal Arts* NUR 305 Contemporary Nursing I: Communication* PHY 101 Astronomy* REL 363 Religion in America SOC 265 Racial and Minority Group Relations SPC 345 Organizational Communication Saturday Morning (8:30-1200) BIO 185 Biology of Aging BUS 221 Principles of Accounting I BUS 242 Principles of Management BUS 324 Managerial Cost Accounting BUS 495 Risk Management and Insurance CHM 109 General Chemistry* CSCl M I 7 4 Math for Computer Science* ECO 113 Principles of Microeconomics ECO 313 Intermediate Microeconomics EDE 350 Creating Learning Environments (9110-1115)(.5) EDS 353 Creating Learning Environments (9110-1115)(.5) EDE 376 K-El Social Studies (10122-11119)(.25) EDE 377 K-El Science (9110-1018)(.25) EDE 388 K-El Health (9110-1018)(.25) ENG 227 Journalism* ENG 336 British Literature: 17th and 18th Century MAT 104 Intermediate Algebra (no credit) NUR 306 Contemporary Nursing 11: Paradigms in Nursing * PHI 110 Introduction to Philosophy POL 342 Mass Communications in Society SOC 121 Principles of Sociology SPC 113 Public Speaking SWK 257 Exploring Human Services . - Saturday --Afternoon (1:15-4:45) ART 352 Women's Art History BUS 221 Principles of Accounting I BUS 252 Principles of Marketing BUS 322 Accounting Theory and Practice I BUS 391 Business Law BUS 495 Ethics in Business ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics EDE 341 Media Technology (9110-1115)(.5) EDS 341 Media Technology (9110-1115)(.5) EDE 380 K-El Music (11119-12110) (.25) EDE 386 Children's Literature (9110-1115) (.5) ENG 111 Effective Writing* ENG 225 Intermediate Expository Writing* HIS 104 The Modern Non-Western World HPE 114 Safety Education (EIS) (9110-1115)(.5) NUR 423 Practicum in Nursing I1 * ** PHI 130 Logic * PSY 105 General Psychology PSY 355 Brain and Behavior REL 215 Archaeology and the Bible SPA 111 Beginning Spanish I* SPC 354 Interpersonal Communication SWK 361 Social Response to Human Needs Sunday Afternoon (1:15- 4:45) ART 132 Photography BUS 175 Computers in Business and Economics BUS 279 Quantitative Methods for Economics and Business BUS 331 Financial Management BUS 375 Information Systems in the Organization BUS 423 Auditing EDE 351 Techniques for Teaching Reading (9111-12111) EDE 364 Interdisciplinary Studies (10123-11/20)(.25) EDE 389 K-El Physical Education (9111-1019) (.25) EDS 364 English Methods (9111-1214) EDS 366 Foreign Language Methods (9111-1116) REL 486 Psychology of Religion and Theology SOC 265 Racial and Minority Group Relations SPA 111 Beginning Spanish I * SWK 260 Humans Developing . I - Student Teaching (Dav Schedule Onlv) Student teaching courses in elementary and secondary education are available during fall trimester. The Student Teaching Seminar (EDS 486) is available on an arranged basis. *Extra class or lab sessions required. **Additionalclinical fee required. Winter Trimester, 1989 Class Schedule Friday Evening (6:OO-9:30) ART 106 Calligraphy BUS 242 Principles of Management EDE 253 Orientation to Education (116-2124) (.5) EDS 264 Orientation to Education (116-2124) (.5) EDE 387 K-El Language Arts (116-2124) (.5) EDE 388 K-El Health (3110-3131) (.25) EDS 350 Reading in the Content Areas (S) (116-2124)(.5) ENG 282 Topics in Literature: Women in Fiction NUR 350 Introduction to Nursing Research * NUR 432 Topics in Nursing: Critical Care Nursing * PHY 111 Physics, Computers & Society* PSY 373 Organizational Psychology REL 111 Introduction to Theology SPC 354 Interpersonal Communication Saturday Morning (8:30- 1200) BIO 101 Human Biology BUS 221 Principles of Accounting I BUS 222 Principles of Accounting I1 BUS 279 Quantitative Methods for Economics and Business BUS 340 Human Resource Management BUS 352 Marketing Research and Analysis BUS 391 Business Law BUS 433 Financial Theory: Policy and Practice CHM 110 Organic and Biological Chemistry* CSCl M I 7 5 Math for Computer Science 11* ECO 112 Principles of Macroeconomics EDE 341 Media Technology (117-2125) (.5) EDS 341 Media Technology (117-2125) (.5) EDE 363 Clinical Experience Seminar (3111-3118)(.5) EDS 352 Clinical Experience Seminar (3111-3118)(.5) EDE 379 K-El Art (117-1128) (.25) EDE 382 K-El Math (117-2111) (.5) ENG 111 Effective Writing* NUR 306 Contemporary Nursing 11: Paradigms in Nursing* NUR 310 Community Health I * NUR 404 Contemporary Nursing IV * POL 342 Mass Communications REL 445 The Bible, Language and Interpretation SOC 375 Social Psychology* SPC 111 Public Speaking SPC 329 Intercultural Communication SWK 363 Basic Methods and Skills I I I Afternoon (1:E-445) .Saturday BUS 175 Computers for Business and Economics BUS 222 Principles of Accounting I1 BUS 252 Principles of Marketing BUS 323 Accounting Theory and Practice I1 BUS 331 Financial Management BUS 479 Intermediate Quantitative Methods ECO 113 Microeconomics ECO 415 Managerial Economics EDE 350 Creating Learning Environments (2111-411) (.5) EDS 363 Creating Learning Environments (2111-411) (.5) EDE 377 K-El Science (117, 1114,214) (.25) EDE 386 Children's Literature (2111-411) (.5) EDE 389 K-El Physical Education (117-1128) (.25) EDS 477 School and Society (117 - 2/25) (.5) ENG 223 Writing for Business and the Professions* ENG 396 Highlights of British Literature HIS 222 U.S. History since 1877 INS 231 Religion in African American History MAT 122 Calculus for the Social and Behavioral Sciences* NUR 432 Topics: Critical Care Nursing PHI 380 Ethics of Medicine and Health Care SOC 121 Principles of Sociology SPA 112 Beginning Spanish 11* SPC 352 Persuasion SWK 364 Field Work I - I I I I I Sunday Afternoon (1:E 445) ART 224 Publication Design BUS 326 Tax Accounting BUS 440 Operations Management BUS 475 Information Systems Analysis and Design ECO 315 Money and Banking EDE 364 Interdisciplinary Studies (2112-3112) (-25) EDE 376 K-El Social Studies (118-1129) (.25) EDE 380 K-El Music (118-1129) (.25) EDS 375 Social Studies Methods (118-2126) (.5) FRE 111 Beginning French I* HPE 115 Chemical Dependency Education (EIS) (1129-3119) (.5) NOR 111 Beginning Norwegian I* REL 475 Judaism SPA 112 Beginning Spanish 11* SWK 260 Humans Developing Student Teaching (Day Schedule Only) Student teaching courses in elementary and secondary education are available during winter trimester. The Student Teaching Seminar (EDS 486) is available on an arranged basis. *Extra class or lab session required. **Additionalclinical fee required. Spring Trimester, 8 8 9 Class Schedule I I Friday Evening (6:OO- 10:OO) BUS 242 Principles of Management BUS 252 Principles of Marketing EDE 380 K-El Music (612-6123) (-25) EDE 382 K-El Math (515-6116) (.5) ENG 261 Modern Fiction HPE 114 Safety Education (EIS) (417-5119) (.5) INS 265 Women in American Culture MUS 130 Introduction to Music in the Fine Arts PHY 103 Physics for the Life Sciences* REL 263 World Justice and Hunger: Dev. a New World View SPC 480 Public RelationslPromotiona1Communications Saturday Morning (8:OO- 1200) BIO 108 Microbiology* BUS 279 Quantitative Methods for Economics and Business BUS 391 Business Law CSC 145 Computing for the Liberal Arts CSC 340 Digital Communication and Computer Networks ECO 113 Principles of Micro-economics ECO 318 Management Science EDE 341 Media Technology (418-5120) (.5) EDS 341 Media Technology (4186120) (.5) EDE 351 Techniques of Teaching Reading (418-6124) EDE 377 K-El Science (613-6124) (.25) EDS 477 School & Society (418-613) (.5) ENG 111 Effective Writing* ENG 351 American Literature Since 1920 HIS 440 Topics in World History HPE 115 Chemical Dependency (418-5120) (.5) MAT 114 Elementary Functions* NUR 311 Community Health Nursing 11* ** NUR 427 Practicum in Nursing 11: Leadership & Management * ** PHI 120 Ethics REL 483 Christian Ethics SOC 231 Sociology of the Family SPC 351 Argumentation SWK 461 Advanced Methods and Skills Saturday Afternoon (1:OO - 5:OO) BIO 105 Biology and Society BUS 222 Principles of Accounting I1 BUS 252 Principles of Marketing BUS 331 Financial Management BUS 370 Advanced Personal Computing BUS 425 Advanced Accounting BUS 438 Investments BUS 450 Marketing Management ECO 132 Principles of Macroeconomics ECO 311 Public Finance EDE 350 Creating Learning Environments (5120-6124)(.5) EDS 363 Creating Learning Environments (5120-6124) (.5) EDE 363 Clinical Experience Seminar (5120-6117) (.5) EDS 352 Clinical Experience Seminar (5120-6117) (.5) EDE 386 Children's Literature (418-613) (.5) EDE 388 K-El Health (418-516) (.25) EDS 468 Student Teaching Seminar (418-613) (.5) ENG 327 Advanced Journalism * NUR 330 Trends and Issues in Nursing* NUR 350 Introduction to Nursing Research* PHI 130 Logic POL 158 Political Patterns and Processes PSY 105 General Psychology REL 369 Religious Imagination in Modern Literature SOC 301 Complex Organizations SPC 355 Small Group Communication SWK 462 Field Work I1 Sunday Afternoon (1:OO - 5:OO) ART 107 Drawing BUS 340 Human Resource Management BUS 476 Structure Systems Analysis and Design ECO 313 Intermediate Microeconomics EDE 253 Orientation Education (419-5121) (.5) EDS 264 Orientation to Education (419-5121) (.5) EDE 379 K-El Art (614-6/25)(.25) EDE 387 K-El Language Arts (5121-6125) ( 5 ) EDE 389 K-El Physical Education (419-517)(.25) FRE 112 Beginning French 11* NOR 112 Beginning Norwegian 11* SOC 365 Quant. Methods & Program Evaluation Student Teaching-.(Day Schedule Only) Student Teaching courses in elementary education are available during spring trimester. The Student Teaching Seminar (EDS 486) is available on an arranged basis. - "Extra class or lab sessions required. **Additionalclinical fee required. I f ~ o t l r s Descriptions e 7I ART 102 Environmental Aesthetics Fine arts in the urban and world setting. Concern for the visual content of experience in the environment leading toward appreciation and criticism. Individual and group projects exploring design problems in representation, symbolism and abstraction. Distribution: Urban Concerns ART 106 Calligraphy Study of the art and craft of calligraphy. Development of calligraphic skills in pen and brush with ink and paint. Distribution: ArtlMusic ART 107 Drawing Drawing in graphite pencils, pens, and pastel pencils. Subjects include still-life, figures, building interiors and exteriors and experimental work. Distribution: ArtlMusic ART 118 Painting I Introduction to painting media and techniques in acrylic and oil. Distribution: ArtlMusic ART 132 Photography The camera used as a tool for visual creativity and expression with attention to black and white photography process. Need access to 35mm single lens reflex camera (materials will cost $125-150). Distribution: ArtlMusic Major: Elective in Public RelationslAdvertising Major ARTISPC 224 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 coordinating visual images and typography with content in publications. Study of design in magazines, newspapers, newsletters, books, and miscellaneous publications. Students design and produce a publication as a group project. Major: Elective in Public RelationslAdvertising major ART 225 Visual Communications I The theory and practice of visual perception and communication using elements such as color, line, shape, type, and pictoral images. Emphasis wil be placed on the creative thought process. Distribution: ArtlMusic Major: Elective in Public RelationslAdvertising Major I I I ART 240 Art History Survey A survey of art from prehistoric to modern times. Includes reading, research, viewing of slides, and visits to museums. Distribution: ArtlMusic ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. Distribution: ArtlMusic ART 352 Women's Art History A study of the place of women in the history of the visual arts - as artists, as subjects, and as patrons. Distribution: ArtlMusic, Urban ConcernslMinority Studies, (upper division) BIO 101 Human Biology Basic biological concepts from an anthropocentric point of view. An attempt to answer such questions as: What makes man just another member of the biotic fold? Does man have a niche in the ecosystem? What influence does man have on the environment? What influence does the environment, especially the urban environment, have on man? (A student may not receive credit for both 101and 103. Does not apply to the major or minor.) Distribution: Biology Major: Required supporting course in Social Work BIO 103 Human Anatomy and Physiology A professional course in the structure and function of the human body. Lecture and laboratory. (A student may not receive credit for both 101 and 103. Does not apply to the major or minor.) Distribution: ChemistrylBiology Major: Required prerequisite for BSN major BIO 105 Biology and Society What are some of the biologically-based problems with which our society must deal? What threats are posed by pollution, the prospect of war, and by shortages of food, water and non-renewable resources? What are the implications of genetic research, scientific racism, sociobiology, and inequities in the delivery of health care? (Does not apply to the major or minor.) Distribution: Biology or Urban Concerns BIO 108 Microbiology Basic microbial features are considered as well as applications of microbiology to the field of medicine and sanitation. For student nurses, health majors or consent of the instructor. (Prereq: CHM 110 or consent of instructor. Does not apply to major or minor.) Distribution: Biology Major: Prerequisite for the BSN major BIO 185 The Biology of Aging At some time or another in our lives most of us will either directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate on the biological aspects of such changes. Distribution: ChemistrylBiology BIO 231 The Biology of Women The objective of this course is to provide a basic understanding of the structure and functioning of the female human organism as well as to evaluate misconceptions about women that have arisen in the history of biology. Distribution: ChemistrylBiology or Women & Minority Studies BUS 175 Computers for Business and Economics An introduction to computerized data processing. Learn a higher-level language (BASIC). Learn about computerized spreadsheets (LOTUS) and data bases (DBASE). Learn about word processing and computerized business graphics. (Prereq. : Math Placement Group I1 or high school algebra) Major: Required in Business Administration core and MIS major; elective in Supervisory Management major BUS 221 Principles of Accounting I Introduction to business activities, basic concepts, and fundamentals of accounting, the accounting cycle and preparation of financial statements. Major: Required for Business Administration and MIS major BUS 222 Principles of Accounting I1 Introduction to business activities, basic concepts and f u n d a ~ e n t a l of s managerial accounting. Planning and controlling processes, decision-making and behavioral considerations. (Prereq: BUS 221) Major: Required for Business Administration core and MIS major BUS 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. Major: Required for Business Administration core and MIS major, elective in Public RelationslAdvertising and Supervisory Management majors in Communication BUS 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. Major: Required in the Business Administration core, elective in Public RelationslAdvertising and Marketing Communications major BUSlECO Quantitative Methods for Economics and Business 279 An introduction to quantitative reasoning, descriptive measures, probability, sampling distributions, inference and estimation with emphasis on their use in applied problems in business and economics. (Prereq: Math Placement I11 or a grade of 2.0 or better in MAT 104) Major: Required in the Business Administration core and MIS major BUS 322 Accounting Theory & Practice I An analysis of accounting theory pertaining to financial statements, income concepts, capital stock and surplus account, current and long- term assets. (Prereq: BUS 222, ECO 113) Major: Required in the Accounting and Finance majors (upper division) BUS 323 Accounting Theory and Practice I1 An analysis of accounting theory pertaining to investments, tangible and intangible fixed assets, liabilities and reserved, actuarial topics. Additional emphasis on income determination considering price level changes. (Prereq: BUS 322) Major: Required in the Accounting major (upper division) BUS 324 Managerial Cost Accounting Accounting tools for planning and control of economic activities. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq: BUS 222,242,252,279 or consent of instructor) Major: Required in the Accounting major (upper division) BUS 326 Tax Accounting The more common and important provisions of federal income taxes for individuals and various forms of business enterprises. (Prereq: BUS 221,331, ECO 112, 113, or consent of instructor) Major: One of a choice of 3 required courses in the Accounting major (upper division) BUS 331 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, ECO 113) Major: Required for Business Administration core and MIS major (upper division) BUS 340 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) Major: Required for Business Management major, elective in Supervisory Management major (upper division) BUS 352 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) Major: Required in the Marketing major and an elective in the Marketing Communications major (upper division) BUS 355 Marketing Communications A look at the communications aspects of marketing by integrating advertising, public relations, sales promotion, and personal selling into a coherent promotion mix. Emphasis will be placed on the design and evaluation of marketing communications programs, particularly advertising; selection of media; copy-creative effort; advertiser-agency relationship; management of the personal selling function including salesforce selection, compensation, territorial design, and performance appraisal. (Prereq: BUS 252) Major: Required in the Marketing major, elective in Marketing Communication major, Public RelationslAdvertising major, or Supervisory Management (upper division) BUS 370 Advanced Computing for Business and Economics Current topics &volving programmable spreadsheets (LOTUS), programmable data bases (DBASE), graphics, information retrieval using- telecommunications, and other packages (statistical analysis, project management, expert systems, etc.). Solve common problems in economics, finance and marketing. (Prereq: One computer course such as BUS 175 or CSC 145, 170 or 174. Recommended BUS 279.) Major: Required in the MIS major (upper division) BUS 375 Information Systems in the Organization Use of systems approach in analyzing the use of information systems in the organization. Analyze business needs and information requirements, identify relevant solutions and communicate recommendations. Emphasis on management consulting skills including written and verbal communications. (Prereq: Two computer courses such as BUS 175 and 370) Major: Required in the MIS major (upper division) BUS 391 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. Major: Required for Business Administration core (upper division) BUS 423 Auditing Internal and external auditing procedures. Emphasis on internal checks and control for accounting systems. (Prereq: BUS 323) Major: One of a choice of 3 required courses in the Accounting major (upper division) BUS 425 Advanced Accounting Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq: BUS 323) Major: One of a choice of 3 required courses in the Accounting major (upper division) BUS 433 Financial Theory: Policy and Practice Advanced financial theory; a systems approach to financial structure and policy. Emphasis on decision-making, presentation through literature, readings, lectures and case material. (Prereq: BUS 331) Major: Required in Finance major (upper division) BUS 438 Investment Theory Appraisal of the risklreturn 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) Major: Required in Finance major (upper division) BUS 440 Operations Management Concepts and principles related to the management of operating functions. Examples from service industries, nonprofit 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) Major: Required in the Business Management major and an elective in the Supervisory Management major (upper division) BUS 450 Marketing Management Integration of marketing with other business functions; marketing management and decision making, planning marketing programs, channels of distribution, pricing, product selling and promotion policies. (Prereq: BUS 352) Major: Required in the Marketing major and an elective in the Marketing Communications major (upper division) BUS 475 Information Systems Analysis and Design Analyze information requirements and design systems specifications. Utilize relational data base software to quickly implement several system designs. Utilize project management software to manage the life cycle process including documentation and implementation. (Prereq: all lower level core courses, BUS 375. Recommended: BUS 370) Major: Required in the MIS major (upper division) BUS 476 Information Systems Projects Using skills developed in BUS 375 and 475, complete information analysis and systems design for several business situations. Utilize both case studies and actual businesses. (Prereq: BUS 375,475. Recommended: BUS 479) Major: Required in the MIS major (upper division) BUSlECO Intermediate Quantitative Methods for Economics and 479 Business Utilizing 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 inference plus linear models, queuing models and Monte Carlo simulations. (Prereq: BUS 175, 279, Math Placement Group IV or a grade of at least 2.0 in MAT 114, 121, or 122. Recommended: BUS 370) Major: Required for MIS major and one of a choice of 3 required courses in the Finance major (upper division) BUS 495 Topics: Risk Management and Insurance A study of risk management. Emphasis on the function of (1) determination of exposure to risk; (2) analysis or risk and losses; (3) methods of combating risks; and (4) administration of risk insurance program. How to recognize and evaluate the property liability and personnel risks facing a business, a non-profit organization, a government unit, or an individual or family. How to select and deal with an insurer. Public policy issues such as availability of insurance are examined to identify and evaluate the role of insurance in the financial framework of the economy. Major: Elective for Busines Administration major CHM 100 Chemistry for Changing Times This is a non-laboratory chemistry course based on the very popular book by John H. Hill of the same title. It is not a traditional chemistry course and does not assume a science background. Most of the problems we face are molecular in nature. What then but chemistry can help us to understand ourselves, our society, our world, and our universe? Come join us as we take a molecular look at the human condition. This course does not apply toward the major or minor in chemistry nor does it meet any prerequisite chemistry requirements. Distribution: ChemistrylBiology CHM 109 General, Organic and Biological Chemistry Designed for students who need a survey of the fundamentals of general, organic and biological chemistry for careers in allied health areas such as nursing (including Augsburg's upper division program). Open also to other students. First term, general chemistry principles and an introduction to organic chemistry. Will include arranged time for laboratory work. This course does not apply toward the major or minor in chemistry. Distribution: Chemistry Major: Required prerequisite for Nursing major CHM 110 General, Organic and Biological Chemistry Continuation of Chemistry 109. Organic and biological chemistry with special applications to human psysiological chemistry. Will include arranged time for laboratory work. Does not apply toward the major or minor in chemistry. Distribution: Chemistry Major: Required for MIS major CSC 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 the computer science major or minor. CSClMAT Mathematics for Computing I, I1 174,175 A study of discrete and continuous mathematics with applications to computer science, integrated with learning structured programming. Primarily for students planning to major in computer science. Meets weekly. (Prereq: MAT 114 or Placement Group IV for MAT 174; MAT 174 for MAT 175) Major: Required for MIS major CSC 240 Survey of Computer Sciences An introduction to computer organization and structure, assembly and machine languages, computer logic design, number and character representations, and functions of components of computer systems. Continued development of structured programming concepts. (Prereq: MAT 175; or both 170 and MAT 124 and concurrent registration in MAT m) Major: Elective for MIS major CSC 340 Digital Communications and Computer Networks Principles and methods of data communications, distributed processing systems, network protocols and security, and general computer interfacing. (Prereq: CSC 240) Major: Elective for MIS major (upper division) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, including the development of an elementary database system. (Prereq: CSC 240) Major: Elective for MIS major (upper division) ECO 112 Principles of Macroeconomics An introduction to macroeconomics; national income analysis, monetary and fiscal policy, international trade, economic growth. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Distribution: EconomicslPolitical Science Major: Required for Business Administration core ECO 113 Principles of Microeconomics An introduction to micro-economics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Distribution: EconomicslPoliticalScience Major: Required for Business Administration core ECO 311 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) Major: One of a choice of three required courses in the Business Administration core (upper division) ECO 312 Intermediate 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) Major: One of a choice of three required courses in the Business Administration core (upper division) ECO 313 Intermediate 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) Major: Required for Business Administration core (upper division) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq: ECO 112,113) Major: One of a choice of three required courses in the Business Administration core (upper division) ECO 318 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) Major: Required for Business Management major and MIS major and one of a choice of 3 required courses for the Finance major, elective in Supervisory Management major (upper division) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, price and non-price competition, production and cost considerations, and an analysis of economic problems of relevance to management. (Prereq: ECO 313, BUS 279) Major: Required in the Marketing major and one of a choice of 3 required courses in the Finance major (upper division) ECO 479 Intermediate Quantitative Methods for Economics and Business (See under Business.) EDE 253 Orientation to Education in an Urban Setting (.5 course) Study and investigation of various aspects of the teaching profession as students evaluate their interest and suitability for a career in teaching. Open to all students. Suggested as first course to be taken. Major: Required for Elementary major EDElEDS Media Technology (.5 course) Psychological and philosophical dimensions of 341 communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingllearning situations. Computer training will be included in this course. Major: Required for Elementary and Secondary Education major (upper division) EDE 350 Creating Learning Environments:Kindergarten-Elementary (.5 course) The study of strategies and methods of teaching and learning in the contexts of educational, psychological, sociological and neuro-scientific theories. Major: Required for Elementary Education major (upper division) EDE 351 Techniques of Teaching Reading (1.0 course) The study and utilization of a variety of techniques and resources in the teaching of reading and the diagnosis and correction of reading problems. Field placement requirement included in this class. Major: Required for Elementary Education major (upper division) EDE 363 Kindergarten-Elementary Clinical Experiences (.5 course) Includes 160 hours in-class experiences. Register for 2 seminar sessions in addition to the 160 hours. A video tape of classroom or simulated teaching will be prepared by each student. Membership in one of the professional teacher organizations is required. Students must apply in the Education Department for Clinical at least 2 months prior to date they intend to begin Clinical. Enroll for course approximately halfway through the K-Elementary course sequence. Major: Required for Elementary Education major (upper division) EDE 364 Kindergarten-Elementary Curriculum: Interdisciplinary Studies (.25 course) Examination and preparation of materials and resources for integrating specific skill developments through various subjects at the kindergarten and elementary levels. Major: Required for Elementary Education major (upper division) EDE 376 Kindergarten-Elementary Curriculum: Social Studies (.25 course) Examination and preparation of materials and resources for social studies at the kindergarten and elementary levels. Major: Required for Elementary Education major (upper division) EDE 377 Kindergarten-Elementary Curriculum: Science (.25 course) Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Major: Required for Elementary Education major (upper division) EDE 379 Kindergarten-Elementary Curriculum: Art (.25 course) Examination and preparation of materials and resources for art at the kindergarten and elementary levels. Major: Required for Elementary Education major (upper division) EDE 380 Kindergarten-Elementary Curriculum: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Major: Required for Elementary Education major (upper division) EDE 382 Kindergarten-Elementary Curriculum: Mathematics (-5course) Examination and preparation of materials and resources for mathematics instruction at the kindergarten and elementary levels. (Prereq: EDE 253 or EDS 264) Major: Required for Elementary Education major (upper division) EDE 386 Kindergarten-Elementary Curriculum: Children's Literature (.5 course) Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. (Prereq: EDE 253 or EDS 264) Major: Required for Elementary Education major (upper division) EDE 387 Kindergarten-Elementary Curriculum: Language Arts (.5 course) Examination and preparation of materials and resources for language arts instruction at the kindergarten and elementary levels. (Prereq: EDE 253 or EDS 264) Major: Required for Elementary Education major (upper division) EDE 388 Kindergarten-Elementary Curriculum: Health (.25 course) Examination and preparation of materials and resources for health instruction at the kindergarten and elementary levels. Major: Required for Elementary Education major (upper division) EDE 389 Kindergarten-Elementary Curriculum: Physical Education (.25 course) Examination and preparation of materials and resources for physical education instruction at the kindergarten and elementary levels. Major: Required for Elementary Education major (upper division) EDE 481, 482, 483, 484 Student Teaching K, K-6, or 1-6 Students must apply to student teach at least three months prior to date they intend to student teach. A minimum of three courses (481,482, 483) unless otherwise advised by the department. Observing and facilitating learning at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Admission into the Education Department is required prior to student teaching placement. Membership in one of the professional teacher organizations is required. (Prereq: All K-Elementary coursework satisfactorily completed or permission of Department for exception.) Major: Required for Elementary Education major (upper division) EDS 264 Orientation to Education in an Urban Setting (.5 course) Investigates various aspects of the teaching profession. Open to all students. Suggested as one of the first courses to be taken. Major: Required for Secondary Education major (upper division) EDS 350 Reading in the Content Areas (.5 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 major (upper division) EDS 352 Clinical Experience (.5 course) Students must apply in the Education Department for Clinical Experience at least 2 months prior to the date they intend to begin Clinical Experience. Students should enroll for course approximately half way through the Secondary course sequence. Includes 70 hours in-school experiences, seminars. Membership in one of the professional teacher organizations is required. Major: Required for Secondary Education major (upper division) EDS 353 Creating Learning Environments: Secondary (.5 course) The study of strategies and methods of teaching and learning in the contexts of educational, psychological, sociological and neuroscientif'ic theories. Major: Required for Secondary Education major (upper division) EDS 364 English Methods (1.0 course) 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 literature is included. (Prereq: EDS 264 and 353 or consent of instructor.) Major: Required for Secondary Education English Language Arts major (upper division) EDS 366 Foreign Language Methods (.5 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department.) Major: Required for Secondary Education Foreign Language major (upper division) EDS 375 Social Studies Methods (.5 course) Introduction to the teaching of social studies and history in secondary classrooms. Emphasis on instructional strategies and curriculum development. Major: Required for Secondary Education Social Studies major (upper division) EDS 388 Human Relations (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. Major: Required for all Elementary and Secondary Education majors (upper division) EDS 477 School and Society (.5 course) The emphasis in this course is on the school in relation to society. Current major issues in education will be studied. Students should enroll as closely as possible to the same term as their student teaching. (Prerequisite: Introduction to Education, Creating Learning Environments and Methods in Subject Area) Major: Required for Secondary Education major upper division) EDS 481, 482,483 484 Student Teaching Students must apply to student teach through the Education Department at least three months prior to the date they intend to begin student teaching. Observing and directing learning at the secondary level under supervision of college and secondary school personnel. A minimum of two courses, except three courses required of Art, Music, Physical Education majors. Membership in one of the professional organizations is required. (Prerequisite: ALL Secondary Education and major coursework successfully completed or permission of the Department for an exception.) Major: Required for Secondary Education major (upper division) EDS 486 Student Teaching Seminar (.5 course) Companion course to student teaching. In-depth analysis of teaching effectiveness and problem solving. A video tape of classroom teaching will be prepared by each student. Membership in one of the professional teacher organizations is required. Enroll for this course in same term as student teaching. Major: Required for Secondary Education major (upper division) ENG 111 Effective Writing Emphasis is on exposition, including learning research techniques and writing critical reviews. At least one work of literature is assigned. Attention is given to increasing students' effectiveness in choosing, organizing and developing topics, 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. Distribution: Required for graduation ENG 209 Grow Old Along With Me This course will focus on what poets, dramatists, and novelists have to say about the aging process. Students will be expected to interview older people to discover how they feel society regards the aging. Distribution: EnglishlSpeech ENG 223 Writing for Business and the Professions A practical course designed with emphasis on expository 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 the material from their own areas of specialization. (Prereq: ENG 111or equivalent) Major: Recommended elective for Business Administration major. Meets writing requirement for Communications major. An elective for English major. ENG 225 Intermediate Expository Writing The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis. Particular attention will be given to stylistic and organizational matters through the course's workshop format, in which students' papers are read and discussed. (Prereq: ENG 111) Major: Required for English major, meets writing requirement for Communication major. ENG 226 Introduction to Creative Writing The purpose of this course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction but including journal keeping, drama, and creative prose. (Prereq: ENG 111) Major: Meets writing requirement for Communications major. An elective for English major. ENG 227 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 cover basic copy preparation and editing practices. This includes an introduction to legal and ethical questions faced by journalists. (Prereq: ENG 111) Major: Required for Public Relations major, meets writing requirement for Communications major, an elective for English major ENG 2401 The Short Story 340 The course will involve practice in ways of approaching literature and will include study of the basic critical terminology. It is an appropriate course for students who have not yet studied literature at the college level. Effective Writing is not a prerequisite but students will be expected to write with clarity. Distribution: EnglishlSpeech Major: An elective for English major ENG 245 Introduction to Literature An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developing critical and analytical skills in reading and writing about literature. Strongly recommended for English majors and minors. Distribution: EnglishlSpeech Major: Strongly recommended for English major ENG 250 American Literature to 1920 Reading and analysis of some significant works of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's contribution to the historical development of American literature. Distribution: EnglishlSpeech Major: Meets American literature requirement ENG 261 Modern Fiction Significant works of selected prose writers, chiefly European, of the twentieth century. Some non-western writers will be included. Distribution: EnglishlSpeech Major: An elective for English major ENG 271 European Literature: Homer to Dante A study of major works of Greek and Roman literature, for example the epics of Homer and Virgil, 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. Distribution: EnglishlSpeech Major: Meets Western tradition requirement ENG 272 European Literature: From the Renaissance to the Modern Period A study of masterpieces of literature, chiefly European, from the medieval to the modern period, including such authors as Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. Distribution: EnglishlSpeech Major: Meets western tradition requirement ENG 2821 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 class schedule for that year. Recent offerings have included Scandinavian literature, Twentieth Century Poetry, Comedy, and Women and Fiction. Distribution: EnglishlSpeech Major: An elective for English major ENG 327 Advanced Journalism:Interviewing and Editing Emphasis is placed first on interviewing and then on organizing and writing the interview 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. (Prerequisite: ENG 227) Major: An elective for English and Communications majors (upper division) ENG 331 British Literature, Chaucer to the Elizabethans Chaucer and the medieval milieu will be studied as well as the development of English poetry and drama in the English Renaissance. Distribution: EnglishlSpeech Major: Meets British literature requirement (upper division) ENG 336 British Literature, Seventeenth and Eighteenth 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. Distribution: EnglishlSpeech Major: Meets British literature requirement (upper division) ENG 337 British Literature, the Romantics and the Victorians A study of major writers of the nineteenth century, emphasizing Romantic 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 relationship to their own age and their lasting contribution to the forms of poetry and prose. Distribution: EnglishlSpeech Major: Meets British literature requirement (upper division) ENG 351 American Literature Since 1920 A study of some recent and contemporary writers and literary movements. Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city as setting and symbol in modern American literature. Distribution: EnglishlSpeech, Urban Concerns Major: Meets American literature requirement (upper division) ENG 396 Highlights of British Literature Works by major British authors such as Chaucer, Shakespeare, Donne, Swift, Wordsworth, Austen, Dickens, and Woolf. Distribution: EnglishlSpeech Major: Meets British literature requirement (upper division) ENG 399 Internship The department offers on-campus internships in teaching writing or English as a Second Language and various offcampus internships. Interested students should consult the department chairperson. (upper division) ENG 423 Studies in the British Novel A survey of the development of the novel in England from its eighteenth century beginnings up to the twentieth century. Novels studied will be selected from the works of such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, BronG, Thackeray, Eliot, Hardy and Butler. Attention will be given to the conditions contributing to the rise of the novel and its emergence by the twentieth century as the dominant literary form. Distribution: EnglishlSpeech Major: Meets British literature requirement (upper division) ENG 438 Shakespeare Study of ten or twelve major plays - comedies, histories, tragedies - with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. Distribution: EnglishlSpeech Major: Meets British literature requirement (upper division) ENG 499 Independent Study Open to junior or senior English majors with a grade of 3.0 or consent of department chairperson. Provides directed independent study in the area of the student's choice. FRE 111 Beginning French Designed to introduce the student with no previous background in French to the language and to French culture. The pronunciation system and basic sentence structures are taught to enable understanding and expression on a rudimentary level. Distribution: Foreign Language FRE 112 Beginning French Continuation of FRE 111. Distribution: Foreign Language GER 111 Beginning German Course 111is for students with no previous background. Aims at developing basic skills. Classroom practice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. Distribution: Foreign Language GER 112 Beginning German Continuation of GER 111. Distribution: Foreign Language HIS 103 The Modern World A study of the main currents in western civilization from the time of Napoleon to the present. Distribution: HistorylPhilosophy HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Distribution: HistorylPhilosophy HIS 162 20th Century South Asia This geographic area has produced the largest working democracy in the world today; it is a standard example for population crisis and world hunger illustrations. This course is designed for the student who has interest but little or no background in non-western subjects. Distribution: HistorylPhilosophy HIS 2191 419 Myths and Myth Making A myth is not something patently false or absurd, although popular usage has emphasized its fictional quality. Myth is the means by which people and cultures explain themselves to others and to themselves. In this course we will examine mythopoeic thought and the myths which that process evolved in the ancient Near East. Distribution: HistorylPhilosophy HIS 222 U.S. History Since 1877 An assessment of the century which precedes our modern day. Distribution: HistorylPhilosophy HIS 341 Topics: European History - Europe in the Era of World War I1 Beginning with the rise of facism in the 1930's, this course will emphasize the unsuccessful attempts at appeasement, the course of the war, and conclude with the development of the cold war to 1950. Distribution: HistorylPhilosophy (upper division) HIS 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. (upper division) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. Includes information about school health programs and prevalent health needs and problems of school age children, and American Red Cross First Aid course. Major: Required for Elementary and Secondary major HPE ll5 Health and Chemical Dependency Education (.5course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health programs and prevalent health needs and problems of school age children. Major: Required for Elementary and Secondary major INS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the biological, evolutionary and historic origins of women's roles and 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 Pygmies and other tribal groups, and the peasant societies of eastern Europe, Mexico, and the middle East and rural China. Distribution: Urban ConcernslWomen's Studies MAT 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. Meets weekly. (Prereq: Placement Group I. PIN grading only.) MAT 104 Intermediate Algebra A self-paced course for students needing a review of basic algebraic skills and concepts. Topics include operations with polynomials and rati~nalex~ressions; 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. Meets weekly. (Prereq: Math Placement Group 11. PIN grading only.) MAT 114 Elementary Functions A study of functions: algebraic, exponential, logarithmic, and trigonometric. For students planning to take 124 or 174. Students who have completed 124 or 174 may register for credit only with consent of instructor. Meets weekly. (Prereq: MAT 104 or Math Placement Group 111) Distribution: MathlPhysics Major: Strongly recommended for Business Administration major prior to taking BUS 279 MAT 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus of a single variable with applications to the social and behavioral sciences. Students who have completed 124 may not register for credit. Meets weekly. (Prereq: MAT 104 or Placement Group 111) Distribution: MathlPhysics MAT 131 Math for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further mathematics. (Prereq: MAT 104 or Placement Group 111) Distribution: MathlPhysics MUS 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other fine arts. For non-music majors. Distribution: ArtlMusic NOR 111 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. Distribution: Foreign Language NOR 112 Beginning Norwegian Continuation of NOR 111. Distribution: Foreign Language NUR 305 Contemporary Nursing I: Communication A transitional course that introduces the components of the professional role and begins the professional socialization process. A communicative process is emphasized as one means by which the nurse-client relationship is negotiated. Interactive and group theories are explored for their applicability to changing professional roles and practice. (Prereq. or concurrent enrollment: PSY 355) Major: Required for nursing major (upper division) NUR 306 Contemporary Nursing 11: Paradigms in Nursing An introduction to theories and conceptual thinking in the process of professional development. 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. (Prereq: NUR 305) Major: Required for nursing major (upper division) NUR 310 Community Health Nursing I This course focuses on community health delivery systems and the practice of nursing within them. Concepts of health are examined as they apply to current community health problems and issues. Clinical application of course content will involve making a health related assessment and exploring a community health issue. Ethical issues related to community health decision making with aggregate groups are explored. (Prereq: NUR 330) Major: Required for nursing major (upper division) NUR 311 Community Health Nursing 11: Practicum** This course provides a basis for understanding community characteristics and cultural diversity related to health care. The nurse's role as a generalist and as a member of the health team is explored. This course is primarily a clinical course. The student will demonstrate knowledge of community health concepts in providing care to a selected caseload of clients. (Prereq: NUR 310) Major: Required for nursing major (upper division) **Thiscourse involves an additional clinical fee. NUR 330 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: NUR 306, REL 483 or PHI 380, or concurrent enrollment) Major: Required for nursing major (upper division) NUR 350 Introduction to Nursing Research The research process and methods appropriate to nursing are the focus of this course. Issues of ethics in nursing research are explored. Students critique nursing research for its applicability to nursing practice. (Prereq: NUR 330, may be taken concurrently with NUR 310) Major: Required for nursing major (upper division) NUR 403 Contemporary Nursing 111: Families This course provides a theoretical basis for family nursing care. Content includes family as a primary group and family dynamics in light of situational and developmental events. Consideration is given to the role of the nurse in family health care. (Prereq: NUR 311, NUR 350, may be taken prior or concurrently with NUR 423) Major: Required for nursing major (upper division) NUR 404 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) Major: Required for nursing major (upper division) NUR 423 Practicum in Nursing I: Nursing of the Family** A clinical practicum offering the student an opportunity to apply content from 403 in providing complex nursing care to families in a selected practice setting. (Prereq: NUR 403 or concurrent enrollment) Major: Required for nursing major (upper division) ""This course involves an additional clinical fee NUR 427 Practicum in Nursing 11: Leadership and ManagementH This clinical practicum utilizes knowledge and skills from 404. Opportunity is provided to apply leadership and management theory in a selected agency setting. (Prereq: NUR 404 or concurrent enrollment) Major: Required for nursing major (upper division) **Thiscourse involves an additional clinical fee NUR 432 Topics in Nursing A course designed to provide in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the needs and interests of the faculty and students. (Prereq: Senior standing or consent of instructor. On demand.) NUR 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. PHI 110 Introduction to Philosophy: Ideas and Method 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 opportunity to 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. Distribution: HistorylPhilosophy PHI 120 Ethics Sometimes you say that a certain action is right or condemn it as wrong. Why do you think it is right? Because you like it? Are there better reasons for thinking something right or wrong? This course takes a long, hard look at possible grounds for making moral decisions, and at the moral judgements about personal and social issues resulting from them. Distribution: HistorylPhilosophy Major: Recommended elective in Business Administration major PHI 130 Logic Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must you? When does a conclusion validly follow from premises? Here we examine the rules which govern valid arguments and work to develop your ability to recognize and construct sound arguments. Distribution: HistorylPhilosophy Major: Required supporting course for Communication major PHI 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, human engineering, abortion, care for the dying and euthanasia. Distribution: HistorylPhilosophy Major: PHI 380 or REL 483 required for Nursing major (upper division) PHY 101 Astronomy A descriptive course covering our solar system, stars and galaxies that requires elementary algebra. The necessary optical instruments are explained and use is made of a 12-inch reflecting telescope, and eight-inch Celestron, and a 3-inch Questar. Occasional night viewing. (Prereq: Math Placement Group 11) Distribution: MathlPhysics PHY 103 Physics for the Life Sciences An introductory course in which the applications, problems and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is designed to serve students in biology, psychology, physical education (therapy programs), medical technology and other health science programs. The course is also a very suitable elective or distribution requirement for the liberal arts student. (Prereq: Math Placement Group 111) Distribution: MathlPhysics PHY 106 Introductory Meteorology A study of the science of meteorology which will provide a working knowledge of the principles of atmospheric science. Attention will be given to four basic areas: observing the weather (including state of the art instrumentation), understanding weather patterns, forecasting weather changes and understanding the world's climate. (Prereq: Math Placement Group 11) Distribution: MathlPhysics PHY 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 twentieth century physics and of the role of electronics and computers in modern society. Microcomputers will be used extensively in the laboratory. (Prereq: Math Placement Group 11) Distribution: MathlPhysics POL 160 World Politics Introduction to the processes of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Distribution: EconomicslPoliticalScience POL 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. Distribution: EconomicslPolitical Science POL 326 Political Parties and Behavior The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections. (Prereq: 1course in Political Science or consent of instructor) Distribution: EconomicslPolitical Science (upper division) POLISPC Mass Communications in Society Effects of mass communications on individual behavior; the 342 uses and control of mass media for political and social purposes including a study of censorship, newsmaking, entertainment and public affairs programming. Distribution: Urban Concerns or EconomicslPolitical Science Major: Required for the Communication major (upper division) POLISPC Topics in American Politics: Uses of Mass Communications 421 This course offers advanced study in mass communications. Topics include "Comparison of World Wide Media Systems," "The Role of Government Regulations and Law in Shaping American Mass Media," "The Impact of Media on American Society, Politics, and Culture." (It is desirable to have taken 342, Mass Communications. If not, talk with instructor before registration.) (upper division) POL 461 Topics in International Politics: Challenges for American Foreign Policy Examines foreign policy strategies, analyzes how foreign policy decisions are made, and looks at major issues being debated by American leaders in a changing world economy. (Prereq: one course in Political Science or consent of instructor) (upper division) PSY 105 General Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. The structure of the field of psychology, including its major subareas, is emphasized. Distribution: PsychologylSociology Major: Required supporting course for the Communication majors and Social Work major, a prerequisite for advanced courses in psychology. PSY 355 Brain and Behavior 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: PSY 105 and one course in biology) Major: Required prerequisite course for nursing major (upper division) PSY 356 Environment and Behavior A study of the influence which the environment, both natural and man-made, has on behavior. Major topics include: overcrowding and environmental stress, territoriality, defensible space and crime, and built environments such as rooms, buildings and dties. (Prereq: PSY 105) Major: Urban Concerns (upper division) PSY 373 Organizational Psychology Theoretical conceptualizations of organizational behavior. Factors and practices such as management styles, evaluation and maintenance of work effectiveness, and social influences. (Prereq: PSY 105) Major: Required course for Business Management major and elective for three Communications majors (upper division) PSY 485 Counseling Psychology Principles, methods, and attitudes involved in the counseling process. Consideration given to goals and ethical guidelines for a counseling relationship. (Students with 2 or more completed courses in Psychology will have priority in registration. Others may be accepted if space is available AND if they receive consent of the instructor.) Major: Elective in the Human Relations major (upper division) REL 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. Distribution: Religion REL 215 Archaeology and the Bible Discussion of archaeological method, problems in biblical archaeology, and review of some current findings. Distribution: Religion REL 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. Distribution: Religion REL 263 World Justiceand Hunger: Developing a New World View The course will survey the most recent reports and analysis of the current holocaust of global hunger including the root causes, the interconnectedness of other issues, the biblical mandate and the role of justice education. Attitudes toward poverty and wealth, justice and charity, oppression and liberation will be discussed. The purpose will be to build greater global awareness, become sensitized to ethical choices, energize us for action and responsible living, and explore pedagogical principles for social justice. Distribution: Religion REL 353 Denominations and 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. Distribution: Religion (upper division) REL 356 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. Distribution: Religion (upper division) REL 360 Religion and Society An eiamination 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. Distribution: Religion (upper division) REL 363 Religion in America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. Distribution: Religion (upper division) REL 475 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 Chataqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism offered in the religion department. Distribution: Religion (upper division) REL 481 Contemporary Theology 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. Distribution: Religion (upper division) REL 483 Christian Ethics The basis of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. Distribution: Religion (upper division) Major: REL 483 or PHI 380 required for nursing major REL 486 Psychology of Religion and Theology A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. Distribution: Religion (upper division) SOC 121 Principles of Sociology Sociology as a mode of analysis or way of knowing. Its application to an understanding of basic aspects of society; socialization, family life, social inequalities, large-scale institutions, etc. Sociology as an academic discipline and profession. Distribution: Sociology Major: Required supporting course for Communication major and Social Work major SOC 231 Sociology of the Family An examination of the family as a social institution. The relationship of the family to its institutional and cultural context, from a sociological perspective. Major: Required supporting course in Social Work major and an elective in the Human Relations major SOC 265 Racial and Minority Group Relations The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (PIN grading only) Distribution: Minority Studies Major: Required supporting course for Social Work major and elective supporting course in the Business Management major SOC 336 Introduction to Cultural Anthropology The concept of culture examined in anthropology and in the way we see and live in the world. An analysis of basic assumptions underlying the ideas of "primitive:' "civilized," and "progress." The person's relation to culture. An analysis of selected aspects of Western culture. (Prereq: SOC 121or consent of instructor) Major: An alternative in the core of the Communication major, recommended elective in Business Management major (upper division) SOC 349 Complex Organizations There is little in contemporary American life that is not somehow affected by organizations. This course sociologically examines (both theoretically and empirically) how organizations survive as entities and what life is like for people within those organizations. Through lecture, discussion, guest speakers, and participation we will explore the topics of organizational goals, technology, structure and process; as well as corporate and white collar deviance, gender issues, and organizational change. (Prereq: Soc 121or permission of instructor) Major: Recommended elective in Human Relations, Public RelationslAdvertising, and Supervisory Management majors (upper division) SOC 375 Social Psychology An examination of the idea of "group," its relationships to individual behavior and society. An analysis of the ideas of "self' and "identity" 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 life - a look at the trivial, the ordinary 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: SOC 121) Major: Required supporting course for Communication major and Social Work major, elective supporting course for Business Management major (upper division) SPA 111 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of Spanish- speaking world. Laboratory work is an integral part of the course. Distribution: Foreign Language SPA 112 Beginning Spanish Continuation of SPA 111. Distribution: Foreign Language SPC 1111 311 Public Speaking Theory and practice of effective speaking and critical listening. Students have the opportunity to 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. Major: Required supporting course for Communication major, elective supporting course in Business Management major SPC 222 Introduction to Theatre A survey of dramatic art including dramatic structure, principles, and values with a focus on major historical periods, plays, and artists. This class will discuss the basic concepts of the play production process. Major: EnglishlSpeech SPC 224 Publication Design See ART 224. SPC 329 Intercultural Communication This course will explore both the problems and the potential of communication between persons of different cultural groups. Factors such as ethnocentrism, stereotyping, prejudice, role expectations, values, and non-verbal symbols will be examined in this course. Major: Recommended supporting course in Human Relations major (upper division) SPCIPOL Mass Communications in Society 342 (See course description under POLISPC 342) SPC 345 Organizational Communication An examination of the dynamics of communication in organizational settings. Focuses on topics such as superiorsubordinate relationships, formal and informal communication networks, management styles, power and authority, motivation 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. Students both investigate the literature on organizational communication and attempt to apply it to their own experiences in organizations. Major: Elective for 3 of the Communication majors (upper division) SPC 351 Argumentation Application of standards for sound evidence and reasoning in public speaking, discussion, and debates. Key objectives include increasing skill in analyzing argumentative claims, being able to distinguish between strong and weak arguments, understanding test for evidence and fallacies in reasoning, and learning to apply principles of argumentation to contemporary public issues. Students have the opportunity to enhance their skills in debate and discussion and also learn to analyze and critique arguments they encounter in their daily lives. Major: This course or SPC 352 is required for the Communications core (upper division) SPC 352 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. Major: This course or SPC 351 is required for the Communications core, elective supporting course in Marketing major (upper division) SPC 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. This course combines theory and practice to help the student understand and manage communication problems more effectively. Major: Required for Communication core, elective supporting course in Business Management major (upper division) SPC 355 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 experience to help the student become a more effective and productive member of a small, task-oriented group. Major: Recommended for supporting course in the Business Management, Human Relations and Supervisory Management majors (upper division) SPC 361 Theatre History and Criticism I Overview of theater history; examination of plays from various periods. Attendance at local theater productions. Introduction to theories of drama, dramatic production, and dramatic criticism. Distribution: EnglishlSpeech (upper division) SPCIPOL Uses of Mass Communications: Advanced Topics (See course description under POLISPC 421) 421 SPC 480 Public RelationslPromotiona1 Communications Public Relations in the modern world of communication, marketing and business. An overview of public relations as a career and a survey of basic promotional communication in profit and non-profit organizations. Major: Elective in all Communication majors (upper division) SWK 257 Exploring Human Services With faculty approval, student selects a placement for 80 hours per term as a volunteer in a social agency or institution. Opportunity to know human service professionals, minority professionals, social service delivery systems, and career aspects of the helping vocations. Independent study with a term paper report and weekly review conferences. Career exploration: open to all students. Major: Required in the Social Work major SWK 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 soceity. Emphasized is the role of the "nurturing environment" in relation to human growth, the impact of the "sustaining environment" factors, and other special stresses relevant to growth. Growth related to populations and groups which represent ethnic andlor life-style diversity is also a focus. Students will gain selfunderstanding through use of their own experiences. Open to all students. Major: Required in the Social Work major and Elementary Education Licensure. SWK 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service and 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 or consent of instructor) Major: Required in the Social Work major (upper division) SWK 363 Methods and Skills of Social Work Basic features of the helping process; theoretical foundations, principles and techniques of social work interventive methods, and practical experience necessary for social work practice with individuals and small groups with a diversity of professionals and client groups; development of the student's repertoire of relationship building skills. (Prereq: SWK 361, Junior) Major: Required in the Social Work major (upper division) SWK 364 Field Work I Beginning supervised professional experience in a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small group supportiveldiscussion seminar per week. (Prereq: SWK 361, Junior, concurrent with SWK 363) Major: Required in the Social Work major (upper division) SWK 461 Advanced Methods and Skills Enlargement and refinement of practice skills recognizing adaptations of the problem-solving model to diverse populations through lecture, classroom exercise and regular class work. Enlargement of social group work skills, emphasis on development of generalist practice skills and eclectic and client approaches with a focus on diversity of professionals populations. Lectures andlor laboratory exercises each week. (Prereq: 2.0 in SWK 363 and 364, candidacy status. Concurrent with SWK 462.) Major: Required in the Social Work major (upper division) SWK 462 Field Work I1 Progressively responsible supervised professional and social work experience including work with individuals, families, groups andlor communities in a social service agency. Ten hours per week, plus one supportiveldiscussion seminar per week. (Prereq: concurrent with SWK 461, candidacy status) Major: Required in the Social Work major (upper division) SWK 463 Community Development and Organization Locality development and social change through community organization, social planning, and social action. Emphasis on: 1)survey of historical forms of community organization and social change, 2) understanding the theories, basic issues and strategies relevant to social protest 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 essential principles and techniques of organizing. Open to all students. (Prereq: Senior or consent of instructor) Distribution: Urban Concerns Major: Required in the Social Work major (upper division) SWK 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 first hand through work with an elected public policy maker. Readings and analytical paper integrate class concepts with practical experience. (Prereq: SWK 361,463 and senior or consent of instructor) Major: Required in the Social Work major (upper division) SWK 466 Field Work 111 Continuation of SWK 462. (Prereq: candidacy status, 2.0 in SWK 461,462, 463) Major: Required in the Social Work major (upper division) SWK 467 The Social Worker as a Professional Ethical practice, bureaucratic survival, professional job attainment, affirmative action and sexual harrassment issues, personnel policies and practices, organizational theory, and resource development will be studied in the course. The field work practice becomes the laboratory for class exercises. (Prereq: Candidacy status, 2.0 in SWK 461, 462, 463) SWK 469 Field Work IV Continuation of 466. (Prereq: candidacy status, 2.0 in SWK 466, concurrent with SWK 467) Major: Required in the Social Work major (upper division) I dmissions and Financial Information Admissions Requirements and Procedures Who May Apply Men or women who have: 1. Graduated from high school or have earned a G.E.D. Certificate. 2. Demonstrated academic ability with satisfactory performance in high school or previous college work. Admissions Process 1. Complete the application form and return it along with $15.00 to the Augsburg Weekend College Office. 2. Have official transcripts from all previously attended post-secondary institutions sent to the Augsburg Weekend College Office. Applicants with less than one year of previous college work should include their high school transcripts or G.E.D. Certificates. 3. The Augsburg Weekend College Admissions Committee will review the application materials and notify students regarding acceptance and registration procedures. The Admissions Committee may request that the student submit a personal statement or have a personal interview with a Weekend College facultylstaff member or submit letters of recommendation to the Committee. 4. Students who are transferring previous college work to the Weekend College program will be informed with their acceptance notification as to the number of courses and degree requirements that remain to be completed for the bachelor's degree. I 5. Students who wish to apply for financial aid should refer to that section of this bulletin. Application Deadlines Fall Trimester 1988 - August 15,1988 Winter Trimester 1989 - November 28, 1988 Spring Trimester 1989 - March 6, 1989 Financial Aid There are a number of ways in which students may receive assistance in meeting the costs of Augsburg Weekend College. The Financial Aid Office will assist adults in assessing financial need and constructing an aidlpayment program from the following alternatives: Company Tuition Assistance Programs Many companies, agencies, and corporations offer full or partial tuition assistance to employees who participate in work-related or degreeoriented college programs. Augsburg provides a payment plan by which employees may handle tuition reimbursement. Pel1 Grant This is a federal aid program, based on need, that is available to students who take at least one course in Weekend College. Awards range from $150-2100 per year. Minnesota Part-time Student Grant Program The State of Minnesota provides an aid program, based on need, for state residents who take one course at Augsburg. Minnesota State Scholarship and Grant Program The Minnesota State Scholarship and Grant Program is available to Minnesota residents, attending at least half-time per term, based on financial need. Awards ranged from $100 to $3172 for 1987-88. Augsburg Tuition Grant Augsburg College may provide grants and scholarships to Weekend College students who show academic potential and have financial need Guaranteed Student LoanlMinnesota State Student Loan Program Students must carry at least one-half the normal full-time load. Eligibility for the loan is determined by the Office of Student Financial Services. When repayment begins, the student pays the full interest at 8%. The maximum loan is $2625 per year for the first two years of undergraduate study and $4000 for the remaining years of undergraduate study or the cost of education, whichever is less. The aggregate undergraduate maximum is $17,250. Loan applications are available at Augsburg. To Apply for Financial Aid 1) Complete the Application for Admission and indicate your desire to also apply for financial aid. 2) The Financial Aid Office will send you the necessary application forms (or you may pick them up at the Financial Aid Office, 152 Science Hall or the Weekend College Office). 3) All students transferring from any post secondary institution must have a Financial Aid Transcript on file with Augsburg from each previously attended institution even if you did not receive aid. 4) Complete and return the financial aid forms by the deadlines indicated. 5) Accept the financial aid offered, in whole or in part, within the deadline stated. Fees and Payment Schedule Avvlication Fee (vavable once, non-refundable) Tuition (per trimester course) (one course 6 auarter credits or 4 semester credits) Tuition (per summer course) (tuition charge for 1988 summer terms) Audit a Course $15.00 $595.00 $390.00 $298.00 Lifetime Sports: Fee for course Fee for Assessment of Previous Learning $50.00 $20.00 Nursing Clinical Fee Education Clinical & Field Experience Fee $150.00 $150.00 Late Fee $10.00 per day (Five working days after Registration are allowed to complete late registrations) Charged to any student registering after the scheduled registration date. Late registration includes incomplete registration as defined: a,) Unsigned Registration Form b.) Unapproved Payment Plan $5.00 Registration change after first class meeting (cancelladdlchange grade option, or combination at one time) $2.00 Transcript Fee (per copy after first, which is free) - - Finance Charge: A finance charge is applied at a simple rate of 1% per month on any account with an open balance of 30 days or more. Payment Options Tuition is set on an annual basis payable in 3 equal installments at the beginning of each Trimester. Registration is permitted only if the student's account for a previous term is paid in full as agreed. Augsburg College will not release diplomas or academic transcripts until all student accounts are paid in full. This also applies for student loan funds administered by the College (Perkins Student Loan). They must be current according to established repayment schedules. Augsburg Offers the Following Payment Options: 1) Trimester payments in full on day of Registration. 2) Payment Plan - Upon application and after College approval, a 3-payment plan is available each trimester. Payment plans will be approved only if previous plans have been adhered to. 3) Company Reimbursement - Full courses, or equivalent, which are company reimbursed require a deposit of $100 per course reimbursed, with full payment due within 45 days from the end of the term. *A non-sufficient fund check used for payment at registration will declare that registration invalid and could affect further credit extended by the college. Refund Schedule A per course tuition refund will be made on the following basis: (Students are responsible for cancelling courses with the Registrar's Office in order to be eligible for the tuition refund.) Prior to the first scheduled class meeting - 100% (less a $75 Administrative Fee if withdrawing from current term entirely) Prior to the second scheduled class meeting - 80% Prior to the third scheduled class meeting - 60% No refund after the third scheduled class meeting. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines, and deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. History I Augsburg College was founded in 1869 in Marshall, Wisconsin and moved to Minneapolis in 1872. The name Augsburg College and Seminary changed in 1963when the Lutheran Free Church merged with The American Lutheran Church. Location Augsburg's 23 acre campus is in the heart of the Twin Cities metropolitan area, only blocks from downtown Minneapolis and the intersection of Interstate Highways 94 and 35W. Adjacent to the campus are Fairview and St. Mary's hospitals, the West Bank campus of the University of Minnesota and the Mississippi River parkways. Campus Skyways, tunnels and elevators provide accessible connection between 10 of the 15 major buildings - student housing towers, College Center, main academic and administrative halls, the Library, Music building and Foss Center for Worship, Drama and Communication. Accessibility We have made a major effort to become one of the most accessible campuses in the region. Our skyway-tunnel system lets you reach any of 10 major buildings without going outside. In addition to building changes, we have a student-run program to increase awareness and provide extra help for students with disabilities. Church Affiliation Augsburg is a college of The Evangelical Lutheran Church in America. About 51% of the students are Lutheran, 15% other Protestant and 15O/0 Roman Catholic. Several other affiliations are represented among students and faculty. Non-Discrimination Policy Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973 as amended in its admission policies, educational programs, activities, and employment practices. I I I Augsburg College 1. Admissions 2. George Sverdrup Library 3. Science Hall 4. Old Main 5. West Hall 6. Mortensen Tower 7. Urness Tower 8. College Center 9. Sverdrup-Oftedal Memorial Hall 10. Music Hall 11.2222 Murphy Square (Weekend College Office) 12. Melby Hall 13. Ice Arena 14. Stage I1 Theatre l5. Center for Global Education 16. Scandinavian Center 17. Foss, Lobeck, Miles Center for Worship, Drama and Communication 18. Youth and Family Ministry A. Admissions Parking B. Student Parking C . Visitor Parking D. The Quad E. FacultylStaff Parking F. Murphy Square G. Anderson-Nelson Athletic Field H. Fairview-St. Mary's Parking Ramp I. Husby-Strommen Tennis Courts Accessible Entrance I I To Find Augsburg From Minneapolis I Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 21st Avenue South, left at Augsburg sign. I From St. Paul I Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st Avenue South, left at Augsburg sign. I Parking I I All posted Augsburg College parking lots are free and open for student use from 4:30 pm Friday through Sunday evening. Lots are located on 7th Street between 21st and 22nd Avenues and south of 8th Street on 21st Avenue. Most street parking is 2 hour parking, seven days a week. Additional parking is available in the St. Mary's Hospital ramp, or U of M parking lots on the north side of Riverside Avenue.
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Title: Lutheran Deaconess Hospital School of Nursing Catalog 1980-1982
Collection: Course Catalogs
Search Result: Please write for application material to: REGISTRAR, SCHOOL OF NURSING THE LUTHERAN DEACONESS HOSPITAL 2315 FOURTEENTH AVENUE SOUTH MINNEAPOLIS, MINNESOTA 55404 Lutheran Deaconess Hospital is a voluntary, non-profit hospital affiliated with the American Lutheran Church; A member of Fairvi...
Show more Please write for application material to: REGISTRAR, SCHOOL OF NURSING THE LUTHERAN DEACONESS HOSPITAL 2315 FOURTEENTH AVENUE SOUTH MINNEAPOLIS, MINNESOTA 55404 Lutheran Deaconess Hospital is a voluntary, non-profit hospital affiliated with the American Lutheran Church; A member of Fairview Community Hospitals ACADEMIC CALENDAR FOR 1980-1981 For The FRESHMEN: Freshmen arrive Sept. 2 Registration at Augsburg College Sept. 3 Fall semester begins Sept. 4 Thanksgiving holidays Nov. 27-30 Last day of fall semester Dec. 19 Dec. 20-Jan. 4 Christmas holidays Interim begins Jan. 5 Interim ends Jan. 30 Feb. 4 Spring semester begins April 16-21 Easter I spring holidays May 21 Spring semester ends For The JUNIORS & SENIORS: Aug. 20-22 Orientation for transfer students Aug. 25 First quarter begins Oct. 24 First quarter ends Nov. 3 Second quarter begins Nov. 27-30 Thanksgiving holidays Dec. 20-Jan. 4 Christmas holidays Second quarter ends Jan. 16 Third quarter begins Jan. 26 Third quarter ends Mar. 27 Fourth quarter begins April 6 April 20 Easter holidays Fourth quarter ends June 5 The above schedule is tentative and subject to change. 1646 students have graduated from Lutheran Deaconess Hospital School of Nursing 128 students are currently enrolled. Cover photograph by Miriam Weinstein LUTHERAN DEACONESS HOSPITAL BOARD OF TRUSTEES AND ADMINISTRATION BOARD OF TRUSTEES Gerald Simonson, Chairman Dr. Kenneth C. Bailey Mr. James W. Krause Mr. George Michaelsen Mr. Charles H. Clay Mrs. Mary Ehrlichmann Mr. Donald A. Nelson Mrs. Marlene Engstrom Rev. Maynard L. Nelson Mr. Richard Franzmeier Rev. John N. Parbst Mr. Allen A. Housh Mr. Clinton A. Schroeder Dr. Richard D. Hovland Dr. John M. Stensvaag Dr. Donald Johnson Dr. Francis J. Trost Mr. Verne C. Johnson Lutheran Deaconess Hospital School of Nursing HOSPITAL ADMINISTRATION Mr. Kurt W. Metzner, Administrator Mr. Mark M. Enger, Assistant Administrator BULLETIN EDUCATION & COMMUNITY RELATIONS COMMITTEE Mrs. Mary Ehrlichmann, Chairwoman Mr. George S. Michaelsen Dr. Donald Johnson Mr. Donald A. Nelson Mrs. Gloria Nelson Rev. John Parbst ex-officio: Mr. Gerald Simonson Mr. Kurt W. Metzner, Hospital Administrator Mrs. Margaret Hermann, Director, School of Nursing 1980-1982 A three-year hospital-based diploma program in basic nursing approved by the Minnesota Board of Nursing and accredited by the National League for Nursing. We believe our diploma program meets a unique need. We intend to continue with our program as long as we meet this need. 2315 14th AVENUE SOUTH• MINNEAPOLIS, MINNESOTA 55404 36 1 . *Mary Catherine Hooke, R.N., B.S ................. Instructor of Pediatric Nursing State University of New York-Binghamton, B.S. Graduate work: University of Rochester, New York University of Minnesota-Minneapolis June lge, R.N., B.S.N ........................ Instructor of Fundamental Nursing Hamline University, St. Paul, Minnesota, B.S.N. Graduate Work: University of Minnesota-Minneapolis College of St. Thomas, St. Paul, Minnesota *Genevieve McCarr, R.N., B.S., M. Ed ......... Instructor of Fundamental Nursing College of St. Catherine, St. Paul, Minnesota, B.S. University of Minnesota-Minneapolis, M.Ed. *Rachel Nelson, R.N., B.S ........................ Instructor of Med-Surg Nursing University of Minnesota-Minneapolis, B.S. Jean Pekarek, R.N., A.A., B.S.N ................. Instructor of Med-Surg Nursing St. Mary's School of Nursing, Minneapolis, Minnesota, R.N., A.A. University of Minnesota-Minneapolis, B.S.N. Graduate Work: University of Minnesota-Minneapolis Dawn Ranger, R.N., B.S.N., M.S.N ............... Instructor of Med-Surg Nursing West Suburban School of Nursing, Oak Park, Illinois, R.N. Wheaton College, Wheaton, Illinois, B.S.N. De Paul University, Chicago, Illinois, M.S.N. *Eva Schander, R.N., B.S.N ................... Instructor of Ortho-Neuro Nursing University of Minnesota-Minneapolis, B.S.N. Graduate Work: College of St. Thomas, St. Paul, Minnesota A. Marlin Stene, B.A., B.Th., S.T.M ............ Hospital Chaplain Supervisor and Instructor of Religion St. Olaf College, Northfield, Minnesota, B.A. Luther Seminary, St. Paul, Minnesota, B.Th. Wartburg Seminary, Dubuque, Iowa, S.T.M. Marie Joel ........................................................ Registrar A~EA M~~ A . G RELATIONSHIPS ............ 3 ·~ .> ••••••••• , •• • ••• • ••••••••••••••• 4 PHILOs~PHY ·. I:~S ()F THE PROGRAM .......... 5 > .. S~ND PROCEDURES ............ 11 ENTRANCE RE ·.· . · . STUDENT SERVIGEs ::~··)<.·~··v ... · ......................... 16 STUDENT ACTIVI'f~JSS ... :;,..: •..........•... , ................ 18 FINANCIAL INFORMATION .. : ............................. 19 FINANCIAL AID INFORMATION ............................ 21 ACADEMIC INFORMATION ................................. 23 CURRICULUM ORGANIZATION , ........................... 26 COURSE DESCRIPTIONS .................................... 29 SCHOOL OF NURSING FACULTY ............................ 34 LUTHERAN DEACONESS HOSP ITAL ADMINISTRATION ..... 36 .HISTORY .. v·:'' The contents of this bulletin are subject to change without notice. or information contained herein. *Part-time instructors . .. •, ~ 35 '··· ,, 1_0,,L3<.::: Flow Chart continued: 1 ii::_, E ' LUrrHERAN DEACONESS HOSPITAL SCHOOL OF NURSING 0 rSo .µ <Cl OJ S<d u +> (/) (/) S- U1 • r- (/) U1 U1 VlS-OS-S::::S-<IJS<Cl ::::; ..o ::::; ,,_ ::::; E ::::; .--- 0 <Cl Or- 0 <lJ 0 U:C...J:CU:Ctn:C 0 THIRD YEAR Fall Semester (16 weeks) +Rehabilitation Nursing +Psychiatric-Mental Health Nursing Trends in Nursing II: History 45 45 8 135 135 Interim (4 weeks) Independent Nursing Studies BULLETIN SUPPLEMENT FOR 1980-1982 This supplement describes the changes that have occurred in the school and the nursing program that it offers since the printing of the bulletin. 8 8 •7 2 CHANGES IN ACADEMIC INFORMATION Level IV Spring Semester (16 weeks) Nursing Intervention in Acute Care 48 48 Management of Patient Care Trends in Nursing III: Professionalism 8 Ethics of Medicine and Health Care 22 * * * * * * 196 196 The academic year at Lutheran Deaconess Hospital School of Nursing has been changed so that all three years follow the 4-1-4 plan consisting of two semesters and an interim. Each semester is 16 weeks in length, and the interim is 4 weeks. 8 8 •7 2 CHANGES IN THE CURRICULUM: * * * ** COURSE DESCRIPTIONS: The following courses have been added or redefined in the curriculum: CURRENT COSTS FOR 1981-82 Tuition at Lutheran Deaconess Tuition for Augsburg College Health Fee Dormitory Room Rent Graduation Fee Books, Supplies & Incidentals FIRST YEAR COSTS SECOND YEAR COSTS THIRD YEAR COSTS $1,800.00 2,400.00 30.00 625.00 $3,000.00 150.00 30.00 625.00 $3,000.00 400.00 400.00 30.00 625.00. 50.00 400.00 Tuition and fees are estimated above. Effort will be made to keep charges as estimated. However, all tuition and fees are subject to changes as necessary. OPERATING ROOM NURSING (4 weeks) Op~rating Room Nursing is a Level II course which introduces the student to the nurses role during surgical intervention and the maintenance of surgical asepsis. The student functions with professional staff learning the role of a circulating nurse and scrub nurse. Focus is on responsibility to the patient pre-, intra-, and postoperatively. There are 36 hours of classroom theory and 72 hours of clinical experience in the operating room or clinical area. NURSING INTERVENTION IN ACUTE CARE (8 weeks) Nursing Intervention in Acute Care is a Level IV course in which the student TS exposed to patients and their families with complex threats to health. Focus is on specific nursing interventions appropriate for patients and their families in intensive care, coronary care and emergency areas. There are 48 hours of classroom theory and 192 hours of clinical, 160 hours of which is inhospital, and 32 hours of which is psychomotor skills practice in a laboratory setting. New Course Flow Chart continued: Vl Vl Vl rtJ ~ s... ,._ 0 Interim (4 weeks) Pharmacology II General, Organic & Biological Chemistry II* Spring Semester (16 weeks) Fundamentals of Nursing II General, Organic & Biological Chemistry II* (continuation) Microbiology* +Effective Writing c 0 .µ r-• m u rtJ FIRST YEAR Level I Fall Semester (16 weeks) Fundamentals of Nursing I Pharmacology I General, Organic & Biological Chemistry I* Anatomy and Physiology* +General Psychology* Vl u :r: 45 28 _J Vl S- ::::l 0 ::r:. u:c (/) :r: 0 45 0 s... Vl •r- Vl Vl s:: s... ~s .,.. ~ rtJ 0 Ir- 0 -.I u :r: Vl s... Q) E ~ a; 0 :r: (/) :r: 14 2 12 45 30 42 42 (]) .µ u 28 12 s... rel 45 30 42 4 4 4 Level II SQ) .µ S- Vl .,.. Vl Vl S- 0 S- s:: S- Q) ;:::) ..0 ;:::) .,.. ;:::) E ,... 0 rel 0 ,... 0 a; Vl Vl rtJ :r: res SECOND YEAR In addition, Medical-Surgical Nursing 201 and 202 have been combined into one course. ******* I 0 0 S- u ,... +-' s... Independent Nursing Studies is the last course in Level III and is taught during the four week interim of the senior year. In this course, the student engages in two self-selected independent learning projects. The first project consists of a one week student investigation of the identification and possible use of health care resources in an urban or rural setting. The second project consists of a two week investigation of a nursing topic selected by the student. For both projects, the student develops a contract in conjunction with an instructor. One week of the course is also devoted to having the student obtain certification in first aid and CPR if ne/she does not already possess current certification valid through the date of graduation. E S0 0 0 INDEPENDENT NURSING STUDIES (4 weeks) NEW COURSE FLOW CHART >:, E 4, 2 42 42 4 42 42 4 4 Fall Semester (16 weeks) Medical-Surgical Nursing Principles of Sociology** Church and Sects of America** 96 42 22 Interim (4 weeks) Operating Room Nursing First Aid 16 18 96 0 2 Level I I I Spring Semester (16 weeks) 45 +Pediatric Nursing 45 +Obstetrical Nursing '42 Developmental Psychology:The Child* 8 Trends in Nursing I: Assertiveness 135 135 8 8 4 *Courses taken at Augsburg College **Cours,es offered by Augsburg Co 11 ege on Deaconess Campus +Course taken in the fall or spring semester 256 14 4 2 .7 I FACUL TY, SCHOOL OF NURSING Margaret Hermann, R.N., B.S.N., M.A ........... Director, School of Nursing and Instructor of Trends of Nursing Milwaukee Lutheran Hospital School of Nursing, R.N. University of Wisconsin-Madison, B.S.N. College of St. Thomas, St. Paul, Minnesota, M.A. Barry L. Lundquist, B.S., M.A., Ed. S. . ........... Director of Curriculum Affairs Bemidji State University, Bemidji, Minnesota, B.S. Bemidji State University, Bemidji, Minnesota, M.A. University of Minnesota-Minneapolis, Ed.S. Graduate Work: University of Minnesota-Minneapolis *Lisa Austin, R.N., B.S.N., M.S.N ................. Instructor of OB-GYN Nursing University of Michigan, Ann Arbor, Michigan, B.S.N. Wayne State University, Detroit, Michigan, M.S.N. *Susan Bates, R.N., B.A., M.A .................... Instructor of Trends of Nursing College of St. Catherine, St. Paul, Minnesota, B.A. College of St. Thomas, St. Paul, Minnesota, M.A. Graduate Work: William Mitchell College of Law Beverly Beling, R.N., B.S.N. Ed ................... Instructor of Pediatric Nursing St. Luke's School of Nursing, Fargo, North Dakota, R.N. University of Minnesota-Minneapolis, B.S.N. Ed. Graduate Work: College of St. Thomas, St. Paul, Minnesota *LuAnn Dahle, R.N., B.S.N., M.S ................ Instructor of Psychiatric Nursing University of Minnesota-Minneapolis, B.S.N. University of Minnesota-Minneapolis, M.S. Sharon Dodds, R.N., B.S.N., M.P.H ............. Instructor of Psychiatric Nursing St. Mary's School of Nursing, Minneapolis, R.N. University of Minnesota-Minneapolis, B.S.N. University of Minnesota-Minneapolis, M.P .H. Christine Erdahl, R.N ., B.S.N ................. Instructor of Ortho-Neuro Nursing Abington Memorial School of Nursing, Abington, Pennsylvania, R.N. Temple University, Philadelphia, Pennsylvania, B.S.N. Graduate Work: University of Minnesota-Minneapolis Marjorie Erickson, R.N., B.S.N .................. Instructor of Med-Surg Nursing Hamline University, St. Paul, Minnesota, B.S.N. Graduate Work: College of St. Thomas, St. Paul, Minnesota *Loretta Hanafin, R.N., B.S.N., M.S.N ............ Instructor of Med-Surg Nursing College of St. Teresa, Winona, Minnesota, B.S.N. University of Minnesota-Minneapolis, M.S.N. Carol Heupel, R.N., B.S.N., M.P.H ............... Instructor of OB-GYN Nursing Memorial School of Nursing, Wilmington, Delaware, R.N. University of Minnesota-Minneapolis, B.S.N. University of Minnesota-Minneapolis, M.P.H. 34 UNIVERSITY OF MINNESOTA DETAIL OF HOSPITAL AREA --. ;:::::====:!::::===~~ CHILDREN'S HEALTH CENTER . AND HOSPITAL EBENEZER SOCIETY Deaconess Hospital E LAl<E ST Lutheran Deaconess Hospital School of Nursing is ideally located close to downtown Minneapolis at 2315 14th Avenue South, Minneapolis, Minnesota. In addition to the facilities of the hospital, the nursing program is augmented by relationships with the following institutions and agencies: Fairview Hospital 2312 South 6th Street Minneapolis, !'Jinnesota Fairview Southdale Hospital 6401 France Avenue South Edina, Minnesota Augsburg College 731 21st Avenue South Minneapolis, Minnesota Planned Parenthood 127 South 10th Street Minneapolis, Minnesota Children's Health Center and Hospital 2525 Chicago A venue South Minneapolis, Minnesota Planned Parenthood 1965 Ford Parkway St. Paul,Minnesota Ebenezer Society 2532 Portland Avenue South Minneapolis, Minnesota 3 NVR 340 Lutheran Deaconess Hospital was founded in 1888. The first building with a maximum bed capacity of twelve was a frame dwelling at 2731 Hennepin A venue. Young women called into the service of the Master as deaconesses cared for the patients. In 1891 the first building on the present site was purchased and remodeled for hospital use. The sick continued to be cared for by deaconesses, graduates and students. In 1916, on the foundations laid by the Diaconate, and in response to the demands for more adequately prepared nurses, Lutheran Deaconess Hospital School of Nursing was established under the direction of Miss Inger Bergh. The ideals of Christian service which inspired the pioneering deaconesses became also those of the leaders who followed. Since the beginning, the School has offered a three year diploma program in basic nursing, preparing nurses to take the examinations leading to state registration (R.N.). Continuous efforts have been made to meet nursing needs of people through many periods of social change. Lutheran Deaconess Hospital is located within the metropolitan area of Minneapolis and participates in the delivery of health care to the inner city residents. The present bed capacity is two hundred forty-five. In 1967 a nursing school building, Anna Bergeland Hall, was completed. This building provides school offices, classrooms, library, lounges and recreational facilities in addition to dormitory rooms for nursing students. In 1973 Lutheran Deaconess Hospital entered into a consolidation with the Fairview Hospitals to form the Fairview Community Hospitals. In 1976 with the closing of Fairview Hospital School of Nursing, Lutheran Deaconess Hospital School of Nursing became the school for the Fairview Community Hospitals. PSYCHIATRIC-MENTAL HEAL TH NURSING 8 Credits This course consists of a study of the dynamics of human behavior, assessment of the needs of the psychiatric and chemically dependent patient with a focus on emotional needs, therapeutic approaches, use of self as a therapeutic tool, implementation, and evaluation. The student is provided with varied opportunities to work in collaboration with nurses and other mental health team members and to assess various community based mental health agencies. Laboratory experiences are focused on theory based nursing interventions with emphasis on communication skills and group dynamics. Prereq. NUR 203 & PSY 351 or concurrent registration 351. NUR 400 MANAGEMENT OF PATIENT CARE Management of Patient Care is taught in the last quarter to all senior nursing students. The course focuses on principles of leadership, management, research in nursing, and the nurse's role in disaster. The student spends 24 hours a week in the clinical area caring for the critically ill adult patient, acting as co-team leader for a nursing team and managing care for a group of 4 to 5 patients. Emphasis is placed on the integration of past and present knowledge in the management of patients' care. Prereq. NUR 310, 320, 330, 340. Lutheran Deaconess Hospital School of Nursing is: accredited by: National League for Nursing approved by: Minnesota Board of Nursing member of: Gopher State Nurses Association member of: Helene Fuld Health Trust Lutheran Deaconess Hospital is: accredited by: Joint Commission of Accreditation of Hospitals 4 8 Credits 33 NUR 212 TRENDS IN NURSING III: PROFESSIONALISM .7 Credits This course provides the student with a comprehensive study of the nature of professionalism as it applies to the field of nursing. Within this context, the student examines the goals and requirements of licensure, the selection, application, and resignation processes as they apply to the employment of nurses, government programs and state and federal legislation as they affect the field of nursing, and the nature and scope of continuing education programs for diploma graduates. NUR 310 OBSTETRICAL-MATERNITY NURSING 8 Credits This course is a study of the normal maternity cycle related to the mother and newborn infant with emphasis on family centered and mental health principles. The student is introduced to the physiological, psychological and ethical concepts needed to provide comprehensive nursing care to families during the child bearing cycle. Complications of pregnancy and selected disorders of the reproductive tract are also included. Seminars and selected clinical laboratory experiences in the care of the mother, the newborn, prematures, and certain gynecological patients are provided. Prereq. NUR 203 & PSY 351 or concurrent registration 351. NUR 320 ORTHO-NEURO NURSING 8 Credits This course provides the student with the basic principles of orthopedic-neurologic nursing care and the rehabilitation process in hospital and community ambulatory settings. The student acquires facility in discharge planning, exploring selected health care services and systems in rural and urban environments, and developing health assessment skills. Prereq. NUR 203. NUR 330 PEDIATRIC NURSING 8 Credits Pediatric nursing concentrates on aiding the student develop: a knowledge of normal growth and development from birth through adolescent years, an understanding of the child and his family, a knowledge of normal and pathologic embryology, anatomy and physiology, understanding of the diseases caused by disorders of the body systems, proficiency in the application of the nursing process in the care of children, and proficiency in performing technical skills in caring for children. Prereq. NUR 203 & PSY 351 or concurrent registration 351. 32 PHILOSOPHY The philosophy of Lutheran Deaconess Hospital School of Nursing is in harmony with the Statement of Mission of the Fairview Community Hospitals of which Lutheran Deaconess Hospital is a member. The School of Nursing faculty believes that: NURSING is a science and an art which seeks to preserve and promote health by meeting physical, social, emotional, and spiritual needs of the patient as a member of family and community. As a profession, nursing is the unique integration of the art of caring with the application of the natural and behavioral sciences. The nursing process is used to facilitate a person's ability to adapt and to move toward self-actualization. EDUCATION is a life-long learning process, integrating and developing knowledge, attitudes and skills. Through participation in the learning process, the learner should be able to lead a full and purposeful life and function as a responsible citizen. Specifically, nursing education provides systematic direction and guidance in using scientific principles and the art of nursing to facilitate the development of knowledge, attitudes and skills necessary for professional nursing. LEARNING involves changes in the learner's cognitive, affective, and psychomotor responses. Learning is an active, continuous process influenced by the learner's intellectual ability, experience, environment, and attitudes. Facilitation of learning occurs when education is sequential and proceeds from simple to complex as students advance in the educational program and when opportunities for practice are provided concurrently with theory. In addition, a Christian and democratic atmosphere promotes learning. Christian faith instills a spirit of love which promotes the ideas of worth of the individual and of service to one's fellow man, and the democratic process promotes respect for the rights of others and for their opinions together with freedom to explore and question. The ROLE OF FACULTY is to facilitate the learning process by providing an environment conducive to acquiring knowledge, attitudes, and skills necessary to give professional nursing care. The faculty assumes the responsibility for planning, implementing, evaluating and revising learning experiences. The STUDENT shares the responsibility for his own learning and self-development through self-involvement and utilization of guidance which fosters self-direction. 5 The SCHOOL meets its commitment of service to the community by preparing a safe practitioner who responds to the health needs of the community as a member of the interdisciplinary health care team by promoting wellness, intervening during illness, and rehabilitating to optimum functioning. The school is responsible for meeting the student's educational needs through providing a curriculum based on scientific fact, current knowledge, sequential learning, continuity, and integration of major areas of nursing. Furthermore, the school assumes the responsibility to provide an educationally prepared faculty who functions as effective instructors and role models, and requires a high standard of performance by the student to meet the school's responsibility to the community. Lastly, the school assumes the responsibility of providing the appropriate and necessary facilities to allow for the optimum interaction of the students and the faculty through the use of the curriculum. NUR 201 MEDICAL-SURGICAL NURSING I 8 Credits Medical-Surgical Nursing I is the first course in the medical-surgical nursing sequence which introduces the student to pathophysiology, man's adaption to illness, and the process of nursing. Attention is given to special nursing techniques, the aging process, spiritual needs, communication and limited threats to health. The course is taught on a body systems model composed of classroom and clinical experiences. The student spends 128 hours a quarter in the hospital caring for the adult patient. Prereq. NUR 103 or equiv. NUR 202 MEDICAL-SURGICAL NURSING II 8 Credits Medical-Surgical Nursing II is th.e second course in the medical-surgical sequence building on MS I, with attention focused on moderate threats to health, communication techniques, cultural influences on health and illness, and intermediate nursing techniques. The student spends 128 hours a quarter in the hospital caring for the adult patient with intermediate threats to health. Prereq. NUR 201. NUR 203 MEDICAL-SURGICAL NURSING III 8 Credits Medical-Surgical Nursing III is the last course in the medical-surgical nursing sequence, building on MS I and MS II and focusing on multiple threats to health, community resources and complex nursing techniques facilitating adaptation. The student spends 128 hours a quarter in the hospital caring for the adult patient with multiple threats to health. Time is also devoted to visiting community resource agencies and correlating them with patient care. Prereq. NUR 202. NUR 210 TRENDS IN NURSING I: ASSERTIVENESS .7 Credits This is an assertiveness class that assists the student in identifying characteristics of assertive, non-assertive and aggressive behaviors. The student follows specific steps in attaining assertiveness and learning to distinguish hindrances in reaching a specific goal. Applications of principles are made to the professional career of nursing through feedback and communication exercises. NUR 211 TRENDS IN NURSING II: HISTORY .7 Credits This course provides the student with the historical foundations of the nursing profession. The student examines a brief survey of the historical development of the nursing profession, focusing on the forces, trends, and issues of the past that have shaped the profession into what it is today. 6 31 PSY 351 DEVELOPMENTAL PSYCHOLOGY: CHILD 4 Credits Emphasis on normal child development and behavior. Consideration of theoretical systems used for viewing the developmental sequence and process. Active inquiry into practical implications and applications of data and theory in respect to the development of children. REL 353 DENOMINATIONS AND SECTS IN AMERICA 2 Credits A study of the beliefs and worship practices of the major denominations and sects. Some contemporary cultic movements will be considered. SOC 121 PRINCIPLES OF SOCIOLOGY Lutheran Deaconess Hospital School of Nursing offers a program of nursing education with a Christian influence at the diploma level. The graduate is prepared to apply for licensure as Registered Nurse (R.N.). 4 Credits PROGRAM OBJECTIVES Sociology as a mode of analysis or a way of knowing. Its applications to an understanding of basic aspects of society: socialization, family life, social inequalities, largescale institutions, etc. Sociology as an academic discipline and profession. NURSING COURSES NUR 101 FUNDAMENTALS OF NURSING I 4 Credits This course introduces the student to the nursing profession. It provides a guide for the beginning student in the development of ideals of service in the care of the sick and own life as a nurse. The course helps the student to understand the basic needs: physical, psychosocial, and spiritual, and the means whereby these needs are met. The student learns basic nursing skills in the classroom and in the hospital as she begins to care for patients. NUR 102 FUNDAMENTALS OF NURSING II 4 Credits This course provides the nursing student with the biomedical background needed in order to approach the subject of pharmacology rationally. It emphasizes the fundamental principles of pharmacology and concentrates on prototype drugs with which the student will have to be familar in further encounters with pharmacology. The student develops a habit of referring to various resources of drug information needed in more advanced courses. Prereq. NUR 101. NUR 103 FUNDAMENTALS OF NURSING III 4 Credits This course, the last in the three-course sequence, focuses on man's interaction with the environment. It considers basic human needs and reactions to threats of these needs. The student utilizes a problem solving process to assess the health status of the patient when planning and executing nursing intervention. Prereq. NUR 102. 30 The graduate of this program will: Function as a beginning staff nurse in hospitals, clinics and similar health care institutions. Function as a member of health care team and a member of and/or leader of the nursing team. Demonstrate by clinical performance the attainment of curriculum objectives. CURRICULUM OBJECTIVES Upon completition of this program of studies the graduate is prepared to: Synthesize the principles from biological, physical, and behavioral sciences to the nursing process. Adapt the nursing process in providing nursing care. Utilize appropriate communication skills to establish effective interpersonal relationships. Utilize principles of teaching-learning in health care situations. Integrate community resources in planning comprehensive health care. Practice nursing according to legal, professional, and social responsibilities and constraints. Practice safe nursing by making judgements based on scientific principles and medical diagnosis. Adapt to the changing role and demands of the nursing profession and the need for continuing education. Assume a leadership role in directing and coordinating the activities of the nursing team in caring for patients. Integrate Christian principles and values into the professional life. 7 COURSE DESCRIPTIONS GENERAL EDUCATION COURSES TAKEN AT AUGSBURG COLLEGE DURING THE FRESHMAN YEAR BIO 103 The mission of The Fairview Community Hospitals is to provide high quality healthrelated services in a spirit of Christian concern to meet the personal needs and improve the health status of the people and communities we serve. In fulfillment of this mission, we affirm that Fairview Community Hospitals: HUMAN ANATOMY AND PHYSIOLOGY 4 Credits A professional course in the structure and function of the human body. Lecture and laboratory. BIO 108 4 Credits MICROBIOLOGY >Is an expression of the healing ministry of Jesus Christ. Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. 3 hours lecture, 3 hours laboratory. >Is committed to view those whom we serve as persons of dignity and worth, regardless of race, sex, creed or social status. Chem 103 & 104 GENERAL, ORGANIC & BIOLOGICAL CHEMISTRY 4 >Shall reflect the Biblical vision of health as wholeness, and be committed to minister to body, mind, and spirit through its medical staffs, personnel, programs, services, and institutional roles. Selected elements of general, organic, and biological chemistry around the theme: the molecular basis of life. Lecture and laboratory. >Shall fulfill or surpass established levels of excellence in its service and shall provide an environment for growth and satisfaction of its employees. >Is committed to operate as a private voluntary health care organization. >Shall be a strong, growing, cost-effective organization through the application of multi-unit organizational concepts. >Will participate in and carry on research and educational activities supportive to the mission of Fairview Community Hospitals. >Views its focus for growth and development primarily as the Upper Midwest region of the United States. >Shall work in cooperation with other health care community agencies and social organizations, and shall relate meaningfully with the Church and congregations. ENG 111 EFFECTIVE WRITING 4, 4 Credits 4 Credits The study of composition with emphasis on expository writing. Attention to correct usage, logical organization, and the research paper. The grading system for this course is either PIN or 2.0-4.0/N. In order to hold a place in the course, the student must either attend the first day or personally notify the instructor that he cannot be present. Psy 105 GENERAL PSYCHOLOGY 4 Credits An introduction to the methods and approaches used in psychology for the purposes of understanding behavior. The structure of the field of psychology, including its major sub-areas, is emphasized. ADV AN CED COURSES TAUGHT BY AUGSBURG PROFESSORS AT THE SCHOOL OF NURSING 2 Credits PHIL 380 MEDICAL ETHICS Application of ethical principles to problems which arise in the areas of health care and delivery, human experimentation, human engineering, abortion, care for the dying and euthanasia. 8 29 THE CURRICULUM PLAN: THE COURSE FLOW CHART Beginning of first year LEVEL I Fall Semester (14 weeks) 101 Fundamentals of Nursing I 103 General, Organic & Biological Chem 103 Anatomy and Physiology 0 105 *General Psychology 0 Interim (4 weeks) 102 Fundamentals of Nursing II 0 Spring Semester (14 weeks) 103 Fundamentals of Nursing III 108 Microbiology 0 111 *Effective Writing 0 104 General, Organic & Bio Chem 0 Beginning of second year LEVEL II First Quarter (9 weeks) 201 Medical-Surgical Nursing 210 Trends in Nursing I 121 Principles of Sociology 0 0 353 Denominations and Sects LEVEL HI Fourth Quarter (9 weeks) One of the Following: 310 OB-Gyn Nursing 320 330 Pediatric Nursing 340 Second Quarter (9 weeks) 202 Medical-Surgical Nursing II 211 Trends in Nursing II I ------------------------------------------------ .... in America 0 0 Third Quarter (9 weeks) 203 Medical-Surgical Nursing III 212 Trends in Nursing III 351 Development Psychology: Child ------------------------------..,.. Ortho-Neuro Nursing Psychiatric Nursing 351 Developmental Psych. cont. Begining of third year First Quarter (9 weeks) One of the Following: 310 OB-Gyn Nursing 330 Pediatric Nursing 320 Ortho-Neuro Nursing 340 Psychiatric Nursing 380 Medical Ethics 00 LEVEL IV Fourth Quarter (9 weeks) 400 Management of Patient Care 0 Second Quarter (9 weeks) One of the Following: 310 OB-Gyn Nursing 330 Pediatric Nursing 320 Ortho-Neuro Nursing 340 Psychiatric Nursing Third Quarter (9 weeks) One of the Following: 310 OB-Gyn Nursing 330 Pediatric Nursing 320 Ortho-Neuro Nursing 340 Psychiatric Nursing Courses taught at Augsburg College ° Courses taught at Lutheran Deaconess Hospital School of Nursing by Augsburg Faculty * Courses that can be taken during either the fall or spring semester 0 0 0 to enhance her performance of previous roles when the client is in a crisis situation and to expand the student's teaching to groups. It introduces the role of the nurse as a health counselor in various primary health care settings. This level also includes the study of medical ethics. LEVEL IV During this level, the student completes an advanced level Management of Patient Care course, which affords opportunities to apply principles of leadership in the nursing process and to supervise the care of individuals and groups of patients with multiple and critical problems. The theory relative to collaborating and advocating is examined as the student cares for clients in complex situations. Interactions with the health team and with groups in the community help the student develop leadership skills. At each level of the curriculum, there exists a set of courses or course that reflects a disciplinary or a synthesis of disciplinary and competency based learning designs. The disciplinary based learning design is featured in the courses offered at Augsburg College and in the classroom component of each course taught at the School of Nursing, because this design stresses the importance of theory, its role in the curriculum, and the changing nature of theory. The competency based learning design is featured in the clinical component of the School of Nursing courses because it allows the student to systematically apply theory to the nursing process through the mastery of specific nursing skills. 27 Curriculum Organization Four levels of learning have been identified and courses are provided at each level to assist the student in achieving the objectives at each of the levels. Such a curriculum design was developed and implemented because it provides a continuous and sequential learning environment that emphasizes a simple to complex learning approach. Equal Opportunity Statements Lutheran Deaconess Hospital School of Nursing is committed to the policy that all applicants shall have equal access to the program without regard to race, color, sex, age, religion, marital status or handicap. In adherence to this policy, the school abides by the requirements of Title IX of the 1972 Education amendments, section 504 of P. L. 93-112, and other statutes relating to equal opportunity. Questions regarding compliance may be directed to Director, Lutheran Deaconess Hospital School of Nursing, 2315 14th Avenue South, Minneapolis, Minnesota 55404, or to the Director of the Office of Civil Rights, Department of Health, Education, and Welfare, Washington, D.C. 20201. LEVEL I This level consists of fundamental science and psychosocial courses and introductory courses in nursing and the health care system. Anatomy and physiology, chemistry, microbiology, psychology, and English courses are taken at Augsburg College located near the School of Nursing. These courses provide the essential scientific and social scientific foundations upon which the nursing curriculum is developed. At the School of Nursing, fundamental nursing skills and attitudes are developed through introductory nursing courses utilizing basic scientific principles and correlated clinical experiences. The emphasis is on the healthy individual, the client, and the nurse. The nursing process is introduced as the student learns to assume the comforting and protecting roles for her clients. LEVEL II The second level focuses on maintaining and promoting an individual's abilities to meet health needs and assisting individuals in meeting these needs. Courses at this level feature an emphasis on illnesses and representative common medical-surgical conditions that affect the adult client. The nursing process, a problem-solving approach to meet both physical and psychological needs of the client and his family, becomes an important means for translating theory into practice. The student begins to practice the therapeutic role and to incorporate teaching in her care of patients, and she begins to include the family to a greater extent. This level also includes the study of historical and contemporary trends in nursing and advanced courses in psychology, religion and sociology. ADMISSION REQUIREMENTS 1. 2. 3. 4. A graduate of an accredited high school or its equivalent. A course in high school chemistry or its equivalent. Rank in upper 1/3 of her class. The American College Testing Program (A.C.T. test) The applicant makes the arrangements for this with her high school. It is recommended that the first available testing date during the senior year be used. Our A.C.T. code number is 2119. 5. If college attended, a GPA of at least 2.5 average in courses applicable to nursing. 6. After acceptance a certificate of immunizations as specified by the School. 7. Health and physical abilities of the applicant need to be such as to enable the applicant to meet the academic and clinical requirements of this program. LEVEL III The third level is designed to have the nursing student apply the principles and practices of nursing to special situations in which the nursing process is extended to the clinical areas of obstetrical, pediatric, psychiatric, and ortho-neuro nursing. The student rotates through a set of courses that emphasizes assisting the client with more complex needs, requiring the student to develop and use more complex procedures for health supervision and the teaching of the family. This level gives the student an opportunity 26 11 ADMISSION PROCEDURE TERMINATION 1. A request for information and application forms should be addressed to Registrar, The School of Nursing reserves the right to terminate any student whose class work, health, conduct or nursing practice make it inadvisable for her to remain in the School. 2. 3. 4. 5. 6. 7. Lutheran Deaconess Hospital School of Nursing, 2315 14th Avenue South, Minneapolis, Minnesota, 55404. Application forms to be submitted are: a. Application for Admission. b. Official transcript of high school credits and college, if attended. Rank in high school class. c. A.C.T. scores - each applicant must have A.C.T. Send complete score report to school. d. Three letters of reference. These references must come from persons who have known the applicant well, in one of the following capacities. Only one reference from a group. (1) recent teacher, (2) recent counselor, (3) clergy man, (4) current or recent employer, (5) personal friend or co-worker. e. Application fee. A personal interview may be required. Further testing may be required. Credit may be given for college level courses if the grade is a "C" or better, if taken within the last 5 years, and if taken at an accredited school. Within one month after all application materials are received, the applicant will be notified of the decision of the Admissions and Promotions Committee. After acceptance, applicants are eligible to apply for financial assistance. All applicants for financial aid are required to complete the FFS. ACCEPTANCE Acceptance is based on the following: 1. Complete record for review by the Admissions and Promotions Committee. 2. Satisfactory achievement of admission requirements. NOTIFICATION OF COMMITTEE DECISIONS 1. The Admissions and Promotions Committee meets monthly from November through June to review completed applications. 2. The Admissions and Promotions Committee notifies each applicant of its decision in writing. 3. Notification will occur within one week of the decision. Accepted applicants musl ,,,ign the note of intent and return the note with the matriculation fee within two weeks after the date of the acceptance letter, or the application will be automatically withdrawn. The matriculation fee is non-refundable. 12 RETURNING STUDENTS See re-admission under Entrance Requirements and Procedures. GRADUATION AND LICENSURE Students who successfully complete all program requirements and who meet all financial obligations to the School will be awarded the diploma and the pin of the School of Nursing. Upon graduation, the student is eligible to write the examination for licensure which is given by the State Board of Nursing. Successful passing of this examination enables the graduate to practice nursing as a registered nurse (R.N.) in the state which administered the examination. ACADEMIC RECORDS Grade reports of students over 18 years of age may not be sent to parents or responsible parties without a signed waiver by the student. Grade reports of students under 18 years of age may be sent to parents or responsible parties upon request. A student may request to see her academic record at any time. If the student is over 18 years of age, a signed waiver by the student must be submitted to the Registrar before parents or responsible parties may review the academic record. If the student is under 18 years of age, parents or responsible parties may request the Registrar to review the academic record. A request to the Director of the School of Nursing or the Registrar may be made at any time for the correction of an incorrectly transcribed item in the academic record. The student or graduate when applying for employment must by written waiver specify the items to be released from the academic record to the prospective employer. For additional information see Records under Entrance Requirements and Procedures. TRANSCRIPTS A transcript will be furnished only upon the written request of the student or graduate. Such requests are to be sent to the Office of the Registrar, Lutheran Deaconess Hospital School of Nursing. The first copy of a transcript is issued without charge. Thereafter, a charge of $2.00 is made for each additional transcript. 25 GRADING SCALE APPEAL OF COMMITTEE DECISIONS The following grading scale has been adopted by the faculty. The numbers represent percentages of points awarded for completed work. If the applicant is not accepted for admission and wishes to appeal this decision, the following procedure must be followed: 1. The applicant must notify the Admissions and Promotions Committee in writing of her intent to appeal within two weeks of the date when she was notified of nonacceptance. 2. Upon receipt of the intent to appeal, the Committee will make provision for the applicant to appear before the committe in person. 3. If the in-person appeal to the Admissions Committee is denied, the applicant may present her appeal in writing and in person to the Executive Committee of the Faculty Organization. 4. The decision of the Executive Committee is final. 98% 94% 91% 88% 85% 80% - 100% - 97% - 93% - 90% - 87% - 84% A+ A B+ B c+ c Students who do not attain a "C" in any course must repeat the course. PROMOTION WITHDRAWAL OF APPLICATION I. Applicants may withdraw their applications at any time by notifying the Registrar. The applicant's record will be retained in the files until one month after the class enters in September and then will be destroyed. Non-completed or non-processed records will be retained until one month after the class enters in September and then will be destroyed. Promotion from One Level to Another Promotion from one level to the next is accomplished through a periodic review of the student's level of achievement in the required areas of theory and clinical experiences of each level. In order to be promoted, the student must have a minimum grade of "C" in theory and a "pass" in the clinical laboratory for all nursing courses and a minimum grade of "C" in all other courses. In the event that a student fails or drops out of a course, and would like to continue in the program she must: 1. Petition to the Admissions and Promotions Committee to enroll in another course in the curriculum. 2. Petition to the Admissions and Promotions Committee to retake the failed or dropped course. A course may be repeated only once, and students must always meet the prerequisites of a course before they can take it. The faculty has the authority and assumes the responsibility for determining whether a student possesses the qualifications necessary for her to become a competent nurse. In the event a student fails to demonstrate the personal and professional qualifications, the student may be asked to withdraw from the School. II. Moving from One Term to Another Each student must have paid the tuition and school costs or made arrangements to do so before the beginning of the next term. See the Director of the School if you have any problems. WITHDRAWAL Students wishing to withdraw from the School must submit a written statement to the Director of the School. Failure to report to class or clinical assignment is not an official withdrawal. 24 ADVANCED PLACEMENT Candidates who have completed courses comparable in hours and content to those currently offered by Lutheran Deaconess Hospital School of Nursing are considered for course exemption on an individual basis. Exemptions will not be granted for courses taken prior to five (5) years of the application date without special permission. Exemption Requirements by Category 1. Non-nursing courses: applicants must provide a. official school/ college transcript(s) b. school/college catalog containing the course description(s) for which exemption(s) are being requested. 2. Nursing courses: a. L.P.N. Graduates - exemptions may only be granted for First Level Nursing courses. The applicant must: 1. have graduated from a state approved N.L.N. accredited school. 2. submit an official school transcript with satisfactory grades (C average minimum). 3. have a current L.P.N. license and be eligible to practice in the state of Minnesota. 4. satisfactorily achieve in faculty-designated examinations. 5. If academic requirements are met, the applicant may be admitted to the Second Level for an evaluation period. 13 b. Students from professional nursing programs - The applicant must: 1. have been enrolled in a state approved and N.L.N. accredited program. 2. submit an official school transcript with satisfactory grades (C minimum) in previous nursing courses. 3. submit references which include (1) from the director of the nursing program and (2) from nursing instructors who can adequately evaluate the applicant's previous nursing performance. 4. submit a school/college catalog containing course description(s) for which exemption(s) are being requested. Only current credits earned within the five years prior to application will be considered for exemption. Exemption Procedure 1. In addition to furnishing the credentials required for admission, the applicant must submit an Application for Exemption form and provide the appropriate data listed in Section B above. 2. The following fee schedule will prevail: a. non-nursing course exemption fee - $5.00 each. b. nursing courses exemption fee - $10.00 c. standardized testing fees - at cost 3. The Admissions and Promotions Committee will approve or disapprove course exemption requests. Granting of final acceptance will be the responsibility of the Faculty Organization. 4. In order to be eligible for graduation from this school, the student must complete a full academic year at the school. 5. All requests for course exemptions must be submitted and approved before the academic year begins. The deadline for submitting requests is May 30 prior to the academic year in which the exemption is desired. ACADEMIC YEAR The academic year at Lutheran Deaconess Hospital, School of Nursing differs according to the level of the program. First year students, (Level I), follow Augsburg College's academic calender consisting of the 4-1-4 plan of two semesters and an interim. Each semester is 14 weeks in length and the interim is 4 weeks. Second and third year students (Levels II, III, IV) follow the School of Nursing calender consisting of 4 quarters, where each quarter is 9 weeks in length. The academic year at the School of Nursing begins in the fall, and this is the time that most students enter the School. Occasionally, transfer, returning, and special students enter at the beginning of a quarter or semester during the year. UNITS OF CREDIT The unit of credit at Lutheran Deaconess Hospital School of Nursing is the semester hour. For transfer students, 1.5 quarter hours is equivalent to 1 semester hour. Students at the School of Nursing accumulate a total of 114 semester hours of credit, of which 36 semester hours are recorded on an Augsburg College transcript and are automatically transferred to the School of Nursing. These transferred credits represent all work taken at Augsburg College and those courses taught by the Augsburg professors at the School of Nursing. CLASSIFICATION OF STUDENTS RE-ADMISSION In any re-admission, the Admissions and Promotions Committee reserves the right to require additional information and testing when there is an indicated need for it. Re-admission Procedure 1. Should a former student desire re-admission, she must submit a new application, including references, updated transcripts and physical examination report if the period of time since the last admittance at Lutheran Deaconess Hospital School of Nursing exceeds one year. A re-admission fee of $50.00 will be charged for this student. 2. Should a former student desire re-admission, and has been away from the school less than one year, she will need to submit a letter of request for re-admission containing (a) reasons tor re-admission to the program, (b) activities during absences from the program, and (c) professional goals. A re-admissions fee of $25.00 will be charged for this student. 14 Students at Lutheran Deaconess as follows: First year students Second year students Third year students Hospital School of Nursing are divided into classes Freshmen Juniors Seniors ACADEMIC ADVISEMENT Each freshman student is assigned to an instructor who functions as a counselor. It is the responsibility of each counselor to meet with her advisees at the close of each course to review academic progress and any problems that should occur. TRANSFER OF CREDITS See Advanced Placement under Entrance Requirements and Procedures. 23 LUTHERAN DEACONESS HOSP ITAL ENDOWMENT FUND NON-MATRICULATING STUDENTS Seven percent, simple-interest loans are granted from time to time. This fund provides loans up to $1,000 per academic year. Applications may be obtained from the Director of the School of Nursing. Individuals may request permission to take selected nursing courses to meet personal or professional objectives. The candidate must: 1. have an interview with the Director of the program to assess and plan appropriately for courses to meet the objectives. 2. submit an Application for Admissions form and indicate course(s) desired. 3. submit the application fee for processing the record of $10.00. LUTHERAN DEACONESS HOSPITAL SCHOLARSHIP PROGRAM (AAL) This scholarship provides varying amounts of financial aid up to $1,000 per student per year. This scholarship is available to students who are members of AAL. Recipients are selected on the basis of financial need, Christian character, academic achievement, and leadership potential. Information and applications can be obtained from the Director of the School of Nursing. MINNESOTA STATE GRANT-IN-AID State money is administered and distributed through the Higher Education Coordinating Commission. This money is available to students who meet the state requirements. Applications are made through the BEOG form and can be obtained from the Director of the School of Nursing or from your high school counselor. SOCIAL SECURITY BENEIFTS For unmarried full-time students if one parent (covered by Social Security) is retired, deceased or disabled. The amount is dependent upon eligibility as determined by the Social Security Administration. To apply, contact the Federal Social Security Administration Office in your area. VETERANS' BENEFIT Eligible students may receive assistance from the Veteran's Administration under the 0.1. Bill. STUDENT EMPLOYMENT In addition to loans, grants and scholarships, students can also seek employment to help pay for their school costs. It is recommended that a student have sufficient funds so that employment is not necessary for the first semester of the freshmen year, as many students often need that period of time to adjust to the rigors of the program. Employment may be available in various departments of Lutheran Deaconess Hospital. Applications for employment may be made through the Personnel Department. This information concerning employment at Lutheran Deaconess Hospital is subject to change in accordance with employment needs and policies of the hospital. 22 15 CAMPUS VISITS Prospective students or any other interested persons are invited to visit Lutheran Deaconess Hospital School of Nursing campus at any time. School tours may be scheduled with the secretary at the School of Nursing. HOUSING FACILITIES In addition to housing the School of Nursing, Anna Bergeland Hall contains a coed residential facility for the nursing students. The third and fourth floors provide housing for female students, while the second floor contains rooms for male students. Single students should live in the residence hall or with their parents if their homes are within commuting distance. Two students share a room, and applicants may request to live together. A few single rooms are available at a higher cost. Student accommodations include a desk, a bed, and a closet. Lounge and laundry areas are located on each residential floor of the hall, and there is a main lounge on the first floor adjacent to the library. The residence hall is connected to the hospital through a tunnel. A residence hall director lives within the hall and is there to assist students with any problems that should occur. FINANCIAL AID INFORMATION The following is a list of the major types of financial aid that students who attend the School of Nursing may be eligible for. Students are encouraged to meet with their high school counselors to discuss some of the following sources of aid as well as other sources that they may be eligible for. BASIC EDUCATION OPPORTUNITY GRANT (BEOG) The Basic Educational Opportunity Grant Program is a federal aid program designed to provide financial assistance to those who need it to attend a post-high school educational institution. The amount of a Basic Grant is determined on the basis of the applicant's and her family's financial resources. Awards usually range between $50 and $1800. Applications may be obtained from the School of Nursing or from your high school. ELSIE HORTON ANN ROAN MEMORIAL SCHOLARSHIP FUND This fund is used to assist students in nursing either in the basic program or advanced nursing program. Funds are generally awarded to second or third year students. Applications may be obtained from the Director of the School of Nursing. DINING FACILITIES FEDERAL LOAN THROUGH THE NURSE TRAINING ACT The hospital offers complete cafeteria service to the nursing students, and meals can be purchased at a reduced rate. There is also a hospital coffee shop. Within the resident hall itself, there are limited facilities for food preparation. Three percent, low interest, cancellable loans are available to students who meet federal requirements. These loans are administered by the School of Nursing, and graduates must work in a needs hospital in order to be eligible for the cancellation. The loan is interest free until 9 months following graduation. Applications may be obtained from the Director of the School of Nursing. PARKING FORTY & EIGHT SCHOLARSHIPS Available parking space near the School of Nursing is limited. Parking facilities exist in the hospital's parking lots for students. HEALTH CARE This unit of the American Legion provides several $100 scholarships for students in the School of Nursing. Students are selected on the basis of academic achievement and financial need. Applications may be obtained from the Director of the School of Nursing. GUARANTEED BANK LOANS A nurse is in charge of the student health service at all times. Students are required to carry group hospitalization insurance through the school unless they have insurance under family policies. The specific services of the student health service are described in the student handbook. 16 Seven percent interest loans administered through the Minnesota Higher Education Coordinating Commission are available. These loans are cancellable if the graduate works in a needs hospital, and are interest free until 9 months after graduation. Applications may be obtained from the Director of the School of Nursing or from your high school counselor. 21 THIRD YEAR CHARGES Payment Due Tuition Health Fee Graduation Fee Room Rent COUNSELING PROGRAM 1st Term Aug. $600.00 22.00 40.00 135.00 2nd Term Nov. $600.00 3rd Term Jan. $600.00 135.00 135.00 4th Term Total Apr. $600.00 $2400.00 22.00 40.00 135.00 540.00 The school has a counseling program which is flexible enough to meet varying individual needs. The program assists the student in meeting and solving educational and personal problems. Referral services are used as indicated or requested e.g. pastors, psychiatrists and psychologists to assist the student in becoming more selfdirecting. LIBRARY SERVICES LDH TOTAL $3002.00 Additional expenses include: transportation to various clinical facilities and to Augsburg College. Additional tours may also require additional charges. No attempt is made to include personal expenses. Uniforms are purchased directly from the uniform company. Books are purchased directly from nearby bookstores. Health insurance is mandatory and may be purchased through the school. Payment of Charges: Charges must be paid by due dates. If charges are not paid and/or arrangements made, the student will not be allowed to attend classes. Employment: The student academic hours allow time for employment. Many students secure employment to help defray school expenses. It is suggested that students not work during the first semester in the school. Refunds: Tuition for a student leaving the school will be refunds as follows: During the first second third fourth fifth week week week week week - 80% - 70% - 60% - 50% - 40% No refund is made after the fifth week. No refunds are made for the Interim period. Fees are not refundable. Re-Admission: Should a former student apply for re-admission she will submit a new application, including a physical examination report and 'references. A readmission fee of $25 will be charged to students returning after an absence of up to six months. After an absence of more than six months, a $50 charge will be made in addition to the regular tuition charges. Transfer students pay the re-admission charge. 20 Lutheran Deaconess Hospital Inger Bergh Library is located on the first floor of Anna Bergeland Hall and is under the direction of the medical librarian. This library contains about 3,000 volumes and about 120 periodicals. The library also houses a student learning center. Nursing students also have full privileges at the Augsburg College Library and at the Children's Health Center and Hospital library. RECORDS The maintenance and safety of the applicant's records is the responsibility of the Registrar. Procedure for Gaining Access to Records: I. Student Records a. Access to student progress records is limited to School Administration, the Registrar, the individual student, and faculty members. b. Anyone except the Registrar gaining access to the file shall sign and date the access sheet in the file. The purpose of the access shall also be completed on the access sheet. 2. Graduate Records a. Access to graduate records is limited to the Director of the School or her designee, the Registrar, and the graduate. b. Anyone gaining access to a graduate file shall sign and date the access sheet for that file and shall state to what purpose the file was viewed. c. No information is given from any graduate file unless upon the written request of the graduate. d. The above procedure also applies to files of resigned students. For additional information see the Student Handbook. 17 RELIGIOUS ACTIVITIES Students are encouraged to practice the teachings of the Christian faith by attending a church of their own affiliation and chapel services and by participating in student groups that are sponsored by the churches or other religious organizations. As part of the School's annual program of religious emphasis, six mission interest meetings are held during the school year. The Good News Committee schedules chapel devotions and plans activities for the annual spiritual emphasis week. The Taiwan project is a plan in which one Lutheran Deaconess Hospital School of Nursing graduate annually is given the opportunity to serve for a two-year period in the Chiayi Christian Hospital in Taiwan. These arrangements are made with the Board of World Missions of the American Lutheran Church. ESTIMATED COST OF PROGRAM Tuition and fees are estimated below. Effort will be made to keep charges as estimated. However, all tuition and fees are subject to changes as necessary. PAYMENT PLAN Pre-admission charges (not refundable) STUDENT GOVERNMENT Students automatically become members of the Deaconess Student Association (DSA) of Lutheran Deaconess Hospital School of Nursing when they are admitted to the School. Through this organization students learn self-direction, self-discipline, leadership and responsibility, thus helping them to adjust to group living and to their future roles as professional nurses. Each class selects its own officers who conduct the business and guide the activities of the class. A faculty member serves as an advisor for each class. STUDENT PROFESSIONALISM Each student is encouraged to become a member of the State and National Association of Nursing Students. Participation in these organizations fosters an opportunity for students to develop an interest in and a need for membership in professional organizations as a registered nurse. SOCIAL-CULTURAL ACTIVITIES The Big Brother and Sister activities assist new students in becoming oriented and adjusted to the School. The School of Nursing has a choir directed by a qualified Director. Periodically this choir gives concerts of both religious and contemporary music, and every spring the choir goes on a tour. Students are also encouraged to take advantage of the rich cultural environment which the Twin Cities provide by attending concerts, operas, ballets, theaters, films, museums, art galleries, sporting events and other cultural-recreational events. There are limited funds made available from Lutheran Deaconess Hospital Auxiliary for students to attend community cultural events. For additional information see the Student Handbook. 18 $10.00 40.00 $50.00 Application Fee, submitted with application Matriculation Fee, paid when appointment is accepted FIRST YEAR CHARGES Payment Due Tuition at LDH (Exclusive of pre-admission fees) Charge for Augsburg Courses (approx.) Health Fee Room Rent 1st Semester Interim 2nd Semester Total September January February $496.66 $496.67 $496.67 $1490.00 750.00 22.00 240.00 750.00 60.00 TOTAL 240.00 1500.00 22.00 540.00 $3552.00 SECOND YEAR CHARGES Payment Due Tuition LDH Health Fee Room Rent 1st Term Aug. $600.00 22.00 135.00 2nd Term Nov. $600.00 3rd Term Jan. $600.00 135.00 135.00 LDH TOTAL 4th Term Total Apr. $600.00 $2400.00 22.00 540.00 135.00 $2962.00 19
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Title: Augsburg College Graduate Catalog, 2016-2017
Collection: Course Catalogs
Search Result: 2016-2017 GRADUATE CATALOG at Introduction Graduate Catalog 2016-2017 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies an...
Show more 2016-2017 GRADUATE CATALOG at Introduction Graduate Catalog 2016-2017 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2016 - Summer Semester 2017. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2016 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow, Ph.D. President 2 Welcome from the Provost and Chief Academic Officer Welcome to graduate study at Augsburg College! Augsburg has a long history of preparing students for leadership in their communities and places of work. Across our array of graduate programs, our students acquire specialized knowledge in a discipline or field, engage in applied and collaborative learning, develop advanced intellectual skills; encounter diverse perspectives and ideas; test theory through real-world experiences, and equip themselves for the next stage in their vocational journeys. In joining the Augsburg community, you become part of the Augsburg story—a story of academic excellence, experiential education, intentional diversity, commitment to service in a spirit of mutuality, and dedication of faculty and staff to student learning. The College offers learning opportunities for traditional and adult students in state-of-theart physical and online classrooms. Our locations--in the Twin Cities, Rochester, and several international sites—offer opportunities to apply what you learn in the neighborhood, the local community, and in various urban and rural locations. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Indeed, the diversity of our campus community helps ensure that our graduates are uniquely prepared to meet the challenges and opportunities ahead. We actively encourage interdisciplinary study and opportunities for students to collaborate with others across disciplines. We ground professional study in the best of the liberal arts tradition; we work to ensure that graduates from liberal arts disciplines are “career ready.” We embrace the best in both traditions as we equip our students for future success. While connected through these common commitments, each graduate program has its own distinctive identity and curriculum. Your program offers a disciplinary home where you will join a community of faculty, staff, and fellow students who will collectively extend your network of connections with prospective employers and expand your career opportunities. You will have access to Augsburg alumni mentors; you will have opportunities to develop new global connections through such public events as our annual Nobel Peace Prize Forum. We’re delighted that you’ll be joining us. Sincerely, Karen Kaivola Provost and Chief Academic Officer 3 About Augsburg At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Augsburg Today 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, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of Augsburg College can be found at www.augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders who believed:    Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees:          Master of Arts in Education* Master of Arts in Leadership Master of Arts in Nursing* Master of Business Administration* Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner) 4 Augsburg offers the following dual degrees:    Bachelor of Arts in Accounting/Master of Arts in Leadership Master of Arts in Leadership/Master of Business Administration Master of Social Work/Master of Business Administration *Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN) A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities, whether a student in Minneapolis or Rochester, and to participate in College activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. Rochester campus Augsburg’s branch campus in Rochester, Minnesota, was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. Graduate degrees and undergraduate majors including business, education, and nursing, are offered on the Rochester campus. Graduate programs in Rochester include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), just a few blocks south of downtown Rochester. Home to approximately 110,000 residents, Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on alternating weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program on the Minneapolis campus. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses. Abroad Locations Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the 7 Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg College is accredited by:       The Higher Learning Commission (HLC) National Council for the Accreditation of Teacher Education (NCATE) (Bachelor, and Master level degrees) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master and Doctoral level degrees) Council on Social Work Education (CSWE) (Bachelor, and Master level degrees) American Music Therapy Association (AMTA) (Bachelor, and Master level degrees) Augsburg’s programs are approved or monitored by:       American Chemical Society (ACS) American Music Therapy Association (AMTA) Minnesota Board of Teaching Minnesota Board of Nursing Minnesota Office of Higher Education (MOHE) National Association of Schools of Music (NASM) Augsburg College is an institutional member of:                     American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 9 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents on October, 2014) For further information, please contact the College’s Title IX Officer: Ann Garvey| Vice President of Student Affairs| Student Affairs Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu Additionally, the College has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Lisa Stock| Director and Chief Human Resources Officer Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Associate Athletic Director Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Information Officer Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. 10 Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following:               The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. 11 Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Annual Security Report The Annual Security Report (ASR) for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the AMail. 12 Admission All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Readmission Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Non-degree Students Individuals may take coursework at Augsburg College as a non-degree-seeking student. Non-degree students can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and unofficial transcript from the bachelor’s degree granting institution to the Admissions Office. Some programs may have additional application requirements. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a bachelor’s degree outside of the United States must submit a copy of a foreign credential evaluation from World Education Services (WES) or the National Association of Credential Evaluators (NACES) to confirm it is equivalent to a United States bachelor’s degree or greater. Non-degree status is conferred for only one term of enrollment. Additional terms require reapplication as a non-degree seeking student. Students may count up to 6-8 semester credits earned as a non-degree seeking student toward an Augsburg College degree with approval from the program director. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, official transcript from the bachelor’s degree granting institution, and any additional materials required by the program. International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). 13 A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways:   If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency.           TOEFL (Test of English as a Foreign Language) www.toefl.org Score report of 80 on the Internet-based TOEFL (iBT) with a sub-score of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) IELTS (International English Language Testing System) www.ielts.org Score report of 6.5. MELAB (Michigan English Language Assessment Battery) www.cambridgemichigan.org/melab Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following:       Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org or the National Association of Credential Evaluators (NACES) at www.naces.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). 14 Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Graduate students will need to be enrolled in 3 credits to be considered half-time and 6 credits to be considered fulltime. Tuition and Fees           Doctor of Nursing Practice (DNP) Master of Arts in Nursing (MAN) Master of Arts in Education (MAE) Master of Arts in Education Tribal (MAET) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Arts in Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $921 per 1.0 credit $703 per 1.0 credit $485 per 1.0 credit UMD Rate $799 per 1.0 credit $642 per 1.0 credit $668 per 1.0 credit $799 per 1.0 credit $822 per 1.0 credit $761 per 1.0 credit* *2015 start cohort Tuition Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. DNP Fee MAN Fee $55 $55 Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. 16 Payment Policy Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg College Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the college. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with federal, state, church, and private agencies in providing various aid programs. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/paymentplans-and-discounts. 17 Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time.     Federal Unsubsidized Stafford Student Loan Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Graduate Loan Program (PLUS) Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at www.augsburg.edu/studentfinancial. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress  Minimum GPA requirements: Graduate Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record.  Minimum Credits Completed: Graduate Students must earn a cumulative 66.67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 2.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “0.0/F/FN (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeated and remedial courses are not counted towards the cumulative attempted credits.  Maximum Time Frame: To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Student Financial Services Office will evaluate students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determines the student’s GPA or completion rate to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. Financial Aid Warning will last for one term. If at the end of the term, the student meets SAP standards the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet SAP standards at the end of the term will be placed on Financial Aid Suspension. Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. 18 Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The SAP Appeal Form must be completely filled out, along with any additional documents required by the SAP Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved they will be placed on Financial Aid Probation. If a student’s appeal is denied they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term will be placed on Financial Aid Suspension. [1] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Student Account Financial Disclosure Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg College may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold 19 transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Financial Policy Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student account charges are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. 20 A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid - Return of Aid Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. 21 Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $700 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Due to Drug Offense A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. 22 Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria:     The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 23 Student Resources/Academic and Support Services Lindell Library Resources Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120 databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the College’s archives and special collections. If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research Support Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can talk to an expert in person at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working alone or in a large group, Augsburg students can check out a laptop from the Library’s Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Services Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 45 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. 24 Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist, and discussions may include:      Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty, staff, or administration to support each student as they work toward success. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of an institution’s courses or programs. The services and technology provided by CLASS are enhanced by the generous support of the Gage family and Groves Foundation. For further information, call 612-330-1053. International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. 25 Academic Programs and Policies Academic Calendars All of our graduate programs meet on a semester calendar. Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies 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. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide). Evaluation and Grading Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 cumulative GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit. Explanation of grades for Graduate Studies: Grade 4.0 3.5 3.0 2.5 2.0–0.0 FN P N V W I X Explanation Achieves highest standards of excellence Achieves above acceptable standards Meets acceptable standards Meets minimum standards Unacceptable performance Unacceptable performance, student stopped attending Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The written permission of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. 26 Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (i.e. illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact the Registrar’s Office for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades 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 (extension) 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. 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 has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Repeated Courses A course in which a grade of FN, 0.0, 0.5, 1.0, 1.5, 2.0, 2.5 or N 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 each term and grades earned, including W and N, will be recorded 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. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. 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 grade points divided by number of credits attempted, i.e., courses with 0.0 to 4.0 grade assigned. Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. 27 Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit and Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 7 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. If a grade is not received by the grading deadline of the 7th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional coursework and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the College, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following:    Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be 28 restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available on the Registrar’s Office website. Term Off Students may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. 29 For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university institution and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is:          Master of Arts in Education (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. 30 Master of Arts in Education Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. The Master of Arts in Education (MAE) program combines our excellent undergraduate licensure coursework with a master’s level coursework focused on teacher leadership, preparing teachers to serve K-12 students effectively and to nurture healthy change within schools and school systems. Our Philosophy The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. One of these themes - leadership - is lived out within the MAE program. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. Our Faculty Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. Our Accessibility We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the evening schedules*. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly-qualified teacher— the teacher you can become. *By the end of Spring 2015 our licensure programs will have been fully transitioned from a weekend to an evening schedule. New students will be in the evening program. For the time being, end of program MAE degree completion options will remain on the weekend schedule. Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. 31 Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide safe, trustworthy places where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or performance assessment —gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows: Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. 32 Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K12 initial teaching licenses offered at Augsburg include:   Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Subject matter courses for these endorsements may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education, 9-12 in biology, chemistry, and physics, and 5-8 general science . Subject matter courses for these licenses may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. Augsburg requires that at least two content area courses are taken at Augsburg. Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options:   K-12 English as a Second Language K-12 Special Education: Academic Behavior Strategist All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. These include tests in basic skills, pedagogy and content area knowledge. Accreditations and Approvals Augsburg College Teacher Education programs are accredited and approved by:   National Council for the Accreditation of Teacher Education (NCATE) Minnesota Board of Teaching. (MN BOT) Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section of this catalog. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses at the graduate level coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a teaching license as part of their program plan. 33 The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. See the MAE program director for details. The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Credit MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the AU evening schedule. Courses in this schedule meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. The MAL and education degree completion courses are offered primarily in a weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered primarily weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. The following teaching licenses are available almost entirely through the evening and summer schedule: elementary education, 5-12 social studies, 5-12 communication arts, K-12 art, K-12 special education, and K-12 English as a second language. Additional licenses in the following areas are available through a combination of weekday, weekday evening, summer schedules, and, occasional off-campus courses: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken weekday evenings and summer while some, if not all, of the content area courses are taken during the weekday and/or off-campus. The weekday evening schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other week, face to face with online instruction in the intervening week. The weekday schedule is also comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum—Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to seven courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K-6 Methods: Math 34 EED 360/560 - K-6 Methods: Science To complete the license, the following undergraduate requirements must be completed: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature EED 481, 483, 485 - Student Teaching: Elementary K-6 EED 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. Subject matter courses for these endorsements will be available through a combination of weekday, evening and off-campus courses. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. K-12 and 5-12 Secondary Education K-12 and 5-12 licenses in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. Subject matter courses in the following majors are offered on weekday evenings and summer: English, communications (for communication arts), art and selected social science courses. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekday evenings and summer. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule and off-campus. Students can obtain a 9-12 license 35 in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9-12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society ESE 325/525 - Creating Learning Environments ESE 300/500 - Reading and Writing in Content Area* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* ESE 481, 483, 485 - Student Teaching: Secondary ESE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Special Education Augsburg College offers licensure in K–12 Special Education: Academic Behavioral Strategist (ABS). This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Five years after being licensed, teachers must extend their license in one of the above categories through additional coursework. Also available is the Naadamaadiwin Tribal Special Education Cohort (temporarily suspended for 2016)—this graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and for more information. The ABS licensure program is offered through weeknight and summer schedules. The Naadamaadiwin 36 Tribal Special Education Cohort program is offered primarily online with weekend sessions at the beginning and end of each semester. Licensure Requirements Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied toward the master’s degree in education. The following courses for the ABS license are offered at both the undergraduate and graduate levels: EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K–6 Methods: Math* EED 360/560 - K–6 Methods: Science* SPE 410/510 - Implementing Assessment Strategies* SPE 411/511 - Etiology and Theory of Mild to Moderate Disabilities SPE 415/515 - Theory to Practice* SPE 425/525 - Transition and Community* SPE 430/530 - Instructional and Behavioral Practices* SPE 490/540 - Parent and Professional Planning To complete the ABS license students will also need to complete certain requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 and 332 - Building the Public Good: Public Achievement and Organizing EDC 331 and 333 - Practicum in Public Achievement EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) SPE 481,483 - Student Teaching: Elementary Special Education SPE 485, 487 - Student Teaching: Secondary Special Education SPE 489 - Teacher Performance Assessment and Student Teaching Seminar *Field experience required as part of this course. This program is based on an innovative internship model that allows students employed in special education classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in classrooms serving these populations. Hours must be completed across elementary, middle school, and high school and include experiences with the five areas of disability that are part of this license. Specific information on field experience requirements is available from the Education Department. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face-to-face and partially online. Courses are available only to those admitted to the special education tribal cohort program. (Temporarily suspended, 2015) SPE 501 - Historical and Contemporary Issues in American Indian Education SPE 503 - Assessment of American Indian Learners SPE 504 - Working with American Indian Families and Communities SPE 505 - The Manifestation of Multigenerational Trauma and Internalized Oppression 37 SPE 506 - Indigenous Learners SPE 507 - Indigenous Methods of Instruction: Practical Application SPE 508 - Professional Issues and Development SPE 509 - Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483 - Student Teaching: Elementary Special Education SPE 485, 487 – Student Teaching: Secondary Special Education K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to seven of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the evening semester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to Augsburg Undergraduate (AU) students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to seven also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/MN American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EED 325/525 - K-6 Methods: Literacy* ESE 325/525 - Creating Learning Environments* ESL 330/510 - History and Structure of the English Language ESL 340/520 - ESL Literacy* ESL 490/530 - Language, Culture, and Schools ESL 420/540 - ESL Methods* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation ESL 481, 483 - Student Teaching: Elementary ESL 485, 487 - Student Teaching: Secondary ESL 489 - Teacher Performance Assessment and Student Teaching Seminar *This course has a 20 hour field experience attached to it. Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary, secondary, and K-12 initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full-time as student teachers and are supervised by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two 38 semester credit edTPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to seven Augsburg graduate-level licensure courses fulfilling master’s requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the required 30-33 semester credits for the MAE degree. To finish out the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action research is designed to be completed in two semesters; the project itself is done once the research is presented at an action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to 12 semesters at no further charge. Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML elective, EDC 514 – Research Methods - Education focus or ML 514 - Evaluating Empirical Research and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need.   The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product. This option is completed with a final oral presentation and placement of the final paper in the Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to 12 semesters at no further charge. Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits) This degree completion option focuses on the theme of the MAE degree program - teacher leadership - and requires a minimum of the following four classes: One ML leadership-focused course EDC 570 - Teacher Leadership EDC 514 - Research Methods (ML 514 can be substituted if necessary) EDC 594 - Performance Assessment Project Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in this sequence. Students finish their degree through this option with the successful completion of these four classes. 39 Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Elementary education The K-6 elementary education license allows students to teach in grade K-6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K-12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI. All courses for these licenses are available in Rochester. The Performance Assessment degree completion option is offered in Rochester as needed, typically every other year. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 - Visions of Leadership: A Historical and Literary Journey ML 511 - Creativity and the Problem-Solving Process ML 520 – Self-Identity and Values: Keys to Authentic Leadership ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 545 - Decision Making and Leadership ML 550 - Communication, Decision Making, and Technology ML 560 - Cultural Competence and Effective Leadership ML 565 - Women and Leadership ML 599 - Topics For a complete list of courses and descriptions, see the Course Description Search. Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs must have:   Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions:  Completed application form - www.augsburg.edu/mae 40    $35 non-refundable application fee Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 - Learning and Development, EDC 220 - Education Technology, and ESE 3XX - K-12/5-12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement for secondary licensure is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department advisor early in the first semester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Prior to beginning the methods courses within a program, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522 - Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license 41 but are not eligible for the degree. Students with cumulative GPA’s below 2.5 may not student teach and are subject to academic probation and possible dismissal. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Minimum Grade Policy Students who fail to maintain a cumulative 2.5 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the license may have the option to finish the degree. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students’ opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements is available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Full-time Faculty Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Margaret J. Finders, Associate Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of Iowa. 42 Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Audrey Lensmire, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of Minnesota. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Jennifer Diaz, Assistant Professor of Education. B.S. Elementary Education, University of Wisconsin-Madison. M.S. Curriculum and Instruction, Ph.D. Curriculum and Instruction, University of Wisconsin-Madison. 43 Master of Arts in Leadership MAL Mission The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Organizations seek leaders who possess:      An ethically and morally responsible vision An understanding of how change occurs and how it can be managed A sensitivity to the complex problems of organizations and an ability to find solutions consistent with their mission Cultural competence and sensitivity to the needs of a diverse population The ability to inspire and motivate people to work toward a common goal The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Leadership Development Model The MAL program promotes leadership as a process that:    Inspires cooperation among people who must compete for limited resources Promotes productivity within and beyond the organization Works toward progress for the individual and the organization To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Learning Goals and Outcomes The MAL program is designed to support students in developing the knowledge and skills to:       Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings Develop a personal understanding and philosophy of leadership Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards Enhance knowledge of self and the capacity to be reflective learners Analyze and navigate increasingly complex changing environments Formulate and articulate a shared vision in order to inspire others to achieve desired goals 44 MAL Courses Each course encourages pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort Overview of Classic Classroom Format For nearly 30 years, our classic classroom format has featured a flexible choice model that allows students to select courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Some online work is incorporated into this format. Schedule During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours. Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. A sample class schedule in the classic classroom format: Period I Saturday 8:00 am to 12:00 pm Period II Saturday 1:00 pm to 5:00 pm Period III Weeknights 6:00 pm to 9:45 pm Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats. Most summer semester courses meet on weeknights from 6:00 pm to 9:45 pm rather than on Saturdays. Curriculum Four core courses: ML 505 - Foundations of Leadership ML 514 - Evaluating Empirical Research ML 580 - Colloquium on Contemporary Theories of Leadership 45 ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) Seven electives, selected from more than 20 offerings* *Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are still required to take ML 585 to complete the program. Elective courses for the Classic Classroom format The MAL program requires that seven elective courses be selected from the following course list. All courses are 3 semester credits: ML 510 - Visions of Leadership ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 527 - Spirituality and Leadership in the Workplace ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change ML 538 - Communication Skills for Leadership ML 539 - Communicating a Self in the Modern Organization ML 540 - Political Leadership: Theory and Practice ML 545 - Decision Making and Leadership ML 548 - Coaching and Consulting ML 550 - Communication, Decision Making, and Technology ML 553 - Design and Leadership ML 557 - Language of Leadership ML 560 - Cultural Competence and Effective Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 575 - Constructive Conflict Resolution ML 576 - Leading Innovation ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience ML 598 - Independent Study ML 599 - Topics Overview of Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April (fall and spring semesters) and mid-May through mid-August (summer semester). Coursework will be online and supported by three on-campus class sessions per term. 46 Curriculum *ML 505 - Foundations of Leadership ML 512 - Responsible Leadership for the 21st Century (Intensive) *ML 514 - Evaluating Empirical Research ML 520 - Self-Identity and Values: Keys to Authentic Leadership ML 535 - Organization Theory and Leadership ML 553 - Design and Leadership ML 563 - Leadership in a Global Society ML 574 - Strategic Leadership ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective) *ML 580 - Colloquium of Contemporary Theories of Leadership *ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) * Core courses offered in the integrated hybrid format (required for all students) A sequenced list of seven electives is prepared for each cohort. In the cohort program, students complete 11 courses, including a capstone course (ML 585). MBA/MAL Dual Degree The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership with the robust demand for business education through our MBA program. The dual degree provides students with the leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they need to thrive in today’s interconnected world. A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA courses and 7 MA in Leadership courses. The following dual degree program requirements must be met. 7 courses are required from MBA courses:  MBA 510 – Applied Managerial Economics  MBA 520 – Accounting for Business Managers  MBA 530 – Managerial Finance  MBA 540 – Business and Professional Ethics  MBA 550 – Marketing Management  MBA 570 – Quantitative Decision Making for Managers  MBA 580 – Management Consulting Project 4 core courses are required from MA in Leadership courses with 3 MAL elective courses:  ML 505 – Foundations of Leadership  ML 514 – Evaluating Empirical Research  ML 580 – Colloquium on Contemporary Theories of Leadership  ML 585 -- Integrating the Theory and Practice of Responsible Leadership  ML Electives (3) Three Focus Area Courses Students will choose one course from each of the focus areas: Focus Area #1: Organizational Development  MBA 545 – Organizational Behavior  ML 535 – Organization Theory and Leadership 47  Director approved course with organizational development focus Focus Area #2: Global/Multicultural Perspective  MBA 565 – Managing in a Global Environment  ML 560 – Cultural Competence and Effective Leadership  ML 563 – Leadership in a Global Society  Director approved course with global/multicultural focus Focus Area #3: Strategic Leadership  MBA 595 – Strategic Management  ML 574 – Strategic Leadership  Director approved course with strategic leadership focus One Additional Elective Course Elective course may be taken in either MBA or MA in Leadership Program Admission to the Dual Degree Program Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s degree from a regionally accredited four-year college or university. Official transcripts from all post-secondary institutions are required as well as a current résumé and two recommendations. An interview with the program director is also part of the admissions process. Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment entitled the Individual Learning Profile (ILP) which provides a picture of candidate’s math and writing (verbal) competency detailing strengths and areas of improvement. The profile is not an admissions screening instrument and will be used as a platform to develop a skills improvement plan for students should they need it. Earning the dual degree during or after the MBA or MA in Leadership program Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the front of this page. Students may use previously completed application pieces and coursework to help meet these requirements. Returning students may complete an abbreviated application form after consultation with the MBA or ML program director. Upon entering the MBA program, a quantitative online profile assessment must also be taken. This is used as a platform to enhance skills, if needed. Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses. Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL program. Each student’s program will be slightly different based on their prior course selections. Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s program will be slightly different based on their prior course selections. Students in both programs will meet individually with the program directors to determine whether their completed final project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or added to or ask the student to complete another project. These decisions will be made on a case-by-case basis. The Graduate Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of three Augsburg MAL courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and two additional electives. All three 48 courses may count toward an MA in leadership. No more than one course may be double counted in another Augsburg graduate degree program. The normal application process is used for students who wish to pursue the certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a Saturday and weeknight schedule. Refer to the MAL program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of:       Completed application form Two letters of recommendation (one from a professor and one from an employer) Personal statement Example of applicant’s writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Professor Stu Stoller. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership Program Admission Requirements Applicants to the program must have:           Bachelor’s degree from a regionally-accredited, four-year college or university Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: Previous college record Letters of recommendation Experience and organizational background Written statement Interview, if requested 49 Application Checklist The following materials must be submitted to the Office of Admissions:         Completed application form $35 non-refundable application fee (waived if online application is used) A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Recommendation letter from an immediate supervisor, assessing leadership potential Recommendation letter from a work colleague (at the same level) describing the applicant’s work style and leadership potential Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Résumé Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/mal. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate, a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for a final course may be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. 50 Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Attorney at Law and Vice President for Wells Fargo Bank (retired). David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. 51 Master of Arts in Nursing and Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg College. Our classes are made up of students representing a dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and engaging transcultural encounters that expand career choices and advance nursing practice. The increasing diversity of our population today challenges all of us to respond to individual health care needs with creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional collaboration and ways to serve persons in a variety of care settings. The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing (TCN) foundation, the DNP-TCN curriculum embraces integrative health care and holistic nursing practice to maximize health for individuals and communities. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. Students design their own scholarly paths defined by their unique gifts, interests, and practice goals. Throughout the DNP-TCN program, there are a range of opportunities for collaboration across cultures, socio-economic strata and care systems. The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner (DNP/FNP) track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Using transcultural nursing as a foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in Rochester, MN, where our learning site is located. Class formats vary: face-to-face, video conferencing or immersions with on-line components. However, students and faculty are committed to driving from one site to the other at least once during each semester to be physically present and together. Building relationships is important to us. Program faculty and staff are available at both sites and eager to assist students. Joyce P. Miller, DNP, RN Lisa M. VanGetson, DNP, RN, FNP-C, APHN-BC Chair, Department of Nursing Director, Doctor of Nursing Practice – Director, Master of Arts in Nursing Program Family Nurse Practitioner Program and Doctor of Nursing Practice Program Transcultural Nursing Track 52 Master of Arts in Nursing Mission Within the context of liberal arts education and guided by the values of the Lutheran Church, the Master of Arts in Nursing program prepares nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on promoting health equity locally and globally. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in emerging care settings in communities. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care inequities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (1 semester credit) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. 53 Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program is designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care Settings track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a graduate field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Some practica are semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Other practica options are student directed. Students are encouraged to immerse themselves in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the transcultural track is on cultural diversity and health inequities across healthcare settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Inner City A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, and the East Africa Health Project. 54 Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala, Mexico, Namibia, Pine Ridge, SD, and England.. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Decisions about admission to the program will be made by the Graduate Nursing Faculty on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), spring (January), and summer (May) semesters. Selection of candidates will be made on the basis of an evaluation of the following items:                   An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse Three letters of recommendation A current, unencumbered nursing license All required immunizations Transcripts from all colleges and universities attended A Criminal Background check A college level statistics course within the last 7 years is required for progression in the program, but is not necessary for admission A written statement describing professional and educational goals The following items must be sent to the Office of Admissions: Completed application form—www.augsburg.edu/ma_nursing $35 non-refundable application fee (fee waived if completed online) A 2-3 page typed statement describing the applicant’s professional and educational goals Three letters of recommendation addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues) Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, and required immunizations Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred An interview with graduate program faculty and/or staff members may be requested. Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. (www.augsburg.edu/grad/international) Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0 point scale. See detailed information in the Academic Programs and Policies 55 Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per semester. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of working adults. Fall and spring classes meet 6 times per semester for 5 hour periods. Summer classes meet weekly for 78 hours for 7 weeks. Video conferencing is used to connect students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester will travel to Minneapolis one time per semester and students from Minneapolis will travel to Rochester one time per semester. If weather is inclement, video conferencing is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN. Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Faculty Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College. Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. 56 Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP, Augsburg College. Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP, Augsburg College. Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College. Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg College. Staff Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College. Linden Gawboy, Nursing Programs Administrative Assistant. 57 Doctor of Nursing Practice – Transcultural Nursing (TCN) Leadership Track Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-master’s Doctor of Nursing Practice program, TCN Leadership track of study prepares nurses for advanced transcultural nursing leadership in communities in order to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings and care systems, with emphasis on eliminating health inequities locally and globally. As a post-master’s program, the DNP-TCN track of study builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN). Program Goals Graduates of the Doctor of Nursing Practice program are prepared to:    Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the DNP project. Students selecting part-time study take one didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the DNP project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a DNP project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month eight hours of class time each day, followed by a half-day morning seminar. Other courses are offered in an immersion format of 3-4 days of class per semester with 3 half-day seminars. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and an additional learning site in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE). Video conferencing or Zoom is used for some of the classes and for distant students. However, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing or Zoom is used. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured 58 immersions in a variety of cultural contexts led by nursing faculty or are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows:    1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. Seminars Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each semester, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the DNP project presentation and completion of the requirements for the DNP degree. Final DNP Project Final DNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP projects in the early stages of the DNP program and continue throughout the program. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP-TCN Applicants to the Doctor of Nursing Practice TCN program must have:             An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Evidence of up-to-date immunizations Satisfactory results of a certified federal criminal background check Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: Three page typed double spaced essay responding to the following excerpt from Wendell Berry’s essay, “Health in Membership.” “I believe that the community—in the fullest sense: a place and all its creatures—is the smallest unit of health and that to speak of the health of an isolated individual is a contradiction in terms.” Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) Three professional references A non-refundable deposit will be used to hold a place in the DNP/FNP program. The deposit will be applied to the orientation practicum. A successful, personal interview with Augsburg Nursing faculty 59 The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College. Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP, Augsburg College. Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP, Augsburg College. Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College. Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg College. Staff Sharon Wade, Nursing Programs Coordinator, BA, Augsburg College. Linden Gawboy, Nursing Programs Administrative Assistant. 60 Doctor of Nursing Practice – Family Nurse Practitioner (FNP) Track Mission Within the framework of liberal arts education and guided by the values of the Lutheran Church, the post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice as a primary care Nurse Practitioner, frames the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to:      Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Integrate scientific evidence based guidelines into clinical practice. Program Structure The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or full-time basis during the completion of their 500 level courses and the pre-FNP 800 level courses. Full-time study is required during the didactic and clinical courses in the FNP course sequence during the last two years of the program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 57 didactic credit hours and 23 clinical credit hours. Didactic A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. 500 level courses consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in a variety of immersion models: one format is two days a month - eight hours of class time for the first day and four hours the subsequent morning, followed by an afternoon seminar. Other courses are offered in an immersion format of 3-4 days of class per semester with 3 half-day seminars. The FNP courses (final two years of study) are offered on Mondays approximately five times a semester, class time hours will vary from 8 to 12 hours. Web-based assignments are integrated into all classes through Moodle. Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are condensed into seven to fourteen days. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s learning site or at Hermitage Farm Center for 61 Healing, 6415 West River Road NW, Rochester, MN. Video conferencing is used for some of the classes. However, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing is used. Practica (for DNP courses) / Clinicals (for FNP courses) Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty. In a 15-week semester, practicum hours are computed as follows:    1 semester credit hour = 45 clock hours of practicum time per semester 2 semester credit hours = 90 clock hours of practicum time per semester 3 semester credit hours = 135 clock hours of practicum time per semester To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 clinical hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health and 35 clinical for integrative health). As such, all students will register for at least 23 semester credits of practica. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Final DNP/FNP Project Final DNP/FNP projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP projects in the early stages of the program and continue throughout. The student’s scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP Applicants to the Doctor of Nursing Practice FNP program must have:        A completed application form and payment of application fee ($50 fee waived if apply on-line). An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice (DNP), from a nationally accredited institution and a nationally accredited nursing program. A minimum of five years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services. All costs related to document translations and evaluations are applicants’ responsibility. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous masters in nursing program or DNP program. Three professional letters of recommendation. 62           A 2-3 page professional essay responding to the following: Explain why transcultural, holistic and integrative health education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of healthcare. Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Successful personal interview with Augsburg Nursing Faculty. Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P). Evidence of up to date immunizations per Department/College requirements A valid passport or proof of application is encouraged. Evidence of HIPAA training within the last 2 years. Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. A non-refundable deposit will be used to hold a place in the DNP/FNP program. The deposit will be applied to the orientation practicum. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current as of April 2015 and are subject to change. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) or the National Association of Credential Evaluators (NACES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit score evidence from TOEFL (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. See Graduate Admissions for more information. (www.augsburg.edu/grad/international) Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Faculty Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College. Kathleen Clark, Instructor and Director of the Augsburg Central Health Commons and Health Commons at CedarRiverside, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College. 63 Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Cheryl Leuning, Professor of Nursing, BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate MAN and DNP-TCN Programs. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP, Augsburg College. Deborah Schuhmacher, Assistant Professor of Nursing. BSN, University of North Dakota, MAN, Augsburg College; DNP, Augsburg College. Lisa Van Getson, Assistant Professor, Director, DNP-FNP Program, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College. Gail Van Kanegan, Lecturer & Clinical Director, DNP-FNP Program, Diploma of Nursing, Blessing Hospital School of Nursing; ADN, John Wood Community College; MA, FNP, GNP, University of Missouri-Columbia; DNP, Augsburg College. Staff Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College. Linden Gawboy, Nursing Programs Administrative Assistant. 64 Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. Augsburg MBA students all work on a consulting project with a local business where they apply what they’ve learned in the classroom to a real-world business problem. The Augsburg MBA also provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated cohort-based program focused on three learning modules; Personal and Professional Development, Quantitative Decision Making and Value Creation, all built on a foundation of ethical decision-making. We encourage our students to challenge themselves, their classmates and professors to bring a new and expanded focus of the world through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. Our MBA graduates make a difference. We invite you to become part of a growing community of Augsburg MBA alumni. Bruce E. Batten, Ph.D. Director, Master of Business Administration Program MBA Mission - “Prepare Students for Meaningful Work” Our mission is to prepare students for meaningful work by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning 65 community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Program Requirements The Augsburg MBA requires 42 semester credits for degree completion. Augsburg MBA courses are either one and a half or three semester credits. Each three semester credit course consists of 28-32 hours of in-class instruction and 5 ½ 9 ½ hours of online instruction through our web-based electronic course management system. Up to nine credits may be waived through prior business coursework (with director/faculty approval) or certain professional credentials (with appropriate documentation). Courses that can be waived with equivalencies:      MBA 510 (3 semester credits) MBA 520 (3 semester credits) MBA 530 (3 semester credits) MBA 550 (3 semester credits) MBA 565 (3 semester credits) Professional Credentials Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Prior Academic Coursework Guideline  Students with prior academic coursework that meets the following criteria may be waived from eligible core courses.  Completion of at least two undergraduate courses covering corresponding Augsburg MBA core course material (See department for Equivalency details).  The most recent of the undergraduate courses was taken within the past five years and a second course within seven years.  A grade of B (or 3.0 on 4 point scale) or higher was earned in any course considered for a course waiver.  Course(s) must be taken at an approved, regionally-accredited institution.  Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Academic Calendar The Augsburg MBA is designed as a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. 66 The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either of these courses: MBA 565 - Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), lodging, and travel in-country, as well as some meals. The Augsburg MBA The 16 required courses of the Augsburg MBA are as follows: MBA 592 - Leadership: Ethics, Vision and Transformation MBA 540 - Business and Professional Ethics MBA 560 - Communication Issues in Management MBA 545 - Organizational Behavior MBA 585 - Student Learning Experience 1: Personal and Professional Development MBA 570 - Quantitative Decision-Making for Managers MBA 520 - Accounting for Business Managers MBA 530 - Managerial Finance MBA 510 - Applied Managerial Economics MBA 586 - Student Learning Experience 2: Simulation/Decision Making MBA 550 - Marketing Management MBA 565 - Managing in a Global Environment MBA 515 - Operations Management MBA 594 - Innovation and Entrepreneurship MBA 595 - Strategic Management MBA 580 - Management Consulting Project For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at two locations: Augsburg’s Minneapolis campus and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have:    Bachelor’s degree from a regionally-accredited four-year institution Minimum of two years of relevant work experience Personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissions: 67        Completed application—Apply online at www.augsburg.edu/mba $35 application fee Two personal statements Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions Current résumé of work history Two confidential letters of recommendation MBA Math (needs to be completed before by the end of the second semester) Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg College. All students must complete the Management Consulting project (MBA 580) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. 68 If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, excused or unexcused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following:      Successful completion of all admission conditions Successful completion of MBA courses (2.5 or above) No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the completion of the program Successful completion and submission of the management consulting project (capstone) Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of Utah. 69 Master of Fine Arts in Creative Writing MFA Mission The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed for those who wish to deepen and broaden their artistic sensibilities, discover a close-knit community of fellow writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the future of creative writing. Program Overview Summer Residencies The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis, offering daily workshops, readings, and panels that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary entrepreneurs. Fall and Spring Semesters The first two residencies are followed each year by fall and spring off-campus semesters. During those terms, students work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in one Mentorship section and one section of Critical and Creative Reading. Although MFA learning objectives call for demonstrated expertise in at least one genre by graduation, twenty-first century writers compose their work in an environment in which genre has permeable boundaries and lines between genres are often erased. With this in mind, cross-genre work will be encouraged, with students working in a genre other than the declared specialty, usually during the second off-campus semester. Owing to a revision in the curriculum, those students beginning the program in Summer of 2016 will take a combined mentorship and reading course during each fall and spring semester. During their final year of long-distance study, they will also take two two-unit courses: in one they will write a paper on some element of the craft of writing; in the other they will work on and complete their thesis. Semester Mentorships The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as a writer. Critical and Creative Reading in an Online Classroom This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers, considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online classroom offers an opportunity to continue conversations begun during the residency with members of the MFA community. Students may repeat mentorship courses (ENL 511, 513, 521, and 523) and critical and creative readings courses (ENL 512, 514, 522, and 524), subject to the permission of the program director. Genres and Concentrations Genres include Fiction, Creative Nonfiction, Poetry, Screenwriting and Playwriting. The program also includes concentrations in teaching, translation, and publishing. Concentrations require additional coursework. With the program director’s consent, students may enroll in concentration courses simultaneously with 70 MFA studies. Candidates enrolled in the publishing concentration will be the staff of the publishing house Howling Bird Press and will select and publish one book each year. The book prize is open to submissions nationally. Plan of Study Students may select a completion plan for the MFA:      The Traditional plan. Students choose one genre as the designated field of study but areis encouraged to work outside the designated field of study for one term. Extended Study. Designed for students who wish to prolong their studies in a single genre, this option has students completing at least five mentored and reading terms instead of the standard four. At least four of these terms should be used to study the student’s declared genre. Mixed Genre. Designed for students who want to more deeply immerse themselves in a secondary genre, this option has students completing at least five mentored and reading terms, including three in the student’s primary declared genre and two in a different genre. Post-MFA. Designed for students who already have an MFA, this option allows students to drop into the program for a single residency or semester of study — or longer. Students seeking this option should contact the program director, as his approval is required. Career Concentration. Designed for students who wish to better prepare themselves for the job market, this option allows students to enroll in electives in teaching, translation and/or publishing. This work is completed alongside a traditional or extended/mixed genre course of study, or pursued immediately after completing the MFA. Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota Augsburg’s Traditional MFA in Creative Writing can be completed in eleven courses (three summer residencies and four off-campus electronic semesters of two courses each). Those students beginning summer of 2016 can complete the program in nine courses (three summer residencies, four long-distance mentorship and reading courses, a craft paper course, and a thesis course.) A typical plan of study in the Traditional Low-Residency MFA, will work like this: First Year Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester I, a combined Mentorship studio and Creative and Critical Reading course. Spring Semester I, a combined Mentorship studio and Creative and Critical Reading course (generally the “out-ofgenre” term). Second Year Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester II, a combined Mentorship studio and Creative and Critical Reading course and a craft paper course. Students complete a craft paper at this point. Spring Semester II, a combined Mentorship studio and Creative and Critical Reading course and a thesis units course. This is the semester during which students complete a thesis and prepare a lecture/presentation for their final residency. Third Year – Residency Only Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating MFA candidates. Graduates give a public lecture/presentation and a reading from thesis work. Ten days on the Minneapolis campus, with assignments before and after residency. 71 Coursework: ENL 531 Residency in Creative Writing: Fiction ENL 532 Residency in Creative Writing: Nonfiction ENL 533 Residency in Creative Writing: Poetry ENL 534 Residency in Creative Writing: Screenwriting ENL 535 Residency in Creative Writing: Playwriting ENL 536 Residency in Creative Writing: Multi-Genre ENL 541 Mentorship and Critical and Creative Reading: Fiction ENL 542 Mentorship and Critical and Creative Reading: Nonfiction ENL 543 Mentorship and Critical and Creative Reading: Poetry ENL 544 Mentorship and Critical and Creative Reading: Screenwriting ENL 545 Mentorship and Critical and Creative Reading: Playwriting ENL 546 Mentorship and Critical and Creative Reading: Multi-Genre ENL 547 Craft Paper: Fiction ENL 548 Craft Paper: Nonfiction ENL 549 Craft Paper: Poetry ENL 550 Craft Paper: Screenwriting ENL 551 Craft Paper: Playwriting ENL 552 Craft Paper: Multi-Genre ENL 553 Thesis: Fiction ENL 554 Thesis: Nonfiction ENL 555 Thesis: Poetry ENL 556 Thesis: Screenwriting ENL 557 Thesis: Playwriting ENL 558 Thesis: Multi-Genre ENL 561 Mentorship and Critical and Creative Reading - Half-time: Fiction ENL 562 Mentorship and Critical and Creative Reading - Half-time: Nonfiction ENL 563 Mentorship and Critical and Creative Reading - Half-time: Poetry ENL 564 Mentorship and Critical and Creative Reading - Half-time: Screenwriting ENL 565 Mentorship and Critical and Creative Reading - Half-time: Playwriting ENL 566 Mentorship and Critical and Creative Reading - Half-time: Multi-Genre Concentrations: ENL 525 - Teaching Writing: Practice and Theory ENL 526 - Literary Translation Practicum ENL 527 - Publishing I ENL 528 - Publishing II For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include  Completed online application  One letter of recommendation  A personal essay 72     A writing sample: Fiction or Creative Non-Fiction, 20 pages, double-spaced Poetry, 15-20 pages, single-spaced Screenwriting or Playwriting, up to 30 pages in script/playwriting format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit To earn the MFA, candidates must complete 44 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). The residencies and the combined mentorship and critical and creative reading courses carry six semester credits. Craft paper and thesis courses carry two semester credits. To earn the MFA, candidates must complete 46 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or 48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at 3.0 or higher and meets acceptable standards. N – No credit, not counted in grade point average. 73 Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at inside.augsburg.edu/studentaffairs/studentguide/academic-honest-policies if you have any questions. Affiliation The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals, and Memberships section. Mentor Faculty James Cihlar, Publishing Mentor. BA, University of Iowa; MA, University of Nebraska, Lincoln; PhD, University of Nebraska, Lincoln. Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Cass Dalglish, Professor of English, MFA Mentor. BA, Spanish Language and Literature, St. Catherine University; MFA, Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The Union Institute and University. Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative Writing and Native American Literature, The Union Institute and University. Jack El-Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College. Neal Karlen, MFA Mentor. BA, Brown University; MA, University of Minnesota. Carson Kreitzer, MFA Mentor. BA, Yale University; MFA, University of Texas, Austin. Christina Lazaridi, MFA Mentor. BA, Princeton University; MFA, Screenwriting, Columbia University. Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas, Austin. Lindsay Starck, Assistant Professor of English, MFA Mentor. BA, Yale University; MFA, University of Notre Dame; PhD, University of North Carolina, Chapel Hill (anticipated). Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis, Minnesota State University-Mankato. 74 Faculty Associates Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota. D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA, Amherst College; MA, PhD, Brown University. Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Pomona College; PhD, Cornell University. John Schmit, Professor of English, Academic Writing and Teaching Faculty. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Frankie Shackelford, Professor Emerita, Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Texas Christian University; PhD, University of Texas. Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University of Minnesota. Visiting Writers Ed Bok Lee, Poetry Sue William Silverman, Creative Nonfiction Ben Percy, Fiction Alex Lemon, Poetry and Memoir Deborah Blum, Creative Nonfiction Pam Houston, Fiction Kristoffer Diaz, Playwriting Bill Wheeler, Screenwriting Carson Kreitzer, Playwriting Kenneth Rance, Screenwriting Helene Wecker, Fiction Staff Kathleen Matthews, Administrative Assistant 75 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique learning experiences that allow them to discover and realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands of healthcare. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program with core music therapy courses, courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross-Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 – Thesis or Final Project (2 credits) Music Therapy Electives– 12 credits MUS 550 - Music Psychotherapy (2 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery (2 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (2 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (2 credits) MUS 580 - Transcultural Music Therapy I (4 credits) (global educational experience) MUS 582 – Transcultural Music Therapy II (4 credits) (global educational experience) MUS 585 - Advanced Music Therapy Group Work (3 credits) MUS 590 - Interdisciplinary Practice & Research Methods in Music Therapy (3 credits) Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by program director.   Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. 76 The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is 64 credits plus the clinical internship and is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 274 - Music Therapy Practicum (0 credits) MUS 340 - Music Therapy Methods I (2 credits) MUS 345 - Music Therapy Methods II (2 credits) MUS 374 - Music Therapy Practicum (0 credits) MUS 372 - Psychological Foundations of Music I (4 credits) BIO 103 - Human Anatomy & Physiology (3 credits) PSY 105 - Principles of Psychology (4 credits) PSY 262 - Abnormal Psychology (4 credits) EDC 410 - Learners with Special Needs (4 credits) The Equivalency Plus+ Master of Music Therapy will complete the courses outlined previous two sections (MMT and Equivalency Plus), as well as the course listed below. MUS 101 Materials of Music I (2 credits) MUS 111 Aural Skills I (2 credits) MUP xxx Primary Lessons (minimum 4 semesters needed) MUE xxx Chamber or Large Ensemble (minimum of 4 semesters needed) MUS 102 Materials of Music II (2 credits) MUS 112 Aural Skills II (2 credits) MUS 201 Materials of Music III (2 credits) MUS 211 Aural Skills III (2 credits) MUS 231 History and Lit of Music I (4 credits) MUS 232 History and Lit of Music II (4 credits) Plan of Study There are three tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy. They follow the master of music therapy track. The second track is for individuals that hold a bachelor’s degree in music. They follow the Equivalency Plus Master of Music Therapy track. The third is for individuals that hold a bachelor’s degree that is not in music, but have a strong music background. They follow the Equivalency Plus+ Master of Music Therapy track. Admission to MMT          Online Application All college transcripts 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification An Audition (this can be taped or live) ten to fifteen minutes of your best instrument(s). Essay-(can be submitted as part of the online application) no longer than three pages addressing the following questions. Describe your goals as a music therapist and how an MMT degree will help you reach those goals. Tell about a moment that helped encourage you to begin a career in music therapy. As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life? 77 Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg College Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation Augsburg is regionally accredited by: The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education (NCATE) The Master of Music Therapy Program is accredited by: National Association Schools of Music (NASM) American Music Therapy Association (AMTA) MMT Faculty Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME-MT, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. 78 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg College Department of Physician Assistant Studies is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be Spring 2019. About PA As defined by the American Academy of Physician Assistants: “PAs are health professionals licensed or, in the case of those employed by the federal government, credentialed to practice medicine in association with designated collaborating physicians. PAs are qualified by graduation from an accredited PA educational program and/or certification by the National Commission on Certification of Physician Assistants ... Within the physician-PA relationship, PAs provide patient-centered medical care services as a member of a healthcare team. PAs practice with defined levels of autonomy and exercise independent medical decision making within their scope of practice.” In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a delegation agreement with a licensed physician. Curriculum The Physician Assistant program at Augsburg is 28 months long with studies beginning each year in the summer semester (late May or early June). The program accepts up to 30 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. Approximately the first 16 months of the program is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. The academic phase of the program also includes development of practical skills through the use of case studies, simulated patients, and technical skills workshops (ie. suturing, casting/splinting, etc.) The clinical phase is completed in approximately 12 months. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and a variety of practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, behavioral health, emergency medicine, internal medicine, surgery, and one elective rotation by choosing from various specialties. The clinical phase will culminate with a preceptorship that is designed to solidify the student’s skills and potentially place them in a setting that might be interested in recruiting a graduate PA. Clinical instructors include Physicians, Physician Assistants and other health care providers. 79 A student will be required to complete the clinical phase at site(s) determined by the Program to provide the student with the best educational experience. Clinical rotation sites will be located throughout the state of MN and other cities in the 5 state area. The Augsburg PA program includes time away from the program at varying times which may or may not differ from the traditional breaks at Augsburg University; these breaks contribute to the overall 28 month length of the program. PA Program Sample Calendar YEAR 1 Summer PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 511 - History and Physical Exam Skills I PA 521 - Pharmacotherapy I PA 531 - Clinical Medicine I PA 542 - Professional Issues PA 546 - Clinical Practice Seminar I Spring PA 512 - History and Physical Exam Skills II PA 522 - Pharmacotherapy II PA 532 - Clinical Medicine II PA 547 - Clinical Practice Seminar II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III PA 545 - Clinical Phase Transition Master’s Project course, one of the following*: PA 599 - Directed Study ML 577 - International Experience Fall PA 6XX - Clinical Rotations 1, 2, 3 Spring PA 6XX - Clinical Rotations 4, 5, 6 YEAR 3 Summer PA 6XX - Clinical Rotations 7, 8 PA 62X - Preceptorship PA 690 - Capstone *Other program-approved options may be available For a complete list of courses and descriptions, see the Course Description Search. 80 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Qualified applicants will have:     Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application Minimum science GPA of 3.0 as calculated by CASPA at the time of application Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program.       One full course of psychology One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of general statistics One course of medical terminology *Labs are recommended but not required. The following are strongly recommended but not required:     Direct patient care is the best type of experience to obtain in order to strengthen an application. We recommend at least 2000 hours to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of motivation for the PA profession by formally shadowing a PA or other health care provider. Demonstration of a commitment to, and involvement with, underserved communities Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org. 81 You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your degree status. Additional Application Details: The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. We strongly recommend that one be from an employer/colleague (a professional reference), one letter be from a professor or adviser (an academic reference), and the third from a person of your choice. Be sure that your letter writers are able to tell the committee about you as well as his/her experiences with you and observations about you. Your Supplemental Application must be submitted electronically on or before August 1 in order to be considered. We use the CASPA “Complete Date” to determine if you have met the application deadline of August 1. The “Complete Date” on your application must be August 1 or prior in order to be considered meeting the deadline. CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.” Your GPA (cumulative and science) is set at the time of your CASPA submission. The Augsburg PA Program will not recalculate GPAs as additional coursework is completed post CASPA submission. We will request grade reports for your prerequisite courses and add them to your file as they are completed, but your official GPA, as calculated by CASPA, will be the GPA of record for your application Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The selection committee looks for a balanced application by reviewing key criteria such as cumulative GPA, science GPA, and direct patient care experience followed by overall academic record, service to underserved (meaning disadvantaged, minority, or underrepresented populations), essay responses, knowledge of the profession, fit with the program goals and mission, and recommendation letters. As the committee completes file review, candidates are selected for an interview. The interviews are generally conducted during the months of October, November, and January. Candidates come to campus to meet program faculty, staff and current students, and to view the facilities. As interviews are completed, seats in the incoming class are offered. The cohort class will be filled between the months of October and May. A list of alternates will be selected in January to fill seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February. Accepted candidates must complete and pass a background check prior to matriculation and annually through the program. Failure of the background check may result in dismissal from the program. Academic Policies Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here. Technical Standards The physician assistant must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by the Physician Assistant Studies Department at Augsburg College must have, with or without reasonable accommodation, multiple abilities and skills including: perception/observation, communication, motor/tactile function, cognition and professionalism. 82 Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. Perception/observation Students must be able to perceive, by the use of senses and mental abilities, the presentation of information through:           Small group discussions and presentations Large-group lectures One-on-one interactions, Demonstrations (physical exam maneuvers) Laboratory experiments (cadaver dissection) Patient encounters (at a distance and close at hand) Diagnostic findings (EKGs, laboratory results, x-rays and ultrasound) Procedures (suturing, casting/splinting, IV access)) Written material (powerpoints, textbooks, and readings) Audiovisual material (slides, medical videos) Communication Students must be able to skillfully communicate (in English) verbally and in written form with faculty members, other members of the healthcare team, patients, families, and other students, in order to:       Elicit information Convey information Clarify information Create rapport Develop therapeutic relationships Demonstrate competencies Motor/tactile function Students must have sufficient motor function and tactile ability to meet the competencies required for graduation and to:         Attend (and participate in) classes, groups, and activities which are part of the curriculum Communicate in a written format Examine patients (including observation, auscultation, palpation, percussion, and other diagnostic maneuvers) Do basic laboratory procedures and tests Perform diagnostic procedures Provide general and emergency patient care (airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding) Function in outpatient, inpatient, and surgical venues (standing and actively assisting the surgical team) Perform in a reasonably independent and competent way in sometimes stressful clinical environments Cognition Students must be able to demonstrate higher-level cognitive abilities, which include:        Rational thought Measurement Calculation Visual-spatial comprehension Conceptualization Analysis Synthesis 83        Organization Representation (oral, written, diagrammatic, three dimensional) Memory Application Clinical reasoning Ethical reasoning Sound judgment Professionalism Students must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. In summary, PA students must be able to:       Consistently display integrity, honesty, empathy, caring, fairness, respect for self and others, diligence, and dedication Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients Develop mature, sensitive, and effective relationships, not only with patients but with all members of the Augsburg community and healthcare teams Tolerate physically, emotionally, and mentally demanding workloads Function effectively under stress, and proactively make use of available resources to help maintain both physical and mental health Take responsibility for themselves and their behaviors Documentation of a Disability The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the basis of race, color, national origin, religion, sex, age or disability. Regarding disabled individuals, the Physician Assistant Studies department will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet certain minimal technical standards. All Augsburg students have been accepted by the college based on their ability to succeed academically and are required to meet the same academic and technical standards. Disability Resources (CLASS Office) provides academic support and accommodations to students with disabilities or temporary conditions. Accessing accommodations is an ongoing and interactive process where information can be gathered from the student and from other relevant sources. We ask that students interview with a Disability Specialist to discuss their requests. We prefer students to present any documentation that describes their disability and the impact on educational experiences and in the educational environment early in the process. Each student’s requests will be evaluated on an individual basis. The purpose of documentation is to assist in providing information and understanding about how the courses or facilities might present barriers and to what degree the disability affects the student, and to plan for accommodations to facilitate access. Some Examples of Disabilities       Attention-Deficit/Hyperactivity Disorder (ADHD/ADD) Learning Disabilities Psychiatric Disabilities Autism Spectrum Disorders Head Injury/Traumatic Brain Injury Physical Disabilities and Systemic Illnesses 84     Deafness/Hearing Impairment Blindness/Low Vision Disabilities that are sporadic or degenerative in nature Temporary conditions The first step in accessing services is to call CLASS to schedule an appointment with a Disability Specialist, (612) 3301053. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical phase. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty do recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the Program Director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the Program Director prior to leaving the program. For information on withdrawal, see the Academic Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the Program Director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. For the full readmission policy and reapplication process, please contact the program. Advanced Placement The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. Transfer The Department of PA studies does not accept student transfers from other PA programs. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial. PA Program Faculty Beth Alexander, Associate Professor and Academic Coordinator; PharmD, University of Minnesota 85 Eric Barth, Assistant Professor; BS and PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska Stephanie Elko, Director of Clinical Education; MPAS, PA-C University of New England Jenny Kluznik, Assistant Professor; MPH, George Washington University; MPAS, Augsburg College Holly Levine, Assistant Professor; MD, Loyola University Chicago Stritch School of Medicine Skye Peltier, Instructor; MPH, University of Minnesota; MPAS, Augsburg College Alicia Quella, Program Director, Clinical Associate Professor; PhD, PA-C, University of Iowa Meredith Wold, Instructor; MPAS PA-C, Augsburg College 86 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission is to develop social work professionals for advanced practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will:         Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the Accreditation, Approvals, and Memberships section of this catalog. 87 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Advanced standing students are enrolled in a 16 month program. The part-time option is not generally available for advanced standing students. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro area, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 4 hour blocks on Friday evenings, 6 to 10:00 pm; Saturday mornings, 8:00 am to 12 pm; and Saturday afternoons, 1:00 to 5:00 pm. Each class meets on campus for 8 sessions in a given semester and for 4 sessions on campus in a summer term (May-June), with the expectation that students engage in hybrid learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. 88 Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the time of your application to the program. You will also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of clientcentered approaches to practice, gain a broader understanding of human diversity, develop competencies in practicebased research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social workers must actively seek equality and justice for clients within agencies, institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice. Similar to the MCCP concentration, it is important to address macro level social work practice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development, Policy and Administration) responds to this demand for leadership. 89 The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. Portfolio or Summative Evaluation Project  Portfolio Project (MCCP students)  The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e., designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references.  Summative Evaluation Project (MCMP students)  All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following:       Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the Association of Social Work Boards (ASWB) master’s level national social work licensure examination and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW, depending on the desired licensure. Upon completion of the supervision requirement, one may take the LISW or LICSW’s Association of Social Work Boards (ASWB) national social work licensure examination. For the LICSW, there are additional requirements for 360 clinical clock hours in 6 specific categories. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. 90 MSW Course Requirements Foundation Courses FALL SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 506 - Practice Methods and Skills 2: Groups and Families* SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies* SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis (advanced standing students only) SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1: Multicultural Clinical Practice (MCCP) SWK 628 - Multicultural Clinical Practice (MCCP) with Individuals SWK 629 - Multicultural Clinical Practice (MCCP) with Families SPRING SWK 611 - Integrative Field Seminar 4: Multicultural Clinical Practice (MCCP) (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2: Multicultural Clinical Practice (MCCP) SWK 630 - Multicultural Clinical Practice (MCCP) Policy Practice SWK 631 - Multicultural Clinical Practice (MCCP) with Groups SUMMER 1 SWK 634 - Multicultural Clinical Practice (MCCP) Supervision SWK 639 - Multicultural Clinical Practice (MCCP) Elective SWK 640 - Multicultural Clinical Practice (MCCP) Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 657 - Diversity and Inequality 1: Multicultural Macro Practice (MCMP) SWK 660 – Multicultural Macro Practice (MCMP) Research Methods SWK 667 - Organizations/Social Administrative Practice 1 SPRING 91 SWK 652 - Integrative Field Seminar 4: Multicultural Macro Practice (MCMP) (taken concurrent with second practicum) SWK 658 - Diversity and Inequality 2: Multicultural Macro Practice (MCMP) SWK 668 - Organizations/Social Administrative Practice 2 SWK 670 - Multicultural Macro Practice Policy SUMMER SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 – Multicultural Macro Practice (MCMP) Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. SWK 699 General Elective Students in both concentrations complete at least one general elective course. The following are examples of elective offerings that rotate each year:      Trauma, Theory, and Treatment in Multicultural Clinical Practice Cognitive Behavioral Therapy in Social Work Clinical Practice Spirituality and Social Work Practice Empowerment of Services Users in Mental Health Children’s Mental Health We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong) Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes:        Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP) settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components:   Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the 92   foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at three of the MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved clinical and community practice field sites includes agencies in the following areas of practice:                          Family and children Child welfare Mental health Crisis intervention Senior resources Family social policy Health and human services Corrections and probation Public and independent schools Youth services Hospitals Developmental disabilities American Indian family services Chronic and persistent mental illness Chemical dependency Court services Immigrant, migrant, refugee services Victims of torture Faith-based social services Neighborhood services Legislation advocacy Housing services Employment services Community organizing Research centers 93 Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. The MSW degree must be completed before the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum  Foundation or advanced standing coursework  Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience  The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project.  Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002  For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. 94 Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements  Bachelor’s degree from a regionally-accredited college or university  Cumulative undergraduate GPA of 3.0 or higher  Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101.          Completed application form $35 application fee One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 30 credits at Augsburg in order to receive their MSW degree from Augsburg College. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. 95 Academic Policies Academic Achievement Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can:     Maintain expected grade point average (3.0 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is located on the MSW program Moodle page. The MSW Field Manual may be requested from the MSW Field Coordinator or MSW program staff. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Student Handbook. Program Costs In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term study abroad electives. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: www.naswfoundation.org 96 www.gradloans.com www.cswe.org www.gradschools.com www.mnssa.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.studentaid.ed.gov Examples of Social Work Graduate Scholarships  Carl A. Scott Book Scholarship  Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org).  Gosnell Scholarship Funds  Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org).  Vern Lyons Scholarship  One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org).  American Board of Examiners in Clinical Social Work  Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org).  MSSA Diversity Educational Scholarship  One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org).  Marjorie J. Carpenter Scholarship  One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500.        Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemnig Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per semester. This would apply to all semesters of the MSW program. Contact the Enrollment Center for more information. 97 Augsburg Partnership Grant The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines:       Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department Encourage constructive dialogue among students, faculty, and department and College administrators Make recommendations to the department regarding program improvements Receive and give feedback on expectations of faculty, students, and the College Plan and coordinate MSW student events, lectures, discussions Organize social action projects MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Ankita Deka, Associate Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, BSW Field Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Melissa Hensley, Associate Professor of Social Work, Field Education Coordinator. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Bibiana Koh, Assistant Professor of Social Work, BSW Program Director. BA, Hartwick College; MA, Columbia University; MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Nancy Rodenborg, Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. 98 Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. MSW Staff Doran Edwards, BSW Program Assistant Director Emily Glynn, MSW Program Coordinator 99 Augsburg College Board of Regents For more details, go to www.augsburg.edu/about/leadership/regents. Andra Adolfson Ann B. Ashton-Piper Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Bishop Richard N. Hoyme, ex-officio Diane L. Jacobson, Ph.D. Rev. Rolf A. Jacobson, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. Steven E. Larson ’71, M.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D. Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Curtis A. Sampson Earl W. Sethre ‘68 Dean A. Sundquist ‘81 Bishop Ann M. Svennungsen, ex-officio Gary A. Tangwall ’80 Rev. David L. Tiede, Ph.D. Vicki L. Turnquist Rev. Norman W. Wahl ’76, D.Min. Steven J. Wehrenberg ‘78 Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member ELCA Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Program Director for Schools The Rev. Dr. Mark Wilhelm 100
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Title: Augsburg College Graduate Catalog, 2012-2013
Collection: Course Catalogs
Search Result: 2012-2013 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies...
Show more 2012-2013 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2012-13 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Office of Admissions, the graduate program directors, or the registrar. See the Directory page for e-mail and telephone contacts to key offices for correspondence or telephone inquiries. Published 2012 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President Greeting from the Academic Affairs Office Directory of Offices and Programs About Augsburg College Academic Programs and Policies Graduate Admissions Financing Your Education Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work College Information Maps (Minneapolis and Rochester campuses) Augsburg Board of Regents Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Office of Admissions: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa International Student Advising (ISA): 612-3301686 or http://www.augsburg.edu/isa/ Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-3300-1000 About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a non-traditional weekend and evening schedule. Augsburg offers the following graduate programs: Master of Arts in Education (MAE) Master of Arts in Leadership (MAL) Master of Arts in Nursing (MAN) Master of Business Administration (MBA) Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice Dual degrees: BA in accounting/MA in leadership Master of Social Work/Master of Business Administration Master of Social Work/MA in theology, with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Office of Admissions at 612-330-1101 or the Rochester program office at 507-288-2886. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Admissions Offices The Office of Admissions is located on the main level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center, with admission offices, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications, is the College center and the hub of campus life. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Melby Hall This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, the Master of Business Administration program, the Master of Arts in Leadership program, the Center for Faith and Learning, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours during the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and offcampus. Computing Students have access to more than 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to off-campus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on the Inside Augsburg web page, http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • • • Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council (MPCC) Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • • • • • • • • • • • • • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. Enrollment—4,109 students from 26 countries. Graduate student enrollment is 871. Alumni—Appox. 24,000 alumni since 1870, including more than 1,200 graduate program alumni. Student/Faculty ratio—13 to 1 Campus—18 major buildings. Major renovations to classrooms in 2007. Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies 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. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P N V W I X Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. Graduate Admissions Admission to Augsburg College All graduate programs require students to have a bachelor’s degree from a regionally-accredited fouryear institution. All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education www.augsburg.edu/mae MA, Leadership www.augsburg.edu/mal MA, Nursing www.augsburg.edu/ma_nursing DNP www.augsburg/edu/dnp MBA www.augsburg.edu/mba MS, PA Studies www.augsburg.edu/pa MSW www.augsburg.edu/msw English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • • • • TOEFL (http://www.toefl.org/) (Test of English as a Foreign Language) score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5. MELAB (http://www.tsa.umich.edu/eli/testing/melab/) (Michigan English Language Assessment Battery) score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Readmission to the College The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited US bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Financing Your Education Costs for Graduate Studies Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is nonrefundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Sponsored Scholarships Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • • a member of the military currently serving full or part time (any branch) veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Weekend and Evening College undergraduate program and graduate programs. Contact the Office of Admissions or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. Tribal and State Indian Scholarships American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Financial Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows. Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with other generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities • K-12 Reading • Pre-Primary All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. See the MAE program director for details. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and pre-primary specialty area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum— Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-primary can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Math (1.0)* EED 360 K-6 Methods: Science (1.0)* EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 386 Children’s Literature (.5) EED 481,483 Student Teaching (2.0-3.0) 485, 487 EED 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-primary endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-bycase basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will investigate theories, research, and practices involved in K-6 literacy development and instruction. Students will also strengthen their own understanding of English grammar and linguistics. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program. (Pre-req.: passing scores for MTLE Basic Skills tests) EED 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through selfevaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom One course of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests. K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 ESE 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5–12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. (Pre-req.: passing scores for MTLE Basic Skills tests) ESE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Special Education Licensure Requirements (These requirements are changing during 2012-13. The new requirements will be in place by Winter 2013, pending approvals. See the Education Department for updates.) Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Teaching Students with Emotional/Behavioral Disabilities (1.0)** Implementing Assessment Strategies (1.0)** Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices (1.0)** Parent and Professional Planning (1.0)** Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525) EED 350 K–6 Methods: Math* EED 360 K–6 Methods: Science* SPE 315 Special Education Critical Issues Seminar (.5) SPE 481,483 Student Teaching (2.0) 485, 487 SPE 495 TPA and Student Teaching Seminar (.5) *Ten to 20 hours of field experience required as part of this course. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K–12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to the special education tribal cohort program. SPE 501 Historical and Contemporary Issues in American Indian Education SPE 503 Assessment of American Indian Learners SPE 504 Working with American Indian Families and Communities SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression SPE 506 Indigenous Learners SPE 507 Indigenous Methods of Instruction: Practical Application SPE 508 Professional Issues and Development (.5 course credit) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483, Student Teaching (1.0–2.0) 485, 487 SPE 495 TPA and Student Teaching Seminar (.5) Special Education Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EED 225 Foundations of Literacy Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will investigate theories, research, and practices involved in K-6 literacy development and instruction. Students will also strengthen their own understanding of English grammar and linguistics. EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. (Prereq: Admission to department.) SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: Admission to department) SPE 501 Historical and Contemporary Issues in American Indian Education This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. (Prereq: Admission to the Naadamaadiwin program) SPE 502 American Indians and Special Education This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the department) SPE 503 Assessment of American Indian Learners This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 504 Working with American Indian Families and Communities This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 506 Indigenous Learners This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 507 Indigenous Methods of Instruction: Practical Application Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 508 Professional Issues and Development (.5 course credit) This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission to department) SPE 420/520 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: Admission to department). SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: Admission to department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the department). SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: Admission to department). SPE 481, 483, 485, 487 Student Teaching (2.0) Two courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests) SPE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to six of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the weekend trimester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend college students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/MN American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EED 325/525 K-6 Literacy Methods and non-credit Field Experience (EED 326) (1.0)* ESL 330/510 History and Structure of English (1.0) ESL 340/520 ESL Literacy (1.0)* ESL 490/530 Language, Culture, and Schools (1.0) ESL 420/540 ESL Methods (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESL 310 Second Language Acquisition (.5) ESL 320 Introduction to Linguistics (.5) ESL 410 ESL Testing and Evaluation (.5) ESL 481, 483, 485 Student Teaching (3.0) ESL 495 TPA and Student Teaching Seminar (.5) *This course has a 20 hour field experience attached to it. English as a Second Language Licensure Course Descriptions HPE 115 Chemical Dependency An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/MN American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Education Technology Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. ESL 310 Second Language Acquisition This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach; thus, attention will be paid to the implications of research for language instruction. (Pre-req: Admission to the Education Department) ESL 320 Introduction to Linguistics This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning. (Pre-req: Admission to the Education Department) ESL 330/510 History and Structure of English This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. (Pre-req: Admission to the Education Department) ESL 340/520 ESL Literacy By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literacy, biliteracy, and literacy assessment will all be explored. This course includes a 20 hour field experience. (Pre-req: Admission to the Education Department) ESL 410 ESL Testing and Evaluation This course provides an overview of procedures and instruments used in identifying and assessing English language learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The class also examines classroom and authentic assessment practices and seeks to build teacher skill in these areas. (Pre-req: Admission to the Education Department) ESL 420/540 ESL Methods This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy, current ESL trends, and techniques for teaching students at different levels will be examined. This course includes a 20 hour field experience. (Prereq: Admission to the Education Department) ESL 490/530 Language, Culture, and Schools This course explores the relationships between language, culture, schools and society, and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. (Pre-req: Admission to the Education Department) ESL 481, 483, 485 Student Teaching Three courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests) ESL 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) K-12 Reading Teacher Endorsement The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction and potentially provide leadership within schools and districts in reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. The K-12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during summer sessions and within the semester framework (face-to-face classes on Saturdays) during the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field experiences at elementary, middle school and high school levels are required; student teaching is not required. Required courses include: EDC 500 Reading Leadership in the K-12 Schools (.5) EDC 506 Reading Leadership, Literature, and New Literacies (1.0) EDC 515 Reading Theory and Research (1.0)* EDC 535 Assessment and Instruction with Elementary Readers (1.0)* EDC 545 Assessment and Instruction with Middle and High School Readers (1.0)* *Field experience required K-12 Reading Teacher Endorsement Course Descriptions EDC 500 Reading Leadership in the K-12 Schools (.5) In this course students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders. EDC 506 Reading Leadership, Literature, and New Literacie Throughout this course, students explore children’s and young adult literature as well as new forms of digital literacies. (Pre-req.: EDC 500 and department admissions) EDC 515 Reading Theory and Research Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how theory and research support reading assessment and instruction in a K-12 setting. Field experience required. (Pre-req.: EDC 500 and department admissions) EDC 535 Assessment and Instruction with Elementary Readers During this course, reading leaders will investigate the reading process, the link between assessment and instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience required. (Pre-req.: EDC 500 and department admission) EDC 545 Assessment and Instruction with Middle and High School Readers During this course, reading leaders will explore current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Field experience required. (Pre-req.: EDC 500 and department admission) Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary and secondary initial licenses lasts 12–14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching and a .5 credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department. Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information. Student teaching is required for the preprimary endorsement. See the Education Department for more information. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the total number of required courses. To complete the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration. Leadership Application Project (LAP) Degree Completion Option This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on the type of LAP. There are two options within the LAP. • The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product. • The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an adviser who is willing to provide support throughout the project. Students need a research background beyond what is provided within the MAE program to be successful with this option. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Performance Assessment/Teacher Leadership Degree Completion Option This degree completion option requires a minimum of the following 4.0 courses: • Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as developed, may also be used. • EDC 570 Teacher Leadership EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if necessary) • EDC 594 Performance Assessment/Teacher Leadership Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. Beginning Summer 2012, the Performance Assessment degree completion option is offered at the Rochester campus. Elementary education The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students currently working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. Graduate Degree Completion Course Descriptions EDC 570 Teacher Leadership This course will explore generative questions about leadership, change, and our own paradigms, visions, and values. Questions like the following are at the heart of this course: What does it mean to you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader? What are the ways in which teachers can take leadership? What are the skills and tools of teacher leadership? How do we bring about change? Who am I as a leader? EDC 585 Leadership Application Project (LAP) The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. EDC 592 Action Research 1 This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. EDC 593 Action Research 2 The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. P/N grading. EDC 594 Performance Assessment/Teacher Leadership This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. EDC 514/ML 514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on designing an independent research proposal. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 ML 511 ML 520 ML 530 ML 531 ML 545 ML 550 ML 560 ML 565 Visions of Leadership: A Historical and Literary Journey Creativity and the Problem-Solving Process Self-Identity, Values, and Personal Growth Ethics in Communication The Dynamics of Change Decision Making and Leadership Communication, Decision Making, and Technology Developing a Multicultural Perspective Women and Leadership ML 599 Special Topics (as appropriate) Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs must have: • bachelor’s degree from a regionally-accredited four-year institution • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5– 2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, these students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions: • Completed application form— http://www.augsburg.edu/admissions/mae/admissions/ • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the admissions office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified by the admissions office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department adviser early in the first trimester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of 2.0 courses. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license but are not eligible for the degree. Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Minimum Grade Policy Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA. Students have the right to use the College’s academic grievance procedure as they feel necessary. The full academic grievance policy is available in the Augsburg Student Guide. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the registrar’s office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. MAE/Full-time Education Department Full Time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, LutherNorthwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Dennis Greseth, Instructor of Education. BA, MS, Winona State University. Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of Wisconsin-Madison. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State University. Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Dana L.Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. Master of Arts in Leadership MAL Mission The primary purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” MAL is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, MAL is celebrating its 25th year in 2012-2013. It is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers a choice of two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Community of Learners Essential to the goals of the MAL program is participation in a community of learners. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master’s program. Leadership Development Model—Augsburg College The MAL program promotes leadership as a process that • inspires cooperation among people who must compete for limited resources, • promotes productivity within and beyond the organization, and • works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort Classic Classroom Format An emphasis on face-to-face learning Overview For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select courses and a completion option that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Courses are organized as seminars with the opportunity for discussion and dialogue. Some online work is incorporated into this format. Schedule During the academic year, classes usually meet every other Saturday morning or afternoon for four hours. Seven Saturday sessions are included in one trimester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. Following this model, students can complete six courses during the academic year and a seventh during a summer session. A sample class schedule in the classic classroom format: Period I Saturday 8 a.m. to noon Period II Saturday 1 p.m. to 5 p.m. Period III Monday 6 p.m. to 10 p.m. Note: Each class taken commits a student to either Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. Augsburg College has a summer session. The MAL program usually offers several classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. Curriculum Four core courses: Visions of Leadership Research Methods Two courses related to the final project Seven electives, selected from more than 20 offerings Final Project Options for the Classic Classroom Format For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C). All final projects are taken on a Pass/No Pass basis. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a thesis or a major leadership application project. In the Non-Thesis Option (Plan B), students must complete 11 courses, two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 courses, including the comprehensive exam seminar. Plan A: Thesis/LAP Option Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together” what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. Plan B: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a pass/fail basis, and when the course and the oral, written, and take-home examinations are successfully completed, the program requirements are satisfied. Core courses for the thesis/LAP option (Plan A): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II Core courses for non-thesis option (Plan B): (4.0 course credits) ML 510 Visions of Leadership ML 514 ML 580 ML 597 Research Methods Colloquium on Contemporary Theories of Leadership Non-Thesis Independent Project Core courses for the comprehensive exam seminar (Plan C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar Core courses for the cohort final project program Elective courses for ALL Classic Classroom options (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0 course credit (4 semester credits): ML 511 Creativity and the Problem-Solving Process ML 513 Creating a Compelling Literature Review ML 520 Self-Identity, Values, and Personal Growth ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organization Theory and Leadership ML 536 Facilitating Organizational Change ML 538 Communication Skills for Leadership ML 539 Communicating a Self in the Modern Organization ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 548 Coaching and Consulting ML 550 Communication, Decision Making, and Technology ML 553 Design and Leadership ML 557 Language of Leadership ML 558 Leadership and Science ML 560 Developing a Multicultural Perspective ML 562 Global Multiculturalism, World Religions, and Leadership ML 563 Leadership in a Global Society ML 565 Women and Leadership ML 568 The Global Business Environment ML 570 Negotiation ML 574 Strategic Leadership ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience ML 580 Colloquium on Contemporary Theories of Leadership (elective for Plan A) ML 598 Independent Study (special permission required) ML 599 Topics: special courses offered only once or twice Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning Overview The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a trimester schedule September through mid-June (fall, winter, and spring trimesters). Coursework will be online and supported by three on-campus class sessions per term. Curriculum ML 510 ML 512 ML 514 ML 520 ML 523 ML 553 ML 563 ML 574 ML 580 ML 588 ML 599 Visions of Leadership Responsible Leadership for the 21st Century (Intensive) Research Methods Self-Identity, Values, and Personal Growth Leading Authentically Design and Leadership Leadership in a Global Society Strategic Leadership Colloquium of Contemporary Theories of Leadership Final Action Research Project Mid-point Augsburg Signature Experience (Intensive) Core courses for the Integrated Hybrid Cohort format (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 588 Final Project Seminar: Action Research In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students complete 11 courses, including an action research final project seminar (Plan D). Final Project for the Integrated Hybrid Cohort Format: Plan D The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an action research project during the course of one trimester (Plan D). For Classic Classroom students there are three ways to complete the final project option in the MAL degree: Plan A, B, or C ( See section above, Final Project Options for the Classic Classroom Format.) Plan D is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar: Action Research. ML 588 is taken on a Pass/No Pass basis. Course Descriptions for Both MAL Formats Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with it successfully requires well-developed integrative abilities. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 512 Responsible Leadership for the 21st Century The Augsburg mission statement sets forth the goal of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg's Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. This course also seeks to build a learning community and orient students to ideas and theories that will allow them to function effectively as a cohort throughout the MAL program. The course is structured as a five-day intensive experience. ML 513 Creating a Compelling Literature Review As leadership scholars and practitioners, our work should be evidence-based. The purpose of this course is to explore the published literature to determine what credible evidence tells us about effective leadership practices. Students will learn how to read research critically, analyze and develop arguments, and recommend best practices. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. ML 523 Leading Authentically What does it mean to lead authentically? How can you best align your strengths with the organization in which you lead? This course will build on the work done in ML 520 to help students identify their strengths, develop self-awareness, and articulate their life purpose. By looking at different theories of leadership and various perspectives on organizational development, students will be able to purposefully create a leadership style and plan that honors their authentic selves. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. ML 535 Organization Theory and Leadership In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 536 Facilitating Organizational Change This course will explore the impact of change on organizations, teams, and individuals. It will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. This course will further differentiate change and transition and further highlight strategies to help leaders coach individuals through difficult change events. Furthermore, this course will discuss organizational changes related to structure, strategy, technology, teams, and individuals. ML 538 Communication Skills for Leadership The course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. A substantial performance component is included; evaluation of student work is based on mastery and performance of these skills. Students will perform communicative tasks in a variety of genres and evaluate their own performances and those of class members. ML 539 Communicating a Self in the Modern Organization Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. ML 540 Political Leadership: Theory and Practice Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. ML 545 Decision Making and Leadership Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. ML 548 Coaching and Consulting The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 553 Design and Leadership “Design thinking” has transcended the world of engineering and architecture and is now a mainstream concern for most industries. This course explores the impact of “design thinking” on leadership, especially in the business world. ML 557 Language of Leadership Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 558 Leadership and Science Explores the common methods of science and the issues that science has encountered which affect the uses of science by leaders in the public and private sectors. Case studies include global warming and politics, psychology, and medicine. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 562 Global Multiculturalism, World Religions, and Leadership In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion as an essential feature of the cultures of the US. (Christianity), the Middle East (Islam), India (Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special emphasis is put on leadership and religion in all these cultures. ML 563 Leadership in a Global Society This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. ML 570 Negotiation An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. ML 574 Strategic Leadership The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML 510) Required for Plans B, C, and D. ML 588 Final Project Seminar: Action Research (Plan D) In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. This course will span one trimester. ML 589 Comprehensive Exam Seminar This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series—oral, written, and take-home—through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. ML 592 Thesis/LAP Consultation I Independent research project supervised by an academic adviser. ML 593 Thesis/LAP Consultation II Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project Major written project in an area of the student’s choice, to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. ML 598 Independent Study Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Special Programs Post-Master’s Certificate in Leadership Studies Graduate students who already possess a master’s degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership development, or the liberal arts. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the post-master’s certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper • GPA of at least 3.30 • Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller. Admission to MAL Admission Requirements Applicants to the program must have: • Bachelor’s degree from a regionally-accredited, four-year college or university • Minimum cumulative undergraduate grade point average of 3.0 (on a scale of A = 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. • Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. • Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following materials must be submitted to the Office of Admissions: • Completed application form • $35 nonrefundable application fee • A 1–3 page statement relating the applicant’s career and life goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Equivalencies Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML 597) may be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Office of the Registrar. Students who have been out of the program for three to five years must take one additional course to refresh their understanding of the field. Students who have been out of the program for five years or longer must take two additional courses to refresh their understanding of the field of leadership studies. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the About Augsburg College section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human Resources, TrueStone Financial. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute, Mpls. John A. Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA, University of Rhode Island. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois University-Carbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts Consultant, Wells Fargo Bank N.A. Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of Leadership Resources Consulting. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. William Lashbrook, Instructor of Leadership Studies. BA, MA, University of Kansas; PhD, Michigan State University. Senior Research Associate, Strategy Implementation Associates. Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota. President, Lokkesmoe Consulting, LLC. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Alan Tuchtenhagen, Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, MA, Program Coordinator Master of Arts in Nursing Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice and advance your careers. The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural nursing in community or transformational nursing leadership tracks of study. The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness. In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and responsible leaders. Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. Curriculum Transcultural Nursing in Community The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC). Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all master’s students must take; five courses from the Transcultural Nursing in Community track; and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care (36 practice hours) NUR 503 Transcultural Health, Families, and the Life Cycle (36 practice hours) NUR 541 The Politics of Health Care (72 practice hours) Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community (36 practice hours) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities (72 practice hours) or NUR 530 The Power of Ritual and Ceremony for Transformation** NUR 532 Transcultural Healing Practices** Electives—two graduate elective courses from Nursing, MAL, or another graduate program. *Students seeking certification as an Advanced Public Health Nurse from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. **Course has 0 practice hours. Graduate Project—students are required to complete a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project (144 practice hours) Transformational Leadership and Management The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level health care delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students’ competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a transformational leadership project course. Three courses in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in the Transformational Leadership and Management track, and three elective courses make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transformational Nursing Leadership Track (four courses)* NUR 501 Transcultural Care Systems (36 practice hours) NUR 521 Transformational Nursing Leadership (72 practice hours) BUS 520 Management of the Health Care Organization ML 541 The Politics of Health Care (72 practice hours) Electives—three graduate elective courses from Nursing, MAL, or another graduate program. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students have the educational preparation to be eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). Graduate Project Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone of the master’s program: a graduate field project or course. In the three core courses students will develop a plan for their final field project, which will be completed in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica, all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-Campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg’s Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities offer four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and health care challenges within a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. These practice experiences include fees for travel and education costs on-site in addition to course tuition. Fees vary by practice site. Course Descriptions NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural health care organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, health care patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community This course focuses on persons, families, and groups living in relationship. Emphasis is on applying the core functions of community/public health—assessment, policy development, and assurance. Principles of epidemiology, population demographics, and culture care are integrated into communityfocused health care delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and health care provisioning. (Prereq.: NUR 510) (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) (36 hours of practice experience) NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (36 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice experience) NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and the Millennium Development Goals (MDGs) in Sub-Saharan Africa This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the competence of health care providers—are examined in relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Health Care Organization This course provides an overview of the key organizational and behavioral concepts that underlie effective management practices in health care organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the health care system, e.g., issues of access and cost. Admission to MAN Admission Requirements Applicants into the Master of Arts in Nursing program must have: • Bachelor’s degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree. • Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework • Experience as a registered nurse • Current nursing license • All required immunizations • National Criminal Background check A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter (January), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Office of Admissions: • Completed application form—www.augsburg.edu/ma_nursing/ • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant’s professional and educational goals • Three letters of recommendation—in English—addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred. An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Evaluation Standards Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0-point scale. See detailed information in the Academic Programs and Policies section. Attendance Policy Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and course instructor. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. Credit and Contact Hours Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. Last Day to Withdraw from Class The last date on which students may withdraw from a class and receive a “W” on their records is available on the Grad/Weekend and Evening College calendar: www.augsburg.edu/enroll/calenders/index.html. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Department of Nursing Faculty Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg College. Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Doctor of Nursing Practice The Doctor of Nursing Practice program prepares nurses to envision new models of advanced practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is placed on maximizing health within populations and communities through peaceful, collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN). Program Goals Graduates of the Doctor of Nursing Practice program will have advanced preparation to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities • Challenge conventional knowledge about illness through an ecological approach to social determinants of health • Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each term. As a part-time student, completion of the program is expected to be 32 months, including completion of the capstone project. The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge application among diverse cultural groups. The goal is to improve health and decrease inequities that lead to unnecessary morbidity and mortality in communities. Didactic A total of seven didactic courses constitute the DNP core, with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a month with a half-day for seminar on the subsequent day. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as follows: • (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12 weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester • • • (.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12 weeks = 72 “clock” hours of practicum time per semester (.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12 weeks = 108 “clock” hours of practicum time per semester (1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12 weeks = 144 “clock” hours of practicum time per semester Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will participate in a seminar (.25 course credits) every term until completion. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser. Curriculum Didactic Courses NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic between Knowledge and Engagement This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context-specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence suited to particular transcultural issues, practice modes building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to concerns of people marginalized by dominant health systems. NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing Abundance This course in applied ethics focuses on health as a human right with emphasis on the development of skills in community building as citizen professionals. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. NUR 803 Transcultural Cosmologies and a Global Perspective This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to diverse cultural expressions of health and illness. NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and Health Care This course focuses on communities as the foundation of health by recognizing strength in community residents and models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be emphasized. Skill building in participatory action processes will occur. NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. NUR 806 Ecology of Human Suffering in a World of Extremes This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Practica Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, self-directed practice experiences mentored by faculty. All practica are designed to develop students’ individual practice interests and skills. Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica into a plan of study include the following: • Practica will be completed incrementally throughout the DNP program. • Students may register for varying practica and credits each term, including summer • Practicum hours may be completed at the student’s job site, if approved by a supervisor and the nursing faculty adviser, but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP program expected student outcomes. • Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert knowledge related to a particular phenomenon of interest to the student. • Students will develop objectives for practicum experiences in collaboration with faculty advisers and keep a record of practicum work in a professional portfolio. • Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000 practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the DNP program. The following are examples of directed study practica and immersion practicum experiences developed and led by faculty in the DNP program: NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours) Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours) In this practicum students live on the Pine Ridge Indian Reservation in western South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care systems and beliefs about health and illness are compared and contrasted with Western biomedical care and the politics of health care provided through the federal government’s Indian Health Service (IHS) are examined. NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours) In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum hours) This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. NUR 752 Health Care on the Mexican–US Border (0.5 course credits 72 practicum hours) This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the context of displaced communities. Participants meet face to face with immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of the US–Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and efforts to achieve social justice. NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144 practicum hours) This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in SubSaharan Africa (.5 course credit, 72 practicum hours) Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course credits, 144 practicum hours) Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience the challenges care systems face in providing health care within geographically and economically extreme contexts where isolation, poverty, and virulent disease are epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy provide opportunities to collaborate and practice with nurses and other health care professionals striving to provide culturally safe and effective health care to one of the world’s “first peoples.” NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5 course credits, 72 practicum hours) An immersion in the inner city of Minneapolis provides experience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among the community of people who visit the Augsburg Central Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore issues of health and social reality with cultural guides from the inner city populations and with nurses who work effectively with them. Seminars NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP) Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Elective courses Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing specialty focus. These credits may be chosen from within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by Master of Arts in Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of Arts in Education. This allows students to take optimal advantage of the richness and diversity of opportunities afforded through Augsburg College graduate programs. Admission to the DNP Admission Requirements Applicants to the Doctor of Nursing Practice program must have: • Earned master’s degree in nursing from a nationally-accredited institution • GPA of 3.2 on a 4.0 grading scale in master’s in nursing program • A current unencumbered RN license to practice in the US. • Evidence of a completed graduate research course • Evidence of up-to-date immunizations • Satisfactory results of a certified federal criminal background check Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) • Three professional references • An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). Transfer of credits Transcripts of students who have completed a master's degree in nursing or other graduate work are required for admission to the DNP. Doctoral credits may be transferred into the DNP program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The process of obtaining transfer credit must be initiated by the student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of course content will be needed to initiate transfer of courses into the DNP program. To qualify for credit the practicum hours must be officially documented from the master’s degree program. Students may transfer up to 600 practicum hours that were earned and documented in their master’s degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP degree. Accreditation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is scheduled for March 2011. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Department of Nursing Faculty Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College. Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College. Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College. Program Staff Sharon Wade, Administrative Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant Patricia Park, Program Coordinator, MA, Augsburg College. Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “handson,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and teamwork; while built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Steven M. Zitnick Director, Master of Business Administration Program MBA Mission To prepare students for professional careers in business by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Plan of Study The Augsburg MBA is an accelerated, part-time program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Course Credit Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester credits or six quarter credits. Each full course on the semester schedule meets for approximately 28 contact hours with the expectation of substantial independent and group study offered through our web-based electronic course management system. Learning is supplemented by the use of our class management software; allowing students and faculty to share ideas, information and learning. Specialized Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a specialization that matches their interests and career goals. The general Augsburg MBA consists of 13 courses that can be completed in approximately 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and 3 additional courses that focus on their chosen area of interest. An MBA with a concentration can be completed in 28 months. Full-credit MBA courses consist of seven four-hour sessions. Classes are scheduled to meet one night each week. It is sometimes necessary to include an occasional Saturday session due to national holidays. Academic Calendar Currently, the Augsburg MBA uses the semester schedule as well as a summer session. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two full-credit courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students will be offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either of these courses: MBA 565 Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals. The Augsburg MBA The 13 required courses of the general Augsburg MBA are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Behavior MBA 550 Marketing Management MBA 560 Communication Issues in Management MBA 565 Managing in a Global Environment MBA 570 Quantitative Decision Making for Managers MBA 575 Strategic Technology MBA 592 Leadership: Ethics, Service, and Transformation MBA 595 Strategic Management MBA 581&2 Management Consulting Project (Capstone) MBA Course Descriptions MBA 510 Managerial Economics Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. MBA 540 Business and Professional Ethics An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 545 Organizational Behavior Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies. MBA 550 Marketing Management Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business.(This course may be taken in conjunction with the faculty-led international experience.) MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 581-582 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required .5 credit courses.) MBA 592 Leadership: Ethics, Service, and Transformation Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decisionmaking. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. (This course may be taken in conjunction with the faculty-led international experience.) Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses. Students may choose one of five concentrations: finance, marketing, international business, human resources management, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. The nine required core courses are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior MBA 550 MBA 570 MBA 580 MBA 592 Marketing Management Quantitative Decision Making for Managers Management Consulting Project (Capstone) Leadership: Ethics, Service, and Transformation Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications, and the operations of financial markets. • • • • • • Financial theory and applications Investment theory and portfolio management Financial markets Options and derivatives International finance Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • • • • • • Marketing research Marketing communications Sales management Consumer behavior Technology and e-commerce Strategies in global marketing International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • • • • • • International business: strategies, trade agreements, and policies International finance Negotiations in a global environment Strategies in global marketing Global supply chain management Legal aspects of international business Human Resource Management Concentration The certificate in human resource management prepares human resource professionals for a variety of human resource positions. Successful completion of the certificate program as well as passing the examination and meeting job experience requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR). • • • • • Global human resources Organizational effectiveness Training, selection, and performance Compensation and benefits management Industrial labor relations Health Care Management Concentration The concentration in health care management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today’s health care organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of health care concepts and decision models that will support the variety of management roles in today’s health care environment. • • • • • • Legal and ethical considerations in health care management Integrated health delivery systems Health care financing Cross cultural issues in health care Global health care issues Health care operations management (elective) Concentrations as Graduate Certificate Programs For students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, the five concentrations are available as graduate certificate programs. These courses are transcribed as “for credit.” In most cases (depending on employer policies), they will be accepted for tuition reimbursement. Contact the MBA office at 612-330-1778 or the Office of Admissions at 612-330-1390 for more information. MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Program Development, Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 545 Organizational Development MBA 550 Marketing Management MBA 560 Communication Issues for Managers MBA 575 Strategic Technology MBA 595 Strategic Management MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: fall term (September), winter term (January), and spring (May). Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1390. MBA Advisory Board The MBA Advisory Board is comprised of both active and retired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have: • bachelor’s degree from a regionally-accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissons: • completed application—Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions • Current résumé of work history • Two confidential letters of recommendation • Official GMAT score report (school code 6014)—not required for certificate applicants Or completion of the Individual Learning Profile (ILP) For information about the ILP, contact the Graduate Admission Department Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. All students must complete the Management Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Alternative Option; The Individual Learning Profile (ILP) Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to admittance. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. Eligibility for GMAT Waivers GMAT waivers may be offered to: • Candidates with an appropriate and current GRE score. • Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD, DDS) • Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the US These will be evaluated by the Admissions Committee. (See grade requirement above) • Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program: • • • • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Office of Admissions) Current résumé (unless previously submitted to the Office of Admissions) Any other information that you wish to submit to support your request. Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Office of Admissions or the MBA program office. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the course information on Records and Registration. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the completion of the program • Successful completion and submission of the management consulting project (capstone) Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University of Minnesota. George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University. Edward Lotterman, Assistant Professor of Economics. BA, MS, University of Minnesota. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of Utah. Master of Science in Physician Assistant Studies PA Program Mission The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be September 2018. About PA A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. Curriculum The Physician Assistant program at Augsburg is 36 months long with studies beginning each year in the summer semester (late May). The program accepts 30 students for each new class. The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the overall three academic year length of the program. Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and ethics and legal issues in medicine. The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. PA Program Sample Calendar Calendar—Year 1 Summer • Anatomy • Pathophysiology Fall • Clinical Medicine I • Pharmacotherapy I • History and Physical Exam Skills I Spring • Clinical Medicine II • Pharmacotherapy II • History and Physical Exam Skills II • Research Tools for the PA Calendar—Year 2 Summer • Master’s Project course Fall • Clinical Medicine III • Clinical Phase Transition • Professional Issues Spring • Clinical Rotations 1, 2, 3 Summer • Clinical Rotations 4, 5 Calendar—Year 3 Fall • Clinical Rotations 6, 7, 8 Spring • Preceptorship • Capstone Course PA Program Course Descriptions Academic Phase (first 19 months) PA 501 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion, and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 503 Human Pathophysiology This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 511 History and Physical Exam Skills I A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive health care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 512 History and Physical Exam Skills II A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA 511 PA 521 Pharmacotherapy I This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Prerequisites: PA 501 and 503 PA 522 Pharmacotherapy II This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Prerequisite: PA 521 PA 531 Clinical Medicine I with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 532 Clinical Medicine II with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531 PA 533 Clinical Medicine III : Integrative Health Care This course provides an integrative approach incorporating clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are explored. The Community Seniors unit provides a service-learning experience where students work one-on-one with an elderly person from the community. Prerequisites: PA 532 PA 542 Professional Issues A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Prerequisites: PA student or consent of instructor PA 545 Clinical Phase Transition This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532 PA 555 Research Tools for the PA The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Prerequisites: PA student or consent of instructor. PA 570 Interdisciplinary Perspectives on Aging This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Prerequisites: PA student or consent of instructor PA 599 Directed Study This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature, and produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552 Clinical Phase (17 months) The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12 months is designed much like a physician’s internship. Each student is required to progress through seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics, general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such as orthopedics, ENT, dermatology, etc. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and different practice settings. To that end, each student will be required to complete several rotations outside the metropolitan area. The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that the student has been in for the required rotations, or may be elsewhere in the state. The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. Clinical Phase Descriptions PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women’s Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women’s health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Prerequisite: PA 600-607 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30 students. Qualified applicants will have: • Bachelor’s degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology * Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • • • • • Cumulative GPA of 3.2 or higher Science GPA of 3.2 or higher Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Clinical health care experience. Direct patient care is the best type of experience to obtain in order to strengthen an application. Health care experience may be full-time or part-time, paid or volunteer. We recommend 750-1000 hours to be competitive in this category. Demonstration of a commitment to, and involvement with, underserved communities. Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your degree status. Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted between November and January. Those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 30 students, as well as a list of alternates will be selected. All applicants are notified of their status no later than mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices. Thus, functional use of vision is necessary. • • • • • • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the health care team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. For information on withdrawal, see the Academic Programs and Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s previous academic record and the request for readmission, a decision will be made. Students may be required to repeat selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student’s withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. Payment Options For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. PA Program Faculty William Patricio Alemán, Assistant Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of California Davis; MEd, University of Minnesota. Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella University; PA Certification, University of Colorado. Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA Certification, Finch University. Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro- and macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • learn how an individual lives in and is affected by his or her social environment; • understand how social policies and programs affect individuals, families, communities, and society; • apply theories and methods of practice through the field practicum experience; • use a range of client-centered approaches to practice with client groups of all types and sizes; • engage in practice informed by sound, scholarly research; • evaluate the effectiveness of your social work practice or social work programs; • advocate for the eradication of oppression and discrimination; and • be a responsible and contributing citizen in the local and global community. Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses. Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a four-year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution have advanced standing. Advanced standing students complete 13 full courses and are enrolled in a one-and-a-half-year program. The part-time option is not generally available for students with advanced standing. All students must complete the MSW degree in no more than four years following matriculation. Academic Calendar The MSW program meets on a trimester academic calendar, offering classes September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar. Class Periods Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to 12 p.m.; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a given trimester. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on assignments or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall, winter, and spring trimesters (a span of 7 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Course Credit and Contact Hours A full credit MSW course (1.0) is equal to 4 semester credits or 6 quarter credits. Each full course meets for 32 contact hours, with the expectation of substantial independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Program Development, Policy, and Administration [PDPA]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, applicable for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum The foundation curriculum is made up of nine full courses and a generalist field practicum. In the foundation courses, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum, you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum The concentration curriculum is made up of nine full courses and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two or three field seminar courses. As a capstone to your MSW program, you will complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Program Development, Policy, and Administration (PDPA) Concentration In the tradition of Jane Addams, the heart of macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social work must also actively seek equality and justice for clients within agencies, institutions, and society. Social work leaders must advocate for social change to ensure social justice. The Program Development, Policy, and Administration (PDPA) concentration responds to this demand for leadership. The macro (PDPA) social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in partnership with these individuals and communities to do so. In this concentration you will learn the knowledge and skills necessary to work with others to achieve needed social change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program planning, or community and policy advocacy, this concentration helps you achieve that goal. Portfolio or Summative Evaluation Project Portfolio Project (MCCP students) The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative, i.e., designed for guided reflection and selfevaluation. However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create such a portfolio during their final year of study. Items in a portfolio might include videotapes, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (PDPA students) All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, PDPA students will design and implement a program evaluation for their summative project, which requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Course credit for the general elective is given for this option. Students work with a thesis adviser to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring trimester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: • Successful completion of any admission conditions (e.g., statistics, bachelor’s degree) • Successful completion of MSW courses: 18 full courses for foundation students 13 full courses for advanced standing students • No more than two courses with a grade of 2.5, and with a cumulative GPA of 3.0 or higher • Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field practicum for advanced standing students • Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA) • Successful completion of all degree requirements within four years of matriculation State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL SWK 500* SWK 505* SWK 530* SWK 531* Human Behavior and the Social Environment Practice Methods and Skills 1: Individuals Integrative Field Seminar 1 (.5) (taken concurrent with first practicum) Methods Skills Lab (.5) WINTER SWK 501* SWK 506* SWK 510 SWK 535* SWK 536* History of Social Welfare Policy Practice Methods and Skills 2: Groups Advanced Practice Methods (advanced standing students only) Integrative Field Seminar 2 (.5) (taken concurrent with first practicum) Human Behavior and the Macro Social Environment (.5) SPRING SWK 504 SWK 509 SWK 516 Research Methods 1 Assessment and Diagnosis in Mental Health Practice Community Development for Social Change Concentration Courses Multicultural Clinical Practice Concentration FALL SWK 610 Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum) SWK 615 Diversity/Inequality 1: MCCP (.5) SWK 628 MCCP with Individuals SWK 629 MCCP with Families WINTER SWK 611 SWK 616 SWK 630 SWK 631 SWK 635 Integrative Field Seminar 4: MCCP (.5) (taken concurrent with second practicum) Diversity/Inequality 2: MCCP (.5) MCCP Policy Practice MCCP with Groups (.5) MCCP Evaluation 1 (.5) SPRING SWK 612 SWK 634 SWK 636 SWK 639 SWK 699 Integrative Field Seminar 5: MCCP (.5) (taken concurrent with second practicum) MCCP Supervision (.5) MCCP Evaluation 2 (.5) MCCP Elective (.5) General Elective Program Development, Policy, and Administration Concentration FALL SWK 651 Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum) SWK 657 Diversity/Inequality 1: PDPA (.5) SWK 660 Research 2: Program Evaluation SWK 667 Organizations/Social Admin. Practice 1 WINTER SWK 652 SWK 658 SWK 668 SWK 675 Integrative Field Seminar 4: PDPA (.5) (taken concurrent with second practicum) Diversity/Inequality 2: PDPA (.5) Organizations/Social Admin. Practice 2 Planning and Policy Practice 1 SPRING SWK 669 SWK 676 SWK 699 Organizations/Social Admin. Practice 3 Planning and Policy Practice 2 General Elective *Course potentially can be waived for advanced standing students (BSW holders). Portfolio or Summative Evaluation Project Completed and submitted in final year of study. MSW Course Descriptions Foundation Courses SWK 500 Human Behavior and the Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and psychological factors that influence the growth of individuals and families in contemporary world society. Basic knowledge of biological systems is required. SWK 501 History of Social Welfare Policy This course analyzes the history of social welfare policy in the United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas, and events that contribute to the rise of the welfare state and the profession of social work. Social welfare policies of other countries are also explored. SWK 504 Research Methods 1 This course provides an introduction to social science research methods and ethics, including practice and program evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be introduced to the use of computers in data analysis. Basic knowledge of statistics is required. SWK 505 Practice Methods and Skills 1: Individuals This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students begin by learning about social work with individuals, with a dual focus on the person in the environment. In this context, they learn about direct services as well as social change. SWK 506 Practice Methods and Skills 2: Groups This course prepares students for generalist social work practice with larger client systems. The strengths perspective is emphasized, and students learn to complete assessments and formulate intervention strategies in partnership with groups, organizations, and communities. SWK 509 Assessment and Diagnosis in Mental Health Practice This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective. Emphasis is placed on understanding biopsychosocial influences on the incidence, course, and treatment of the most commonly presented mental disorders and the differential effect of these factors on diverse populations at risk. SWK 510 Advanced Practice Methods This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. SWK 516 Community Development for Social Change This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and skills necessary to practice at the community level of social work practice. Students will analyze social organizations, policies, and community development. SWK 530 AND SWK 535 Integrative Field Seminar 1 and 2 (.5 credit each) The integrative field seminars are courses where field practice and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students are expected to spend 420 hours in a fieldwork practicum during enrollment in these two courses and to be enrolled in the corresponding practice methods courses. SWK 531 Methods Skills Lab (.5 credit) This half-credit course places an emphasis on active learning and the application of content presented in SWK 505. The skills lab is an integral part of the required graduate school core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1. SWK 536 Human Behavior and the Macro Social Environment (.5 credit) This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. Multicultural Clinical Practice Concentration Courses SWK 610, 611, and 612 Integrative Field Seminar 3, 4, and 5: MCCP (.5 credit each) The field seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent and inescapable contribution based on the students’ use of self. Secondly, the field seminars are the courses where students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent field seminar. SWK 615 and 616 Diversity and Inequality 1 and 2: MCCP (.5 credit each) These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second trimester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. SWK 628 MCCP with Individuals MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content area are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. SWK 629 MCCP with Families MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. SWK 630 MCCP Policy Practice In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multicultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. SWK 631 MCCP with Groups (.5 credit) This course prepares students for advanced multicultural group work within a clinical practice. It builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive group work. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. SWK 634 MCCP Supervision (.5 credit) Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. SWK 635 and 636 MCCP Evaluation 1 and 2 (.5 credit each) The values and skills of advanced clinical practice combined with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social work, “dignity, self-determination, equity, empowerment, and social justice” (Gutierrez, 2004, p. 127). Monitoring and evaluating clinical practice requires the integration of evidence-based practice knowledge, multicultural clinical skills and multiepistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern methods. SWK 639 MCCP Elective (.5 credit) Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Integrative Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 657 AND 658 Diversity and Inequality 1 and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective course for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Cognitive Behavioral Therapy in Social Work Clinical Practice • Spirituality and Social Work Practice • Empowerment of Services Users in Mental Health We also offer short-term electives abroad: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) SWK 698 Independent Study Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice; • problem solving within a systems framework and strengths perspective; • use of advanced practice theories in Multicultural Clinical Practice or Program Development, Policy, and Administration settings; • evaluation of the effectiveness of program or practice activities; • an understanding of, and respect for, diverse peoples and cultures; • responsibility and service to the local and global community in the interest of social justice; and • a commitment to oppose oppression of all forms. Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and winter) and the concentration practicum is spread over the entire academic year. Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter trimesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall, winter, and spring trimesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. Students also have the opportunity to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • family and children • child welfare • mental health • crisis intervention • senior resources • family social policy • health and human services • corrections and probation • public and independent schools • youth services • hospitals • • • • • • • • • • • • • • developmental disabilities American Indian family services chronic and persistent mental illness chemical dependency court services immigrant, migrant, refugee services victims of torture faith-based social services neighborhood services legislation advocacy housing services-employment services community organizing research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at http://www.luthersem.edu/admissions/. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • Luther Seminary full courses: 9 • Augsburg College full courses: 12—advanced standing, 17—foundation (elective is met at Luther) • MSW field practicum course credit hours: See guidelines under field practicum. • MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In this macro practice concentration, students learn to affect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary PDPA coursework are eligible to return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons. Year 3 (12–16 months) MBA classes meet primarily one night per week. The MBA program includes a summer term. Curriculum • • • 18 full MSW courses for foundation students or 13 full MSW courses for advanced standing students Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. • Complete a minimum of 8 MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of 9 MBA courses for students who completed the MSW degree prior to 2002 For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the Master of Business Administration section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements • • • Bachelor’s degree from a regionally-accredited college or university Cumulative undergraduate GPA of 3.0 or higher Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist • • • • • • • • • • • The following materials must be submitted to Augsburg’s Office of Admissions: Completed and signed application form—www.augsburg.edu/msw or call 612-330-1101. The application deadline is January 15 each year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the application deadline. $35 application fee One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. Liberal arts prerequisite coursework including 4 social sciences, 3 humanities, 1 biology, and 1 statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three completed and signed recommendation checklist forms, with letters attached Typed, double-spaced personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable (refer to p. 16 for college policy) Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWEaccredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Academic Policies Academic Achievement Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • maintain expected grade point average (3.0 or higher); • complete course requirements of the program and field placement in a timely manner; • complete the program within four years; and • abide by the department’s Standards for Social Work Education and the NASW Code of Ethics. No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newly-admitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students. Program Costs In addition to tuition fees, MSW students can expect to purchase textbooks, a facilities fee, and student liability insurance when in a field placement. There may also be additional fees associated with short-term electives abroad. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) Gosnell Scholarship Funds Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. Accreditations and Affiliations Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College section of this catalog. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education (CSWE). MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department • encourage constructive dialogue among students, faculty, and department and College administrators • make recommendations to the department regarding program improvements • receive and give feedback on expectations of faculty, students, and the College • plan and coordinate MSW student events, lectures, discussions • organize social action projects. MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW Loyola University; PhD, Loyola University. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. K. Abel Knochel, Assistant Professor of Social Work. BA, Albright College; MSW, Spalding University; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Staff Erika McCreedy, Administrative Assistant Doran Edwards, BSW Assistant Director Courtney Zaato, Field Assistant Holley Locher, MSW Program Coordinator Augsburg College Board of Regents For more details, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ’65 Ann B. Ashton-Piper Karen Durant ’81 Matt Entenza, JD Mark A. Eustis Anthony L. Genia, Jr, ’85, MD Alexander J. Gonzalez ’90 Michael R. Good ’71 Norman R. Hagfors Jodi Harpstead Rev. Rolf Jacobson, PhD Eric J. Jolly, PhD Cynthia G. Jones ’81, PhD Dean Kennedy ’75 Toby Piper LaBelle ’96 The Honorable LaJune Thomas Lange ’68, JD Andre J. Lewis ’73, PhD Jennifer H. Martin, EdD Marie O. McNeff, EdD Paul S. Mueller ’84, MD Jeff Nodland ’77 Lisa Novotny ’80 Paul C. Pribbenow, PhD Bishop Peter Rogness, ex-officio Gary Tangwall ’80 Rev. David Tiede, PhD Bishop Harold Usgaard, ex-officio Rev. Norman W. Wahl ’76, DMin Bonnie Wallace Rev. Mark Wilhelm, PhD, ex-‐officio
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Title: Golden Valley Lutheran College Catalog, 1985-1986
Collection: Course Catalogs
Search Result: GOLDEN VALLEY LUTHERAN COLLEGE CATALOG Published Annually by Golden Valley Lutheran College 6125 Olson Highway Minneapolis, Minnesota 55422 (612) 542-1216 Accreditation Golden Valley Lutheran College is accredited by the North Central Association of Colleges and Schools. Directions for Co...
Show more GOLDEN VALLEY LUTHERAN COLLEGE CATALOG Published Annually by Golden Valley Lutheran College 6125 Olson Highway Minneapolis, Minnesota 55422 (612) 542-1216 Accreditation Golden Valley Lutheran College is accredited by the North Central Association of Colleges and Schools. Directions for Correspondence General College Policy. . .. Bernt C. Opsal, President of the College Academic Information. . J. Philip Worthington, Academic Dean Admissions. . Thomas R. Hanson, Director of Admissions Business and Financial Affairs .. Vivian Wiemerslage, Business Office Development . . . . Russell B. Helgeson, Director of Development Financial Aid. . .. Thomas R. Hanson, Director of Financial Aid Records and Transcripts . . . . Marilyn J. Adams, Registrar Student Affairs . Harold Moore, Dean of Students Golden Valley College Reserves the Right to Modify The provisions of this catalog are to be considered informative and directive in character and not as an irrevocable contract between the student and the college. The college reserves the right to make any changes that may to the college seem to be necessary or desirable. Golden Valley Lutheran College in compliance with State and Federal laws and regulations, does not discriminate on the basis of race, color, national origin, sex, age, marital status, handicap, or status as a veteran in the administration of its admissions policies, scholarship and loan programs, educational programs, activities and employment policies. Inquiries regarding compliance and grievance procedures may be directed to the college office manager, Vivian Wiemerslage. This catalog supersedes The Golden Valley Lutheran College 1984-85 Catalog. TABLE OF CONTENTS 3 TABLE OF CONTENTS College Calendar 6 President's Greeting 7 9 General Information History, The Campus and Its Location, Philosophy and Objectives, Accreditation and Transfer of Credit, Affiliations, General Guidelines. Student Life 13 New Student Pre-Registration, Counseling Services, Health Services, Library, Insurance, Housing Services, Student Government and Social Life, Religious Life, Chapel, Student Use of Automobiles, Alcohol and Drug Abuse, Athletics, Music, Drama, Phi Theta Kappa Honor Society, Alumni Association. Admissions Information 19 Application Procedure, Transfer Students, Adult Students, International Students. Costs 21 Student Costs, Charges by Quarter, Payment Plan, Refund Schedule, Books and Supplies. Financial Aid 25 Colden Valley Lutheran College Aid, Minnesota State Aid, Federal Government Aid, Work Opportunities, Other Assistance Programs, Procedure for Applying for Financial Aid, Scholarships. Academic Program 31 General Academic Information, Orientation and Registration. Graduation Requirements 37 Liberal Arts and Transfer Program, Specialized Program, Junior College Certificate. Programs of Study 41 Course Descriptions 49 Divisions: Biblical and Theological Studies; Communications; Social Science; Mathematics, Natural Sciences, and Computer Science; Physical Education and Recreation Leadership; Creative Arts; Business and Specialized Programs. Directory 72 Board of Regents, Administration, Faculty, Student Services Personnel. Index 78 6 COLLEGE CALENDAR CALENDAR 198.'i-R6 Fall Quarter September 2-6 September 7 September 8 September 9 September 9 September 20 September 27 October 4 October 7-11 November 2 November 4-7 November 18-21 November 21 Student orientation and registration for all students President's Reception-6:00 p.m. -Gymnasium All college worship Classes begin Opening convocation-9:50 a.m. Final day to add a class or change a class section Final day to withdraw from a course with a grade of W Final day to submit work for incomplete courses Midquarter examinations Homecoming Registration for winter quarter Final examinations Quarter ends after completion of final examinations Winter Quarter December December December December December 2 13 15 20 20 January 6 January 10 January 13-17 January 21-23 February 3-6 February 24-27 February 27 Classes begin Final day to add a class or change a class section Festival of the Christ Child Final day to withdraw from a course with a grade of W Christmas vacation begins after the traditional observance at11:30a.m. Classes resume Final day to submit work for incomplete courses Midquarter examinations Days of Prayer and Praise Registration for spring quarter Final examinations Quarter ends after completion of final examinations Spring Quarter March 10 March 21 March 27 March 28-30 March 31 April 4 April 7-11 April 22-24 May 2 May 6 May 19-22 May 23 Classes begin Final day to add a class or change a class section Final day to withdraw from a course with a grade of W Easter vacation Classes resume Final day to submit work for incomplete courses Midquarter examinations Pre-registration for fall quarter Spring banquet Honors Day Final examinations Commencement Calendar Subject to Change PRESIDENT'S GREETING 7 President's Greeting Experiences during the first year after high school play a major role in one's development of a philosophy of life. This consequently determines how one lives his or her life. Golden Valley Lutheran College was established with the main purpose of providing an opportunity for the student to develop a philosophy of life founded on Christian convictions. We strive to provide this foundation for life by emphasizing a personalized education which includes the opportunity for the study of both liberal arts and the Scriptures. This is a curriculum we believe will best help the student understand the world in which he or she will be living and working. We ask that those who come have an open mind, a grateful heart and a desire to learn. Preparation for "making a living" is not sufficient for the Christian today. Golden Valley Lutheran College is also designed to provide an education which will serve as preparation for "making a life." Bernt C. Opsal, President GENERAL INFORMATION 9 GENERAL INFORMATION History Golden Valley Lutheran College is a two-year coeducational liberal arts college established in 1967 by The Lutheran Bible Institute of Minneapolis. Beginning as a Bible institute in 1919, The Lutheran Bible Institute moved from St. Paul to Minneapolis in 1929. In 1961 it moved to Golden Valley, a suburb four miles west of downtown Minneapolis. Through the years this educational institution has addressed itself to the needs of people and has sought to meet those needs by establishing programs appropriate to the times. The College is inter-Lutheran and is not directly affiliated with any particular Lutheran synod. It cooperates with and seeks to serve all synods and society as a whole. The College admits qualified men and women from various geographic, cultural, economic, racial, and religious backgrounds. The Campus and Its Location Golden Valley Lutheran College is located on a beautiful 30-acre campus in Golden Valley, a western suburb of Minneapolis. The greater Twin City area is a cultural, recreational, and sports center of the Upper Midwest. The academic life of the students is centered in a large two-level complex. Classrooms, library, faculty and administrative offices, a prayer chapel, the College auditorium-gymnasium, cafeteria and lounges are located in this building. Four residence halls on campus, Alpha, Beta, Gamma, and Delta dormitories, house approximately 400 students. The facilities include fireplace lounges, laundry facilities, rooms for prayer and meditation, and apartments for residence hall directors. Adjacent to Gamma dormitory is the Commons, a student lounge and recreation area. A student center is located in Delta dormitory. 10 GOLDEN VALLEY LUTHERAN COLLEGE Philosophy and Objectives Colden Valley Lutheran College is a liberal arts institution with programs of study in general education, Biblical literature, music, physical development, and semi-professional training. It seeks to provide two years of higher education for students interested in the arts and sciences, and also to give opportunity for a study of the sources of the Christian faith. Through special activities the College provides the basis for personal growth and cultural enrichment. Students are encouraged to participate in community and church activities. In order to reach these goals, Colden Valley Lutheran College offers students a choice of one of the following curricula: 1. Completion of a two-year liberal arts education that functions according to the standards common to the academic enterprise and that prepares the student to transfer to a four-year college or university. 2. Completion of a two-year program that provides the basis for semiprofessional employment in the fields of church staff work, mission, administrative assistant, law enforcement, and a cooperative computer training program. 3. Study of the Bible and liberal arts in a collegiate setting for individuals who do not intend to pursue a degree or a semi-professional program. Colden Valley Lutheran College strives to supplement these curricular programs by emphasizing the following objectives with opportunities ... to develop knowledge of the Judeo-Christian world view as set forth in the literature of the Old and New Testaments and an analysis on the part of each student concerning his or her basic beliefs and spiritual commitments. to develop service motivated standards of conduct for young adults as they move into the many areas of national life, including social improvement, community involvement and active membership in Christian congregations. to appreciate the great works of art, music and the theatre through courses and cultural events which take place on the campus and in the metropolitan area. to attain physical well-being through the application of standards conducive to good health and through participation in physical education and sports activities. to develop personal self-confidence through the determination of individual goals, the building of relationships with other people, and the experience of companionship in a Christian setting. GENERAL INFORMATION 11 Accreditation and Transfer of Credit Golden Valley Lutheran College received regional accreditation through the North Central Association of Colleges and Schools in 1978. Thus, entering students can be confident that if they make a creditable record at Golden Valley Lutheran College, their credits will normally transfer to other colleges and universities. A student with a satisfactory academic record can normally complete a bachelor's degree two full academic years after receiving the Associate in Arts degree from Golden Valley Lutheran College. Affiliations North Central Association of Colleges and Schools Registered with the Minnesota Higher Education Coordinating Board Lutheran Educational Conference of North America National Association of Independent Colleges and Universities American Association of Community and Junior Colleges Minnesota Association of Community and Junior Colleges National Junior College Athletic Association - Region XI 11 Minnesota Community College Conference General Guidelines Golden Valley Lutheran College is oriented to the Christian Gospel and expects its students to live accordingly. Each student is expected to be familiar with the regulations and standards pertaining to student conduct as described in the Student Life Handbook. The College reserves the right not to accept an applicant or to withdraw the privilege of a student to return after any quarter and to discipline those who conduct themselves in a manner which is not in the best interest of the individual, other students, or the College. STUDENT UfE 13 STUDENT LIFE Campus life at Golden Valley Lutheran College provides activities and experiences which help develop the whole person. The programs of the College provide wholesome recreation designed to stimulate spiritual and intellectual growth. Students are involved in the planning of social activities which can enrich college life and foster friendships. New Student Pre-Registration Prior to the start of the fal I quarter, new students are invited to the campus to participate in pre-registration activities. During this time the student will have an opportunity to learn more about the College and meet staff and faculty personnel who will assist in course planning for the coming year. Selected sophomores are available to help the new students become familiar with and adjust to college life. Counseling Services The major decisions which students have to make during their early college years are often difficult and perplexing. Counseling provides a service which helps students learn ways of solving their academic, vocational, social, emotional and spiritual problems. Each student is assigned to a faculty advisor who will assist him or her in planning an appropriate schedule of classes for each academic term. In addition to individual counseling, several counseling groups, concerned with matters such as personal growth, chemical dependency and other problems, meet regularly. Each student also may make appointments to visit with instructors, residence hall directors, the deans, the College nurse or others on the staff who can give assistance. Study skills assistance is provided for students who need to improve their reading rate, reading comprehension, spelling, mathematics skills, study skills, or writing skills. Health Services The College has a full-time registered nurse on the staff to provide basic medical services. Students requiring additional treatment are usually referred to the Golden Valley Clinic which is located less than a mile from the campus. Major Twin City hospitals also are readily accessible. 14 GOLDEN VALLEY LUTHERAN COLLEGE Library The library, located on the ground floor of the Main building, provides a variety of materials and services to support the college curricula. There are over 32,000 volumes, 245 periodicals, local and national newspapers, and a substantial vertical file in the collection. Through the Minnesota Interlibrary Telecommunications Exchange (MINITEX) the student has access to a vast network of more than ten million volumes in a five state area. In addition, there is a sizeable audiovisual collection including phonograph records and cassettes, as well as filmstrips with necessary listening and viewing equipment available to the students. Insurance The College does not assume any responsibility for the loss of or damage to personal property. Many families have homeowners policies that will cover losses of family members at college. Housing Services Golden Valley Lutheran College is primarily a residential college. If space is available, full-time students live in the College residence halls. Exceptions are those who are married, commute from their homes, or who work for their board and room. Students living on campus participate in the cateteria program which provides three meals a day, seven days a week. The price fixed for the weekly 21-meal plan is set with the knowledge that a certain percentage of the meals will be missed during a week. Students who are commuting may purchase individual meals in the College cafeteria. Student Government and Social Life A forum for student expression and student-initiated improvements in campus life is provided by a Student Senate chosen from the student body. This representative group serves as a coordinator of studentfaculty relations. It seeks continually to improve and make student life more enjoyable. The social program of the College is under the supervision of the Student Activities Commission (SAC). Homecoming, Sno-Daze and the Spring Banquet are examples of the many social activities available. Guidance regarding student life on campus is provided by the Student Life Handbook. STUDENT LIFE 15 Religious Life As an institution of Christian higher education, Golden Valley Lutheran College believes that religious life activities are an integral part of its program. Therefore the College provides regularly scheduled chapel services, campus worship services, transportation to local church services, all-campus devotions, dormitory devotions and Christian student organizations. Special programs include the Days of Prayer & Praise and the Christmas Festival of the Christ Child. Religious activities are coordinated by the faculty Chapel & Special Events Committee and by a student Faith & Life Commission. Many students also participate in Christian Service activities in the community and in world mission activities. The College has a fellowship of Christian Athletes chapter in which many students take an active part. There also is an opportunity to serve on outreach teams which travel to present the Gospel in word and song. Chapel All classes are dismissed each morning for a 25-minute chapel program. These programs are varied in content. Some are worship services conducted by students, faculty, or guest speakers, while others include films, lectures, drama, music or other special convocation programs. Chapel is the heart and center of our collegiate program. It is here that messages are shared from the Scriptures, and opportunity is given for worship, intellectual stimulation and the development of a sense of community. Each student is encouraged to participate in chapel programs of the college community and to attend public worship every Sunday. Student Use of Automobiles Parking space is limited on campus. Those students who do not need an automobile for commuting or transportation to or from work are urged not to bring a vehicle to college. Those who do need an automobile or motorcycle must secure a parking permit through the Business Office. The Dean of Students has the right to terminate a permit at any time if circumstances warrant such action. The College assumes no responsibility for damage, theft, or vandalism involving student vehicles. 16 GOLDEN VALLEY LUTHERAN COLLEGE Alcohol and Drug Abuse Colden Valley Lutheran College strongly discourages all students from using alcohol and/or mood altering drugs. Students possessing, using, or under the influence of alcohol or drugs on campus, in college-approved housing, or at college-sponsored events both on and off campus will be subject to disciplinary action. In instances where college officials are informed that Colden Valley Lutheran College students have caused a disturbance off campus in connection with the use of alcohol or drugs the College reserves the right to take disciplinary action. Colden Valley Lutheran College upholds all federal and state statutes pertaining to the illegal use of alcohol or drugs. A student who uses, possesses, or persuades someone else to use alcohol or drugs in violation of the law will be subject to disciplinary action. The College's action will be determined by the circumstances surrounding each individual case. The College provides counseling services and support groups for those with chemical dependency problems. Athletics Through the physical education and athletic programs the College seeks to teach the value of good health and physical fitness, to cultivate interest in the proper use of leisure time, to develop character and good sportsmanship and to give instruction in various sports and games used in recreational activities. Intercollegiate athletic competition for men is available in football, baseball, basketball, soccer, track, marathon, and cross country. Women may participate in intercollegiate basketball, cross country, softball, volleyball, marathon and track competition. The College is a member of the Minnesota Community College Conference, and the National Junior College Athletic Association. Intramural programs are available for both men and women. These include activities such as volleyball, basketball, broomball and softball. Music Colden Valley Lutheran College is sensitive to the cultural and spiritual values that music contributes to our society. It desires, therefore, to cultivate and nurture student interest and participation in music by giving opportunity for self-expression as a member of a performing group. These groups include the Colden Valley Lutheran College Choir, a selected group of 65 voices; the Madrigal Singers, a smaller ensemble which specializes in certain types of music literature; the Colden Valley Singers, a women's chorus; a pep band and concert band; the Colden Valley Orchestra, a community and college organization; and various vocal and instrumental ensembles. In addition to specific courses in the field of music, the College offers private voice and instrumental instruction. STUDENT LIFE 17 The location of the College in the Twin City area provides opportunity for students to gain a new appreciation of the fine arts. Community concerts, the Minnesota Orchestra, the Minneapolis Civic Orchestra, the St. Paul Chamber Orchestra, and programs given by other colleges including the University of Minnesota, offer continuing opportunities for cultural enrichment. Drama The drama program at Golden Valley Lutheran College is two-fold in its purpose. It attempts to expose the student to the inner workings of the College theatre, and it seeks to foster a sense of appreciation for drama by encouraging active participation in the field. Phi Theta Kappa Honor Society A chapter of Phi Theta Kappa, a national honor society for two-year colleges, was established in 1981 at Golden Valley Lutheran College. The purpose of the honor society is to recognize and encourage scholarship. Alumni Association The Golden Valley Lutheran College Alumni Association works with former students to maintain an on-going relationship with the College and with each other. It seeks to develop a well-informed and supportive group of alumni through social events and programs planned each year. All former students are considered alumni of the College. ADMISSIONS INFORMATION 19 ADMISSIONS INFORMATION Golden Valley Lutheran College seeks students who are interested in a quality education with a Christian orientation. All applicants for admission must have earned a high school diploma or its equivalent. In addition, each applicant must furnish required references, satisfactory test scores, and complete a personal interview with an admissions counselor. Perhaps the best way to determine if Golden Valley Lutheran College can meet your needs is to visit our campus. Accordingly, we invite you and your parents to the campus so that you can become acquainted with our faculty, students, and administration. For an appointment please write or call the Office of Admissions. The admissions office is located in the main classroom building and is open Monday through Friday from 8:15 a.m. to 4:30 p.m., Saturdays from 9:00 a.m. to 1 :00 p.m. and at other times by appointment. Application Procedure Application materials are available from the Office of Admissions. Applicants are advised to follow these steps in applying: 1. Complete and return the Application for Admission together with the non-refundable $10 application fee to: Office of Admissions, Golden Valley Lutheran College, 6125 Olson Highway, Minneapolis, Minnesota 55422. 2. Request your high school and all colleges you have attended to forward your academic transcript(s) to the Office of Admissions. 3. Submit test results from the American College Test (ACT), the Preliminary Scholastic Aptitude Test (PSAT), or the Scholastic Aptitude Test (SAT). 4. Applications are considered in the order they are received. The student is generally notified of the admissions decision within two weeks of the time the application file is complete. Although there is no absolute deadline for applying, high school students are advised to apply for admission as early in their senior year as possible. This is particularly true for those who desire financial aid. 5. A student who is offered admission must notify the Office of Admissions if he or she accepts the offer. A $100.00 tuition deposit is required within three weeks after notification of acceptance has been made. The deposit is refundable until May 1st. The date the College receives this deposit determines the order in which a student will register for the fall quarter. This tuition deposit is applied to the first quarter tuition when the student enrolls. 6. Priority for dormitory room assignment is given on the basis of the date the tuition deposit is received. A student contracts for a room for the entire school year, beginning with fall term. 20 GOLDEN VALLEY LUTHERAN COLLEGE 7. After the student has accepted the offer of admission, the College will provide the medical history form to be completed and ieturned. 8. Room assignments and matriculation information will be mailed during the summer. Transfer Students College work completed at other accredited institutions may be applied toward a degree at Golden Valley Lutheran College. Transfer students are required to follow regular admission procedures and submit an official transcript of their record from each college attended. Credit for college work will be accepted toward an Associate in Arts Degree providing the work is satisfactory in quality and is applicable toward the divisional requirements of the College. Transfer credit will not be granted for courses in which a grade below C- was received. Adu It Students An admissions counselor provides guidance for adult students -who are deciding to attend college for the first time or -who are now planning to return after their college education has been interrupted. Counseling is available for adult students concerning entrance requirements, transfer of credits, financial aid and course planning. For those who apply and are eligible, scholarship funds are available. Both fulltime and part-time students may apply. International Students All international students seeking admission to Golden Valley Lutheran College must submit an International Student Application for Admission, a declaration of finances and appropriate school transcripts. International students are strongly encouraged to submit results of writing the Test of English as a Foreign Language (TOEFL). COSTS 21 COSTS Student Costs 1985-86 The following sections explain the basic costs to the student and the financial aids that are available to assist the student in meeting these costs. The College reserves the right to change the costs of tuition, board, room or fees at any time. The charges that are made to students for tuition, room and board do not adequately cover the costs of operating the College. Approximately 35% of the cost of operation must come from gifts and grants. In the present budget, this amounts to over one million dollars a year. Therefore, over and above any financial aid given, each student receives the equivalent of a $2,000 scholarship per year in order to cover the total expenses of the operation. The College does not receive direct financial support from any denomination or Lutheran synod. Gift income is received from congregations, organizations and foundations, and by matching funds from corporations. Most of the funds, however, come as individual gifts from alumni, parents and friends of the College. Over 600 people are supporting the College through the INASMUCH program whereby they have pledged and/or paid from $1,000 to $25,000 over a three-year period. As we make our needs known, the Lord answers our prayers through the gifts of these many friends. SUMMARY OF EXPENSES Tuition Board, Room, and Telephone Total Resident $5,580.00 $2,414.00 $7,994.00 22 GOLDEN VALLEY LUTHERAN COLLEGE Charges by Quarter The College operates on a quarter system with three quarters per academic year. A student who registers for 12 credits or more is considered a fu I I-time student; one who registers for less than 12 credits is considered a part-time student. Tuition for full-time student $1,860.00 Tuition per credit for part-time student 155.00 Board, room, and telephone (average) 805.00 Laboratory fees per course 15.00 Physical education fees per course Varsity courses 15.00 Fee for swimming, bowling, and tennis. ''' 10.00-20.00 Fee for all other P.E. activity courses 5.00 Humanities 200 fee per credit For CVLC students currently enrol led 15.00 For students not currently enrolled at CVLC 30.00 Music fees Private voice and instrument lessons 90.00 Classes for voice and piano lessons- per student . 45.00 Organ rental 14.00 Practice room fee . 10.00 Late registration fee 20.00 This fee is charged if a student fails to register during the registration period for any quarter. It is waived only in cases of illness or family emergencies. Special fees not refundable after 10th day of classes include: laboratory, personal orientation, physical education, organ rental, practice room, and music fees for voice and instrument lessons. Miscellaneous fees Car registration and parking permit per quarter 5.00 Damage deposit ............ . 50.00 Special examinations . 5.00 Academic Transcript fee (first two copies free) . 2.00 Transcripts will be withheld if the student owes the College money. Advance tuition deposit for second year students. 100.00 Reservations for fall registration and dormitory room are based upon the order in which the above payment is received. (Non-refundable). COSTS 23 Payment Schedule Student accounts are payable in accordance with the schedule listed below. Students will receive credit on payments each quarter equal to onethird of the amount of grants and scholarships in their financial aid awards. Students in need of credit or another payment plan must make arrangements with the Student Accounts Manager. No student is permitted to register or participate in College activities if the account for a preceding quarter has not been paid in full. Grades cannot be released, transcripts cannot be forwarded, and degrees cannot be granted until all financial obligations have been met. When credit is extended after registration, a finance charge of one and one-half percent a month (18% APR) is added. Payment Schedule for 1985-86 Fall Quarter June 19 July 19 August 19 Registration Day On Campus 678.00 678.00 678.00 678.00 $2,712.00 Winter Quarter September 28 October 15 November 1 On Campus 880.00 880.00 881.00 + + Sp. Fees Sp. Fees $2,641.00 Spring Quarter December 9 January 6 January 31 On Campus 880.00 880.00 881.00 + Sp. Fees $2,641.00 Off Campus 465.00 465.00 465.00 465.00 $1,860.00 Off Campus 620.00 620.00 620.00 $1,860.00 Off Campus 620.00 620.00 620.00 $1,860.00 + Sp. Fees + Sp. Fees + Sp. Fees Refund Schedule Students who decide to withdraw from college after they have registered and paid their tuition will receive a tuition refund computed from the date the withdrawal form was signed and returned to the Registrar. Also see information under Financial Aid concerning withdrawals. During first week . During second week During the third through the fifth week . During sixth week After sixth week 90% 75% 50% 25% No refund 24 GOLDEN VALLEY LUTHERAN COLLEGE Room and Board Refunds. If the student leaves school after the sixth week; there wil! be no room refund. Through the sixth vveek, the student will be charged for the time spent on campus plus a two-week room charge. Students will be charged for board through the end of the week in which they leave the campus. If a refund is due the student, a check will be sent within a reasonable time. Books and Supplies Textbooks, art, and college supplies may be purchased at the college bookstore. Stationery, college seals, banners, and other items also are available for the convenience of students. All purchases must be paid for in cash. Students should have $125.00 to $150.00 available at the beginning of the school year for books. Estimated book costs for the entire year are $250.00 to $350.00. FINANCIAL AID 25 FINANCIAL AID Colden Valley Lutheran College recognizes the close relationship between students, parents, and the College in meeting the costs of a quality education. Our program of financial assistance is designed to help qualified students who desire a Colden Valley Lutheran College education. Golden Valley Lutheran College Aid The Presidential Scholarship is our most prestigious award. Selection is highly competitive and is based on superior academic ability, excellent character, and demonstrated leadership and service to the church and community. The amount of this scholarship is $5,000 and it is renewable each year provided the student maintains a 3.5 grade point average at Colden Valley Lutheran College. Students must rank in the top 10% of their high school class and submit two recommendations that evidence their service and leadership in their church and community to be considered for the award. Academic Honor Scholarships are awarded to those students who graduate in the top 30% of their high school class or to transfer students who have a 3.00 grade point average with a minimum of 12 transfer credit hours completed. Scholarships vary in amount up to $2,500 and are renewed each year, provided the recipient maintains a 3.00 grade point average in academic work at Colden Valley Lutheran College. Christian Service Awards are available to students who have been active in their church and community. Awards vary in amount up to $2,000. Music, Drama and Athletic Awards each vary in amount up to $1,500. These awards are based on recommendations from professors and coaches with respect to talent and ability to perform. Athletic recipients must abide by the rules and regulations of the Minnesota Community College Conference, the National Junior College Athletic Association, and the rules and regulations of the College. Special Grants and Scholarships have been established by alumni and other friends of the College. These funds are for students whose qualifications meet the conditions and requirements of the specified award. Minnesota State Aid Minnesota State Scholarships and Grants are available to Minnesota residents planning to attend Colden Valley Lutheran College. Awards are based on financial need and educational costs and may range up to $3,500 per year. Students can apply for a grant by completing an ACT Family Financial Statement (FFS), including the section for Minnesota State Scholarship and Grant-In-Aid applicants. 26 GOLDEN VALLEY LUTHERAN COLLEGE Federal Government Aid Pell Grants are available from the federal government for students meeting certain financial need qualifications. Such grants may total up to $2,100 per year and do not have to be repaid. Students may apply for this grant by checking the appropriate box on either the ACT Family Financial Statement or CSS Financial Aid Form. National Direct Student Loans are funded by the federal government and administered by the College. Loans are granted on the basis of validated financial need. The loans are made at an interest rate of 5% with the student paying neither interest nor principal until six months after graduation or leaving college. Repayment must be completed within 10 years. Guaranteed Student Loans enable eligible students to borrow directly up to $2,500 annually from participating banks or other lenders at an interest rate of 8%. Repayment of loan principal and interest begins six months after graduation or leaving college. The Minnesota Student Loan Program provides Guaranteed Student Loans to eligible students who are unable to find a participating lender to fund them. Parent Loans for Undergraduate Student (PLUS). Parents of undergraduate students may borrow $3,000 per year for each dependent, undergraduate student to a maximum of $15,000 per student. Repayment is made over a five- to ten-year period at an interest rate of 12 % . PLUS loans do not require a needs test. Work Opportunities College Work-Study enables students who demonstrate financial need an opportunity to help defray college expenses through part-time employment. Work-Study students may be employed as cafeteria or maintenance workers, as clerical assistants to professors or as library and audio-visual assistants, as resident assistants, or in any of the numerous available positions. Student Employment. There are numerous part-time employment positions available in the Golden Valley community and the surrounding area. Our College bulletin board carries notices of available employment. Other Assistance Programs College Payment Schedule: Because many people prefer to pay educational expenses in installments, Golden Valley Lutheran College has set up a tuition payment plan. This plan is a convenient payment program beginning in June and ending in February. Hidden Subsidy: Golden Valley Lutheran College gives a "hidden subsidy" each year to every student who attends the College as a full-time student. This "hidden subsidy" reflects the fact that the total instruc- FINANCIAL AID 27 tional program at the College costs more than the total amount received from tuition and fees. Such a "hidden subsidy" is made possible by many gifts from many sources, especially church congregations, alumni, and friends of the College. The College also receives income from endowment funds. Lutheran Brotherhood Loan: If a member of the student's family holds a Lutheran Brotherhood Insurance policy, a student may borrow up to $2,500 per year from the Lutheran Brotherhood Insurance Society at the same rates described under Federal Insured Student Loans. Other Grants: There are a number of grants and scholarships available from other sources. The student is encouraged to consult his or her high school counselor and the Director of Financial Aid at Golden Valley Lutheran College for other federal, state, and community-sponsored scholarships and grants. Procedure for Applying for Financial Aid 1. Apply and be accepted for admission to Golden Valley Lutheran College. Request an application form from the Office of Admissions, Golden Valley Lutheran College, 6125 Olson Highway, Golden Valley, MN 55422. 2. If you are applying only for Golden Valley Lutheran College scholarships and grants, and not for state or federal grants, indicate this on the Golden Valley Lutheran College Financial Aid Application. 3. To apply for federal or Minnesota aid you must complete a Family Financial Statement (FFS) and a Student Data Form using income information for the 1984 tax year and submit it to ACT. Forms are available from your high school guidance counselor or by writing the Office of Admissions at Golden Valley Lutheran College. Although the FFS is preferred, non-Minnnesota residents may submit the CSS Financial Aid Form. Allow six to eight weeks for processing of the ACT Family Financial Statement. 4. Since all financial aid programs have limited funds, within ten days of our notifying you that you will receive financial aid you must let us know that you accept the offer. Funds that are not accepted are given to other students who need them. All types of financial assistance are made for only one academic year. Students, however, may expect to receive financial assistance for the second year if they remain in good academic and personal standing and if their financial need continues. If a student withdraws during any quarter, he or she forfeits the entire amount of gift aid that has been awarded from College funds for the quarter. He or she also forfeits proportionate amounts of aid awarded from state or federal funds for that quarter. Golden Valley Lutheran College makes every effort to enable all accepted students to attend regardless of financial resources. Your financial need may be met through a combination of federal, state, and institutional financial aid programs. We encourage students and parents to visit campus to discuss financial planning. 28 GOLDEN VALLEY LUTHERAN COLLEGE Scholarships The AAL Lutheran American Minority Scholarship Program is available for any Lutheran American minority person who is a member of a Lutheran church, or is an immigrant who has been sponsored by a Lutheran organization and is attending Golden Valley Lutheran College. In any case, the recipient must be a member of a Lutheran church. Scholarships range from $200 to $1,000 and can be renewed each year. The AAL Lutheran Campus Scholarship Program is for students who hold a certificate of membership and insurance from the Aid Association for Lutherans. The awards are based on academic achievement, Christian character, professional promise and financial need. The Berean Scholarship is given annually by the Bereans, an organization of wives of the faculty and staff members of the College. The David Bjelland Memorial Scholarship is given by Mrs. David Bjelland because of her late husband's keen interest in Bible study and the training of lay people for service to the Lord. The Ethel Borge Memorial Scholarship has been established by Pastor and Mrs. Alton C.O. Halverson in memory of her aunt, Ethel Borge. The Ronald Chagnon II Memorial Scholarship has been es tab I ished by Mr. and Mrs. Ronald Chagnon, Sr. in memory of their son Ron who was a student at Golden Valley Lutheran College. The Wilson Fagerberg Memorial Scholarship has been established in memory of Pastor Wilson Fagerberg, a long time faculty member in the Department of Biblical Studies at Golden Valley Lutheran College. The Gjernes Scholarship is provided annually through the Martha Gjernes Estate. The James Robert and John William Gustafson Scholarship has been established by Mrs. Thora Tofte in memory of her husband and son. It is awarded to a student interested in Christian service, ministry, missionary work or Bible study. The Haaland Scholarship has been established by Mrs. 0. T. Haaland to be awarded to a student interested in a career of Christian service. The Ruth Homdrom Scholarship has been established by Alton Homdrom in memory of his wife, Ruth Homdrom. The Jackson Scholarship is given by Mrs. Eddie Jackson and the late Mr. Jackson in recognition of their keen interest in Bible study and the training of lay people for service to the Lord. The Gunnar I. Johnson Memorial Scholarship has been established by the Johnson family in memory of Mr. Johnson who was the contractor for the construction of the Golden Valley Lutheran College Campus, 1961-1977. The William A. Johnson Scholarship has been established by William A. Johnson to be awarded each year to a worthy student of strong Christian character who is interested in a business career. FINANCIAL AID 29 The M. T. Lillehaugen Memorial Scholarship is in memory of the late Mr. Lillehaugen who was a good friend and supporter of the College. It is to be used to "help defray the expenses for some good student going into church work, a person with a Christian commitment and one who indicates a good Christian example." The Logefeil Memorial Scholarship is given by Mrs. Logefeil and the late Dr. R. C. Logefeil who was the school doctor at one time. The scholarship is to be used to aid a worthy student preparing for the ministry, missionary or some full-time service in the Lord's work. The Lovaas Scholarship has been established by the late Samuel Lovaas to be used for the training of a missionary student who intends to enter missionary work. The Lutheran Brotherhood Junior College Scholarship. is awarded on the basis of scholastic achievement, religious leadership and financial need. The Lutheran Brotherhood Graduate Award for junior and senior years at a Lutheran College is awarded to a sophomore student planning to transfer to a four-year Lutheran college. The Mai Scholarship is an annual scholarship from Mr. and Mrs. Arthur Mai, former students, as an expression of appreciation for what this school has meant to them. The Richard Melvig Memorial Scholarship has been established in memory of Ricky Melvig who had wanted to become a doctor but didn't live to realize his dream. It is given to a returning student who exhibits faith, character, and an interest in the sciences. The Nelson Mission Scholarship has been established by Dr. and Mrs. Russell E. Nelson to be awarded each year to a worthy student who has chosen to prepare for full-time work in the area of mission. Dr. Nelson was a faculty member and director of mission at the College. The Olga A. Monson Memorial Scholarship has been es ta bl ished by Richard and Carol Halverson in memory of her aunt, Olga A. Monson. The Edith B. Norberg Scholarship has been established in memory of Edith and Edwin Norberg to provide scholarships for students pursuing a career in church music. The Pihl Scholarship has been established by Mr. and Mrs. Charles R. Pihl. Mr. Pihl served as chairman and member of the Board of Regents of the College. The Ponwith Scholarship has been provided by Miss Sadie Ponwith, a former student, teacher, and librarian, and her sister, the late Miss Alice Ponwith, also a former student and staff member. It is awarded to students showing evidence of Christian character, leadership, and scholarship. The Jessie Roseland Memorial Scholarship has been established by Richard and Lois Bellows in memory of his mother, to be used for an appreciative student who shows a sincere interest in Christian service to others. The Golden Valley Rotary Scholarship provided by the Golden Valley Rotary Club awards two scholarships annually to two worthy students. 30 GOLDEN V AllEY LUTHERAN COllEGE The Sampson Memorial Scholarship is given in memory of August and ,"v1abc! Sampson, parents of t'v1is. Russell B. Helgesen, the wife of our Development Director. The Savik Memorial Scholarship has been established by the family of the late Oscar Savik, who was a member of the Board of Regents of the College and advisor to the President. The Tang Scholarship is provided by Dr. Christopher Tang, a former faculty member, and Mrs. Tang in memory of their parents, Mr. and Mrs. Han Ching Tang and Mr. and Mrs. Zi Hui Chang. The Tang Church History Scholarship is given by Dr. and Mrs. Christopher Tang in honor of Anna C. Tang and is intended for a student who has shown excellence in church history courses. The Manda Twete Scholarship has been provided by Miss Manda Twete, a friend of the College. It is awarded to a student on the basis of Christian character and demonstrated need. The Mary D. Wagner Scholarship Fund has been established by Mrs. Wagner for needy and worthy students who are particularly interested in the study of the Bible. ACADEMIC PROGRAM 31 ACADEMIC PROGRAM Golden Valley Lutheran College grants three types of two-year completion awards: the Associate in Arts Degree (Liberal Arts and Transfer Program), the Associate in Arts Degree (Specialized Program), and the Junior College Certificate. Golden Valley Lutheran College is a liberal arts institution which allows a student to concentrate in the areas of general education, Biblical and theological studies, or a specific vocation. Students who plan to earn a four-year degree are encouraged to satisfy general education requirements while attending Golden Valley Lutheran College. When this suggestion is followed, students may concentrate on their major and other requirements during the last two years of college. General education courses invite the student to learn about the world, the scientific method, the society in which he or she lives, the fine arts and humanities, and the eternal values perceived in Biblical and theological studies. General Academic Information Credit load and Student Classification A normal credit load consists of 16 credits per quarter. Exceptions to this credit load will be considered in consultation with a student's academic advisor. Permission to take more than 18 credits must be granted by the Academic Dean. Individuals enrolled for 12 or more credits per quarter are considered full-time students. Individuals with less than 12 credits are considered part-time students. A student who has earned less than 45 cumulative credits is classified as a freshman. A student who has earned 45 or more cumulative credits is classified as a sophomore. The auditing of courses is not encouraged since classroom capacities are needed by students interested in earning college credit. Auditors are required to do all work assigned by the instructor and tuition costs are the same as costs for credit. 32 GOLDEN VALLEY LUTHERAN COLLEGE Grading and Honor Point System A student's grade point average is computed at the end of each quarter. The grade point average is determined by dividing the number of earned honor points by the number of credits attempted. Honor points are computed by the following scale: Honor Points Grade Per Credit A Superior 4 B Above Average 3 Average 2 D Below Average 1 F Failure 0 c I v w WF s u Incomplete* Audit Withdrawn** Withdrawn, failing** Satisfactory*** Unsatisfactory*** 2 for J.C.C. only *A grade of I will be granted to a student for reasons beyond the student's control if the student has done satisfactory work prior to the emergency and after consultation by the student with the course instructor. Incomplete work must be made up satisfactorily by the end of the fourth week of the next term the student attends or within one year if the student does not return to Colden Valley Lutheran College. If a student desires an extension beyond four weeks, he or she must secure approval of the instructor involved and must petition the Scholastic Standing Committee for the extension. If the work is not completed in the allotted time, the grade becomes an F. **Withdrawals after the third week of classes and through mid-term are indicated by W or WF (to be determined by the instructor); and after the mid-term and until the last regularly scheduled class day of each quarter by a W, WF, or Fas determined by the instructor. A student may not withdraw from a course after final examinations begin. ***The grading system of Sand U is used only for those courses which are taken to meet the requirements of the Junior College Certificate. An S counts as two honor points per credit for the Junior College Certificate only and will not be credited toward an Associate in Arts Degree. The U grade yields no honor points or credits. Academic Honors An Honors List composed of those students who have earned a grade point average of 3.00-3.49 is compiled at the end of each term. Those students who achieve a grade point average of 3.50 or better are included on the Dean's List. ACADEMIC PROGRAM 33 Academic Progress In accordance with policies established by the administration and faculty, a student will be r:ounseled in relation to academic progress toward the Associate in Arts degree: (a) when a student's grade point average is less than 2.00; (b) when his or her transcript shows two or more grades of I (Incomplete) in one quarter. If a student's grade point average falls below 1.50 he or she will be placed on academic probation. The College reserves the right to dismiss a student if his or her academic performance is regarded as unsatisfactory. A student who earns a grade point average of less than 1.5 for a quarter may have co-curricular activites curtailed or programs of study reduced at the discretion of the Scholastic Standing Committee. U nsatisfadory Academic Progress For purposes of reporting, a full-time student shall be considered as making unsatisfactory progress if the student fails to earn 31 credits within each academic year. Eligibility for Varsity Sports Eligibility rules for participation in varsity sports at Golden Valley Lutheran College conform to the National Junior College Athletic Association eligibility rules. In general, in order to participate in a varsity sport, a student must be a full-time (12 credits) student during the qualifying and competing quarter. A student's eligibility is reviewed each quarter. (See NJCAA Eligibility Rules.) No student shall be certified on an eligibility list until the College has received the final transcript indicating the high school graduation date and any college transcript(s), if another college has been attended. The responsibility to obtain any such transcripts rests upon the individual student. Credit by Special Examination Under special circumstances, a student may seek to gain credits or exemption by special examination, in accordance with specific departmental policies. Transfer Students The actual number tions are entered on grade points are not average. Transfer credit will C- was received. of credits accepted in transfer from other instituthe student's record, but transferred credits and included in the computation of the grade point not be granted for courses in which a grade below 34 GOLDEN VALLEY LUTHERAN COLLEGE Class Attendance Each student is responsible for regular class attendance and for completing work as required in each class. With respect to absences or makeup work, it is the student's responsibility to learn the policy of each instructor. The instructor's policy is usually stated in the course outline. At the discretion of the instructor, a student may be withdrawn from a course for an excessive number of absences or uncompleted assignments. Independent Study A maximum of six credits in Independent Study may be applied toward the Associate in Arts Degree. The student must meet the criteria established by the department and have the approval of the chairperson of the department in which he or she plans to do the study. Standards require a 3.0 average in the department in which the Independent Study is taken, a limit of four credits per term in Independent Study, and a demonstration of relevance to the student's academic objectives. Independent Study applications are available in the Registrar's Office. Bible and English Requirements All students enrolled for eight credits or more are required to take at least one Bible course each quarter that they attend classes at the College. A student who transfers from another college is not required to complete the full 18 credits in Bible but is required to take one course each quarter while enrolled at the College. All Bible core courses listed in the Department of Biblical Studies will satisfy this requirement. All degree seeking students are required to register for English until the sequence, English 111 and 112-College Composition, and English 113lntroduction to Literature, has been completed. Placement in English as a Second Language and English 100or110, or 111 will be determined by specific English Placement tests administered to all new students during student orientation in the fall, or at the time of their registration for winter or for spring quarters. Co-Curricular Activity Credits A total of nine credits in co-curricular activities may be applied toward an Associate in Arts Degree. Co-curricular activities include all music ensembles, theatre practice, Christian service, additional physical education activity courses after the three required courses are completed, and activity credits that a transfer student might bring to the College. ACADEMIC PROGRAM 35 Orientation and Registration All students must report to the College for Orientation Days as indicated in the calendar in this catalog. The orientation period includes a series of placement and personality tests which are used to provide a more effective placement and counseling service for students. Both new and returning students are required to register on the days indicated in the calendar. Registration is not completed until the student has made settlement for the quarter charges at the Bookkeeping Office. All students have at their disposal the advice and counsel of faculty advisors. Before registering for any term, the student must consult with his or her advisor concerning the schedule of study. The selection of the proper courses is the individual student's responsibility. Changes in Registration Necessary changes to eliminate conflicts and to correct evident mistakes in registration may be permitted during the first ten days of classes with the written approval of the academic advisor. A Change of Course Permit for this purpose may be obtained in the Registrar's Office. After the tenth day, no regularly scheduled classes may be added except by special permission. A student may not withdraw from a course after final examinations begin. Repeating a Course A student may repeat only courses in which a grade of Dor F has been received. The intention to repeat a course must be certified at the time of registration for the course. If a student repeats a course in which a Dor F grade has been received, only the more recent grade and credit earned will be included in the computation of the grade point average. Both grades, however, will remain on the student's permanent record. Withdrawals from the College A student who wishes to withdraw from the College during any term must make application for this action in the Office of the Registrar. When the application has been signed and returned to the Office of the Registrar, grades of W will be recorded for all courses. Partial refunds on fees already paid will be based on the date that the application is returned to the Registrar. Failure to comply with this regulation may deprive a student of refund privileges and result in an F grade in all classes. GRADUATION REQUIREMENTS 37 GRADUATION REQUIREMENTS The responsibility rests with the student for seeing that his or her program includes all requirements for graduation Applicants for admission should study the requirements for graduation outlined in this section of the catalog and plan their college program as a whole as early as possible A student who is in doubt about how certain requirements are interpreted should consult with his or her academic advisor, the Registrar, or the Academic Dean. When circumstances might warrant a justifiable modification in a requirement, a petition (obtained from the Registrar) should be submitted to the Committee on Academic Affairs. 38 GOLDEN VALLEY LUTHERAN COLLEGE Associate in Arts Degree: Liberal Arts and Transfer Program This program is designed for students who intend to gain a general knowledge of the arts and sciences and who intend to transfer to a fouryear college or university for completion of a Bachelor's Degree. A student receiving this degree must be in residence three terms, one of which must be the term in which the student graduates. The requirements for this degree are: 1. Completion of the divisional requirements as outlined below. The further requirements in a selected curriculum are recommended and the student should attempt to fulfill them. 2. Completion of 92 credits with a minimum cumulative grade point average of 2.00 (C average). 3. The approval of the faculty. 4. Fulfillment of all financial obligations to the College. DIVISIONAL REQUIREMENTS Biblical and Theological Studies Communications Social Science Mathematics and Natural Sciences CREDIT HOURS 18 9 12 8-12 Creative Arts 6 Physical Education 3 COURSES Bible Core English 111, 112, 113 Business 200 or 210 or any Social Science courses except History 102, Humanities 200, Personal Orientation and Social Service courses Any Mathematics or Natural Science courses except Biology 130, Mathematics 100, 101 Any Creative Arts courses except Applied Music, Ensembles, Theatre 120 Any three different one credit activity courses GRADUATION REQUIREMENTS 39 Associate in Arts Degree: Specialized Program This program is designed for students who intend to seek employment after two years of college or for those who intend to pursue an education of a specialized nature. A student receiving this degree must be in residence three terms, one of which must be the term in which the student graduates. The requirements for this degree are: 1. Completion of the divisional requirements as outlined below plus the additional requirements of a selected curriculum. 2. Completion of 92 credits with a minimum cumulative grade point average of 2.00 (C average). 3. The approval of the faculty. 4. Fulfillment of all financial obligations to the College. DIVISIONAL REQUIREMENTS Biblical and Theological Studies Communications Social Science CREDIT HOURS 18 9 6 Mathematics and Natural Sciences 4 Creative Arts 3 Physical Education 3 COURSES Bible Core English 111, 112, 113 Any Social Science courses except History 102, Humanities 200, Personal Orientation and Social Service courses Any Mathematics or Natural Science courses except Biology 130, Mathematics 100, 101 Any Creative Arts courses except Applied Music, Ensembles, Theatre 120 Any three different one credit activity courses The Junior College Certificate This certificate will be awarded to those students who complete two years of work on a curriculum but do not satisfy the requirements for an Associate in Arts Degree. A student receiving this certificate must be in residence three terms, one of which must be the term in which the student graduates. The requirements for the Junior College Certificate are: 1. Completion of a minimum of 88 credits including one Bible course per term. 2. A minimum cumulative grade point average of 1.00. 3. The approval of the faculty. 4. Fulfillment of all financial obligations to the College. PROGRAMS OF STUDY 41 PROGRAMS OF STUDY Details of the curricula listed below are outlined on the pages which follow. The student should select a curriculum and be familiar with its requirements before registration. The College reserves the right to change curriculum requirements when the necessity arises. A. Curricula leading to the Associate in Arts Degree: Liberal Arts and Transfer Program 1. Basic Liberal Arts 2. Liberal Arts with concentration in Basic Science 3. Liberal Arts with concentration in courses for Specific Professions a. Agriculture b. Biblical and Theological Studies c. Business Administration d. Classics e. Computer Science f. Corrective Therapy g. Dentistry h. Education-Elementary i. Education-Secondary j. Education-Special k. Engineering I. Forestry m. Law n. Medicine o. Music (Pre-Bachelor of Arts) p. Music (Pre-Bachelor of Music) q. Nursing r. Occupational Therapy s. Pharmacy t. Physical Education u. Physical Therapy v. Recreation Leadership w. Social Work B. Curricula leading to the Associate in Arts Degree: Specialized Program 1. Administrative Assistant 2. Administrative Assistant: Legal Office 3. Church Staff Work 4. Computer Training and Electronics Assistant 5. Law Enforcement 6. World Mission 42 GOLDEN VALLEY LUTHERAN COLLEGE A. Curricula Leading to The Associate in Arts Degree: Liberal Arts and Transfer Program 1. BASIC LIBERAL ARTS Required Courses and Credits Biblical Studies English Social Science Mathematics and Natural SciencesÂ· 18 9 12 8-12 Creative Arts 6 Physical Education 3 Electives-minimum of 36 Bible Core English 111, 112, 113 Business 200 or 210 or any Social Science courses except History 102, Humanities 200, Personal Orientation and Social Service courses Any Mathematics except Mathematics 100, 101 or any Natural Science except Biology 130 Any Creative Art courses except Applied Music, Music Ensembles, Theatre 120 Any three different one credit activity courses Speech 100or120, Computer Science 160, Foreign Language recommended 2. LIBERAL ARTS WITH CONCENTRATION IN BASIC SCIENCE Required Courses and Credits Biblical Studies English Social Science 18 9 12 Mathematics and Natural Sciences 24 Creative Arts 6 Physical Education 3 Electives-minimum of 20 Bible Core English 111, 112, 113 Business 200 or 210 or any Social Science courses except History 102, Humanities 200, Personal Orientation and Social Service courses Courses which will complete sequences in Biology (except Biology 130) and/or Chemistry and/or Physics and/or Mathematics (except Mathematics 100, 101) Any Creative Art courses except Applied Music, Music Ensembles, Theatre 120 Any three different one credit activity courses A complete year of sophomore level courses in Mathematics or Natural Science recommended PROGRAMS OF STUDY 43 3. LIBERAL ARTS CURRICULA FOR STUDENTS INTERESTED IN SPECIFIC PROFESSIONS The College has established specific preliminary training for students desiring entrance into certain professions. Students interested in these professions should consult the appropriate college catalogs, discuss plans with their faculty advisor, and check with the Registrar to insure proper course selection. Completion of one of the following curricula leads to an Associate in Arts Degree and satisfies the basic requirements for the first two years of the particular professional program. a. Agriculture The Basic Science Curriculum and including: b. Biblical and Theological Studies The Basic Liberal Arts Curriculum and including: c. Business Administration The Basic Liberal Arts Curriculum and including: d. Classics The Basic Liberal Arts Curriculum and including: e. Computer Science The Basic Liberal Arts Curriculum and including: f. Corrective Therapy The Basic Science Curriculum and including: Biology 111, 112, 113, 121, 231, 242 Chemistry 101, 102, 103 Recommended courses-selections from: Mathematics 102, 103 Business 200, 210 21-30 credits of Bible Core Courses Theology 121, 122, 123 Recommended courses-selections from: New Testament courses Greek 101, 102, 103 Speech 100 Computer Science 160 Business 101, 102, 103, 120, 150, 200, 210 Business 100 if needed Recommended courses-selections from: Sociology 100 Psychology 202, 203 Business courses Computer Science courses English 221 History 111, 112 Anthropology 100 Greek 101, 102, 103, 300 Recommended courses- selections from: German 101, 102, 103 Mathematics 102 Computer Science 160, 170, 210, 220 Recommended courses- selections from: Business 200, 210 Mathematics 103, 110, 120 German 101, 102, 103 Speech 100 or 120 Psychology 202, 203 Biology 111, 112, 232, 233 Physical Education 120, 130, 200, 210 44 GOLDEN VALLEY LUTHERAN COLLEGE g. Dentistry The Basic Science Curriculum and including: Biology 111, 112, 113, 231, 232, 233 Chemistry 101, 102, 103, 200 Recommended courses-selections from: Mathematics 102 and 103 or 200 Psychology 202, 203, 210 Education Students planning to teach on the elementary or secondary level will need a four-year program in the Liberal Arts or Sciences and the teacher education courses required for a certificate. The curricula outlined below fulfill requirements for a Minnesota certificate for the first two years Completion of any one of these curricula leads to the Associate in Arts Degree h. Education- Elementary The Basic Liberal Arts Curriculum and including: i. Education- Secondary The Basic Liberal Arts Curriculum and including: j. Education- Special The Basic Liberal Arts Curriculum and including: k. Engineering The Basic Science Curriculum and including: I. Forestry The Basic Science Curriculum and including: m. Law The Basic Liberal Arts Curriculum and including: Geography 100 History 201, 202, 203 Psychology 202, 203, 210 Biology 113 Physical Education 120, 130 Recommended courses-selections from: Private lessons in piano and voice Psychology 202, 203, 210 Sociology 110, 210, 212 Physical Education 120, 130 Recommended courses-selections from: Special fields of interest Psychology 202, 203, 210 Sociology 110, 210, 212 Physical Education 120, 130 Physics 102, 103 Mathematics 102, 103, and 200 or 201 Business 200, 210 Recommended courses-selections from: Mathematics 202, 203 Chemistry 101, 102, 103 Biology 111, 112, 113, 121, 231, 242 Chemistry 101, 102, 103 Recommended courses-selections from: Mathematics 102, 103 Business 200, 210 Speech 100or120 History 201, 202, 203 Political Science 100, 200 Psychology 202, 203 Sociology 110, 210, 212 Business 200, 210 PROGRAMS OF STUDY n. Medicine The Basic Science Curriculum and including: o. Music (Pre-Bachelor of Arts) The Basic Liberal Arts Curriculum and including: p. Music (Pre-Bachelor of Music) The Basic Liberal Arts Curriculum and including: 45 Biology 111, 112, 231, 232, 233 Chemistry 101, 102, 103, 200 Recommended courses-selections from: Psychology 202, 203, 210 Mathematics 102 and 103 or 200 Biology 243 Physics 102, 103 Music 111, 112, 113, 211, 212, 213 6 credits Applied Music 6 credits Music Ensembles Recommended courses-selections from: History 121, 122, 123 6-9 credits Social Science Courses 4 credits Mathematics or Natural Science courses Music 111, 112, 113, 121, 122, 123, i31, 132, 133, 211, 212, 213 6 credits Applied Music 6 credits Music Ensembles Recommended courses-selections from: History 121, 122, 123 Biology 113 q. Nursing The Basic Science Curriculum and including: r. Occupational Therapy The Basic Science Curriculum and including: Psychology 202, 203, 210 Biology 111, 112, 231, 232, 233 Chemistry 101, 102, 103, 200 Recommended courses-selections from: Sociology 100, 110, 120 Biology 243 Physics 102 Physical Education 120, 130 Psychology 202, 203, 210 Biology 111, 112, 231, 232, 233 Chemistry 101, 102, 103 Physical Education 120, 130 Recommended courses- selections from: Sociology 100, 110, 120 Biology 243 s. Pharmacy The Basic Science Curriculum and including: Biology 111, 112, 231, 232, 233 Chemistry 101, 102, 103, 200 Recommended courses-selections from: Psychology 202, 203, 210 Biology 243 Mathematics 102 and 103 or 200 46 GOLDEN VALLEY LUTHERAN COLLEGE t. Physical Education The curriculum outlined below will promote the necessary prerequisites leading to the Minnesota teaching certificate. The Basic Liberal Arts Curriculum and including: u. Physical Therapy The Basic Science Curriculum and including: v. Recreation Leadership The Basic Liberal Arts Curriculum and including: w. Social Work The Basic Liberal Arts Curriculum and including: Biology 111, 112, 232, 233 Physical Education 110, 120, 130, 200, 210 Recommended courses-selections from: History 121, 122, 123, 201, 202, 203 Sociology 100, 110, 210 Psychology 202-203 Psychology 202, 203, 210 Biology 111, 112, 231, 232, 233 Chemistry 101, 102, 103 Physical Education 120, 130 Recommended courses-selections from: Sociology 100, 110, 120 Biology 243 Physics 102, 103 Speech 100 or 130 Physical Education 110, 120, 200, 210 Recreation Leadership 110, 120, 210, 220, 230 Recommended courses-selections from: Sociology 100, 110, 212 Psychology 202, 203 Sociology 100 Psychology 202, 203 Biology 111, 112 Recommended courses-selections from: Anthropology 100 Political Science 100 Sociology 100, 210, 212 Social Service Internship Biology 232, 233 Mathematics 110 Business 200 Secretarial Science 220 PROGRAMS OF STUDY 47 B. Curricula Leading to The Associate in Arts Degree: Specialized Program 1. ADMINISTRATIVE ASSISTANT Occupational objectives of the curriculum are in the fields of executive secretary, word processing supervisor, administrative assistant, office manager, private secretary, technical secretary. The Specialized Program Curriculum and including: Office Information Systems 102, 103, 130, 140, 150, 200, 210, 230, 240, 250 Office Information Systems 101 if needed Business 100, 140, 150 2. ADMINISTRATIVE ASSISTANT: LEGAL OFFICE The Specialized Program Curriculum and including: Office Information Systems 103, 130, 140 150, 200, 210, 221, 222, 230, 240, 250 Business 100, 150 3. CHURCH STAFF WORK The responsibilities that may be assigned to a church staff worker often fall into the following general categories: parish education, youth work, visitation, and parish secretary. The Specialized Program Curriculum and including: Theology 121, 122, 123 Church History 200 Speech 150 Psychology 120, Sociology 120 Office Information Systems 102 Applied Christianity 122, 123, 130, 201, 202, 203, 211, 221, 223, 230 Biology 113 Sociology and Psychology courses recommended 4. COMPUTER TRAINING OR ELECTRONIC TECHNICIAN Cooperative educational programs are available between Golden Valley Lutheran College and Control Data Institute for training as computer technicians and programmers, and between GVLC and Northwestern Electronics Institute for training in the field of electronics technician. Students spend at least one academic year at the College and complete a specified course with Control Data or Northwestern Electronics: A maximum of 45 credits from these institutions will be accepted toward the Associate in Arts Degree. The Specialized Program Curriculum and including: 10-15 credits Mathematics and Natural Science (selections from Mathematics 102, 103, Physics 102, 103) Recommended courses-selections from: History 123 Sociology 100, 110, 120 5. LAW ENFORCEMENT The Specialized Program Curriculum and including: Speech 100 or 120 12 credits Social Science courses Physical Education 150 Law Enforcement 100, 110, 120, 130, 150, 160, 170, 180 Recommended courses-selections from: Political Science 100 Psychology 120 Sociology 100, 110, 120, 210, 212 Biology 113 48 GOLDEN VALLEY LUTHERAN COLLEGE 6. WORLD MISSION The Specialized Program Curriculum and including: Theology 121, 122, 123 Speech 100 or 120 12 credits Social Science courses 8 credits Mathematics or Natural Science courses Christian Service 110 9 credits Applied Christianity courses Mission 100, 110, 120 Biology 113 recommended COURSE DESCRIPTIONS 49 COURSE DESCRIPTIONS The descriptions of courses are arranged according to divisions. The course numbering system is as follows: The first digit of the course number indicates (1) freshman course, (2) sophomore course, or (3) special course for advanced students. The second digit indicates the standing of the course within the Department. The third digit indicates the term in which the course is offered - (1) fall quarter, (2) winter quarter, (3) spring quarter, and (O) flexible scheduling. The College reserves the right to cancel classes with inadequate enrollment or to change course offerings when the necessity arises. I. DIVISION OF BIBLICAL AND THEOLOGICAL STUDIES A sequence of Biblical courses has been established to provide maximum coverage of Biblical concepts by students taking the minimum Bible requirement. The Bible Core courses are: N.T. 101, 103, 110, 120, 13~ 140, 202, 203 O.T. 102, 201 Greek 101, 102, 103 History 102 English 230 A student may substitute Greek 101, 102, 103 for 9 credits of required Bible Core courses. DEPARTMENT OF BIBLICAL STUDIES 0.T. 102 Covenant History of the Old Testament 3 credits The covenant purposes and acts of God as they appear in the historical record of God's people in the Old Testament, with some reference to the continuation and fulfillment of the covenant promise in the New Testament, especially the Gospel of John. Student may not receive credit for both O.T. 102 and History 102. O.T. 201 Isaiah-Jeremiah 3 credits An historical survey of the last two centuries of the Kingdom of Judah and a study of the prophecies of Isaiah and Jeremiah. Special attention is given to the new covenant and the suffering servant passages. N.T. 101 Historical Foundations of the Christian Faith 3 credits A study of the origins of Christianity with particular reference to the primary sources, The Gospel of Luke and The Book of Acts. Particular reference is made to the life and teachings of Christ. N.T. 103 Historical Development of First Century Christianity 3 credits A study of the structure and historical setting of the early Christian Church with particular reference to Paul's Epistles to the Galatians, Corinthians and the Prison Epistles. 50 GOLDEN VALLEY LUTHERAN COLLEGE N.T. 110 The Gospel According to Matthew 3 credits A brief survey of the Jewish, Greek and Roman backgrounds, a short introduction to the Gospels, and an intensive study of the life and work of Christ in the light of Old Testament prophecy. Offered alternate years. N.T.120 Epistle to the Hebrews 3 credits A study of the fulfillment of Old Testament prophecy in Jesus Christ and His supremacy and finality. The student is involved with the inductive method of studying the Bible. Offered alternate years. N.T. 130 General Epistles 3 credits An inductive study of the Epistles of James, Peter, John and Jude with special attention paid to their unique features as compared to other New Testament epistles. Offered alternate years. 3 credits N.T. 140 The Gospel of John An inductive study concentrating upon the Person and work of Jesus Christ as seen uniquely in the theology of John. N.T. 202 Romans 3 credits An intensive study of the Epistle to the Romans, considering its background, doctrinal content and inspirational message, and emphasizing the doctrine of justification by faith with its implications for the Christian life. N.T. 203 Apocalyptic Literature 3 credits A survey of the struggle of the Church against Rome, 70-100 A.D. and the central Christology of the Book of Revelation with student interpretation and evaluation of study results. Bible 300 Independent Study 1 to 3 elective credits per term Study of special Biblical problems or areas suited to students' needs and interests. DEPARTMENT OF THEOLOGY AND CHURCH HISTORY Courses in this department cannot be substituted for the Bible core courses. Theology 121 God's Way of Salvation 2 credits A study of justification, sanctification and the Christian hope of eternal I ife as set forth by the Scriptures. The course utilizes the inductive method. Theology 122 The God of Redemption 2 credits A study of the Scriptures and other sources utilizing the inductive technique and with concentration on the attributes of God, the incarnation, the Person and redemptive work of Christ, the sanctifying work of the Holy Spirit, and the relevance of faith in the Triune God in relation to the great fact of redemption. Theology 123 The Church and the Means of Grace 2 credits A study of Scripture and collateral readings using the inductive technique with respect to the means of grace and the role of the Church as custodian thereof. Theology 300 Independent Study 1 to 2 elective credits per term Study of special theological problems or areas suited to students' needs and interests. Department approval necessary. Church History 200 Religion in Modern America 3 credits Survey of the role and importance of religion in the United States with emphasis upon changing conditions and practices among the various religious groups and upon the Lutheran heritage. Especially for the Church Staff Work Curriculum. Church History 300 Independent Study 1 to 3 elective credits per term Special problems and areas of study in Church History. Department approval necessary. COURSE DESCRIPTIONS 51 II. DIVISION OF COMMUNICATIONS DEPARTMENT OF ENGLISH Placement in ESL, English 100 or 110, or 111 is determined by specific English Placement tests administered to all new students during student orientation in the fall, or at the time of their registration for winter or for spring quarters. English ESL English as a Second Language 2 elective credits per term ESL is a course in English for international students. Emphasis is placed on the spoken English and on students' development of their communication skills. By repeating pronunciation drills, memorizing dialogues, reviewing basic grammar and practicing American idioms and sentence patterns, students increase their fluency in English. Students in ESL must be enrolled concurrently in an English composition course. ESL requires three scheduled hours per week and normally is required of all international students each quarter they are in attendance. English 100 Basic Composition I 1 credit for Junior College Certificate only Designed for the student needing individualized instruction in basic sentence and paragraph construction. Successful completion of the course (passing grade) is necessary before the student can enter English 110 and then the required English sequence (English 111, 112, 113). This course meets three hours each week. English 110 Basic Composition II 3 elective credits For students entering college who need intensive work in mastering basic academic skills in English Composition. Successful completion of this course (passing grade) is necessary before these students can enter the required sequence of English courses (English 111, 112, 113). Students are granted elective credit toward the AA Degree, but since this course may not transfer to four-year colleges, students are advised to take more than the normal 92 credits. Students in this course are required to attend four hours of class and/or additional sessions each week. English 111, 112, 113 (A, B, C, D, E or F) College Composition and Introduction to Literature 3 credits per course The regular series of courses in freshman College Composition English 111 and 112 place emphasis on the students' development and competence in English writing skills and their ability to understand and respond to selected readings. English 113 offers study of specific genre, themes and/or topics in literature. Course titles may vary and may include studies in the Immigrant Experiences, Satire, Social Concerns in Literature, Poetry, the Contemporary Short Novel and the Experience of Fiction. Nine credits of College English are required of all students. Normally, College English courses must be taken in sequence. 1 elective credit per term (maximum of 3 credits) Students are involved in the production of a major publication, including exercise in layout and design, copywriting, photography, and editing. English 120 Directed Study in Journalism English 130 Creative Writing 3 credits Students are given the opportunity to write poetry, short stories, essays and other literary forms. Topics such as literary criticism and marketing are discussed. Students read and evaluate each other's work. English 210 Topics in Literature 3 credits Study of specific genre, themes and/or topics in literature. Course titles may vary and may include studies in the Immigrant Experiences, Satire, Social Concerns in Literature, Poetry, the Contemporary Short Novel and the Experience of Fiction. 52 GOLDEN VALLEY LUTHERAN COLLEGE English 211, 212, 213 American Literature 3 credits per course 211: The f'Jevv Garden of Eden: The 17th & 18th Centuries 212: The Snake in the Garden: The 19th Century 213: The Garden Becomes a Wasteland: The 20th Century English 221, 222, 223 World Literature 3 credits per course Chronological survey of major writers, works, genres, themes and movements in world thought and literature from ancient to modern times. Fall Term: Ancient East, Greece, Rome and the Middle Ages. Winter Term: Renaissance, NeoClassical and Romantic Literature. Spring Term: The Modern Age (1850 to the present). English 230 Literature of the Bible 3 credits Students do extensive reading of the narratives, poems, and apocalyptic writings primarily from the Old Testament. Emphasis is placed on reading the selections as pieces of literature. English 300 Independent Study 1 to 3 elective credits per term Special study programs to fit student needs and interest. May be taken any term. Department approval necessary. DEPARTMENT OF SPEECH Speech 100 Fundamentals of Public Speaking 3 credits A study of the basic concepts used in organizing and delivering speeches. Emphasis on preparing and giving informative speeches. Speech 120 Interpersonal Communication 3 credits Study of the concepts of interpersonal communication patterns and the characteristics of ineffective and effective communication behavior. Speech 130 Oral Interpretation 3 credits Theory and practice of the techniques of selecting and performing literature orally. Students will study methods of analyzing literature, and will develop techniques for reading prose, poetry and other literary selections. Offered alternate years. Speech 150 Small Group Communications 3 credits Participation in and analysis of behavioral and work norms in small groups. Includes a study of leadership. roles, conflict resolution patterns, informal counseling, and the decision-making process. Speech 210 Public Speaking 3 credits A study of theories and ethics of persuasion. Practice in the art of speaking to persuade or actuate. Prerequisite: Speech 100 or instructor's approval. Speech 300 Independent Study 1 to 3 elective credits per term Research or other creative projects within a speech communication discipline. Department approval necessary. COURSE DESCRIPTIONS 53 DEPARTMENT OF FOREIGN LANGUAGES German 101, 102, 103 Elementary German 4 credits per course Fundamentals of grammar, vocabulary, pronounciation, writing, reading and speaking; reading of some simple German prose and poetry. Prerequisite: completion of or concurrent registration in English 111. 3 credits per course German 201, 202, 203 Intermediate German Review of Elementary German and further study of literary selections; emphasis is on speaking, reading and writing German during the winter and spring terms. Prerequisite: German 101, 102, 103 or two years of high school German or instructor's approval. 2 credits per term (maximum 6 credits) Students become familiar with selected works of German literature, and increase their reading speed and comprehension of German. Department approval necessary. German 210 Directed Readings in German 1 to 3 elective credits per term German 300 Independent Study Special study programs to fit students' needs and interests. May be taken any term. Department approval necessary. 5 credits per course Greek 101, 102, 103 Elementary Greek Theoretical and practical study of elementary Greek grammar; readings and parsing of selections from the Book of Acts and other selections. Instructor's approval necessary for first year students. Greek 300 Independent Study 1 to 3 elective credits per term Special study programs to fit students' needs and interests. Department approval necessary. Additional Languages-Arrangements can be made for the study of other languages, such as Spanish, French, and Russian if students can provide their own transportation. Interested students should contact the Academic Dean. 54 GOLDEN VALLEY LUTHERAN COLLEGE Ill. DIVISION OF SOCIAL SCIENCE DEPARTMENT OF HISTORY, POLITICAL SCIENCE AND GEOGRAPHY History 102 History of Ancient Israel 3 credits Survey of the history of Ancient Israel and the development of the religious insight of the Hebrew people. Attention also is given to the importance of Mesopotamia and Egyptian contributions to the literature of the Bible. Student may not receive credit for both O.T. 102 and History 102. 3 credits History 111 History of Ancient Greece Survey of Greek history and culture from the Minoan period through Hellenistic times. 3 credits History 112 History of Ancient Rome Survey of Roman history and culture from prehistoric times through the late Roman Empire. 3 credits History 113 History of Medieval Europe Survey of European civilization from the transformation of the Roman Empire through the fifteenth century. History 121, 122, 123 History of Western Civilization 3 credits per course Survey of the development and accomplishments of Western Civilization with emphasis on institutional, intellectual and spiritual aspects. Fall term: Late Medieval, Renaissance and Reformation. Winter term: Early Modern Europe. Spring term: Modern Europe in a World Setting. 3 credits per course History 201, 202, 203 History of the United States Survey of the history of the American people with primary emphasis on their social, intellectual, political, and economic growth. Fall: Pre-Colonial through Early National Period; Winter: War of 1812 through Reconstruction; Spring: 1877 to the present. 3 credits History 230 Topics in History Topics in history of special interest to students and instructors, such as the history of women, ethnic histories, period histories, movement studies or institutional histories. Prerequisite: Relevant survey course or consent of instructor. History 300 Independent Study 1 to 3 elective credits per term Special historical periods and problems; research into particular areas of student interest. May be taken any term. Department approval necessary. Political Science 100 American Government and Politics 3 credits Study of the principles and structure of Federal Government in the United States and of political issues of the current scene. Political Science 200 Modern Political Thought 3 credits Comparative study of Communism, Fascism and Modern Capitalism in the light of the contemporary Christian thought. Political Science 210 Topics in Political Science 3 credits Topics in political science of special interest to students and instructors, such as comparative political thought, practical politics, foundations of democratic thought or study of political institutions. Prerequisite: Relevant survey course or instructor's approval. Political Science 300 Independent Study 1 to 3 elective credits per term Research into special areas of student interest. May be taken any term. Department approval necessary. COURSE DESCRIPTIONS 55 Geography 100 Human Geography 3 credits Survey of the basic tools and concepts of geography and the distribution patterns of physical and human environment, plus emphasis on selected areas. Geography 300 Independent Study 1 to 3 elective credits per term Special interests and area studies. May be taken any term. Department approval necessary. DEPARTMENT OF PHILOSOPHY AND HUMANITIES Philosophy 101 Introduction to Philosophy 3 credits Introduction to the functions and problems of philosophy with more detailed consideration of the problems of knowledge, existence, freedom, good and evil. Philosophy 103 logic 3 credits A study of the principles of correct reasoning with emphasis on the recognition and assessment of arguments. Equal consideration is given to informal and formal logic. Philosophy 130 Biological Ethics 3 credits Theological and philosophical approach to the ethical concerns arising in biology and technology of the late 20th century. Same as Biology 130. Philosophy 200 Topics in Philosophy 3 credits Philosophical problems and topics of special interest to particular students. Philosophy 201, 202, 203 History of Western Philosophy 3 credits per course Survey of the important men and movements in the development of philosophical thought from the Creeks to the present. Fall term: Ancient philosophy. Winter term: Medieval philosophy. Spring term: Modern philosophy. Offered alternate years. Philosophy 211 Philosophy of Basic Religions and Islam 3 credits A study of the philosophical systems, theology and practice of African and other traditional religions, and the philosophy, culture and history of Islam. Course includes guest speakers and field trips. Philosophy 212 Philosophy of Judaism 3 credits A study of the philosophical system, theology, culture, practice and history of Judaism. Course includes guest speakers and field trips to synagogues. Philosophy 213 Philosophy of Eastern Religions 3 credits A study of the philosophical systems, theology, practice and culture of Eastern religions (Hinduism, Taoism, Confucianism, Shinto) with special emphasis on Buddhism. Course includes guest speakers and field trips. Philosophy 300 Independent Study 1 to 3 elective credits per term Study of special philosophical problems or areas appropriate to the students' needs and interests. Department approval necessary. Humanities 200 Travel and Study 1 to 3 elective credits Cultural enrichment through travel. Tours guided or arranged by faculty members. Substantial papers and reports required. Normally this course counts as elective credit. Credits may be used to fulfill divisional requirements upon divisonal approval. 56 GOLDEN VALLEY LUTHERAN COLLEGE DEPARTMENT OF PSYCHOLOGY AND PERSONAL ORIENTATION Psychology 120 Psychoiogy of Adjustment 3 credits Development of a knowledge of psychology that will be useful in attaining more effective personal living and relationships with other people. Psychology 202, 203 General Psychology 3 credits per course Study of the more significant facts and principles in the field of human behavior; provides a basic introduction to several areas of specialization in psychology. Prerequisite for Psychology 203: Psychology 202. Psychology 210 Child Development 3 credits Study of human growth and development from conception through preadolescence. Review of research and theories. Prerequisite: Two or more terms of college work completed or instructor's approval. Psychology 300 Independent Study 1 to 3 elective credits per term Designed for students who wish to investigate special interests. May be taken any term. Department approval necessary. Personal Orientation 100 Individual Work in College Study Skills one credit per term for Junior College Certificate only. Arranged on an individual basis for students desiring to work on a single aspect of study skills, mathematics, reading, spelling or vocabulary development. Laboratory sessions in the skills center. Personal Orientation 110 Efficient Reading 1 elective credit Arranged on an individual basis to enable students to develop ski I Is in vocabulary, reading comprehension, and reading rate for success in college and later life. Laboratory sessions in the skills center. Personal Orientation 120 College Vocabulary Development 2 elective credits Designed to introduce students to basic principles of vocabulary development. Aimed at general vocabulary as well as the specific vocabularies of various academic disciplines. Personal Orientation 130 How to Study in College 1 elective credit Practice of methods of study developed from information based on research and student experience. Concerned with efficient and effective methods of concentration, use of time, taking lecture notes, textbook reading, organizing material, preparing for and taking examinations. Personal Orientation 160 Fundamentals of Spelling 1 elective credit Designed to provide the student with a systematic approach to spelling; the course will utilize a self-paced, audio-tutorial format. Personal Orientation 170 The Research Paper 1 or 2 elective credits Designed to provide the student with the skills necessary to create a research paper; the course will utilize the self-paced, audio-tutorial format. The end result of the course will be the production of a research paper for another class. Prerequisite: English 111 or instructor's permission. Laboratory sessions in the skills center. Personal Orientation 200 Career and Life Planning 2 elective credits Designed to teach skills for making career decisions appropriate to the student's values, needs, aptitudes, skills or talents, interests and goals. Laboratory sessions in the I ibrary. COURSE DESCRIPTIONS 57 DEPARTMENT OF SOCIOLOGY, SOCIAL SERVICE AND ANTHROPOLOGY Sociology 100 Introduction to Sociology 3 credits Study of the structures and functions of society and culture as seen through sociological perspectives; focus is on selected problems, social organizations and socialization in the context of change. 3 credits Sociology 110 Social Problems Survey of contemporary social problems with development of the students' understanding of the processes involved in historical, social and cultural change. 3 credits Sociology 120 Marriage and Family Study of the life cycle, mate selection, marital adjustment and parent-child relationships; to provide practical help for those interested in preparing for marriage from a Christian point of view. Sociology 130 Urban Field Experience 1 elective credit per course (maximum 3 credits) Combines theoretical and practical knowledge and experience designed to orient students to the urban setting. Different offerings of the course will focus on different topics. Hours arranged for lectures and laboratory periods. Sociology 210 The Urban Center 3 credits Introduction to the problems of modern cities, urban ecology, urban institutions and the urban way of life. Prerequisite: Sociology 100 or instructor's approval. Offered alternate years. Sociology 212 Minority Group Relations 3 credits Study of minority groups, especially Native and Black Americans, and the problems of the contemporary scene. Prerequisite: Sociology 100 or instructor's approval. Offered alternate years. Sociology 300 Independent Study 1 to 3 elective credits per term Special sociological problems and areas of study to fit the students' interests. May be taken any term. Department approval necessary. Social Service 101, 102, 103, 104, 201, 202, 203, 204 Internship 1-3 credits per term Practical experience and observation in working with social service agencies; orientation and help in choosing vocational goals in different areas of social service. For students entering Social Work. Anthropology 100 Introduction to Physical Anthropology 3 credits and Archaeology Survey of the field of physical anthropology and the archaeological methods used in the study of prehistory. Offered alternate years. Anthropology 110 Introduction to Cultural Anthropology 3 credits Survey of the field of cultural anthropology with the study of the varieties of the human race, their origins, cultural characteristics, and spiritual orientation. Offered alternate years. Anthropology 300 Independent Study 1 to 3 elective credits per term Special anthropological problems and areas of study to fit the students' interests. Department approval necessary. 58 GOLDEN VALLEY LUTHERAN COLLEGE IV. DIVISION OF MATHEMATICS, NATURAL SCIENCES, AND COMPUTER SCiENCE DEPARTMENT OF MATHEMATICS Mathematics 100 Basic Algebra 1 credit for Junior College Certificate only Review of arithmetic of whole numbers, fractions and signed numbers, fundamental operations of algebra, factoring, linear equations and rational expressions. Three class periods per week. Mathematics 101 Intermediate Algebra 3 elective credits Introduction to basic mathematical concepts, sets, the number system, factoring, fractions, inequalities, linear, and quadratic equations. Students are required to attend three hours of class and an additional fourth hour each week in the skills center. Prerequisite: one year of high school algebra. Mathematics 102 College Algebra 5 credits Algebraic operations with real numbers, linear and quadratic functions, polynomials, combinations, binomial theorem, probability, mathematical induction, analytic geometry, matrices and determinants. Prerequisite: Mathematics 101 or instructor's approval. Mathematics 103 Pre-Calculus 4 credits Functions and inverse functions, exponential and logarithmic functions, trigonometric functions and trigonometric identities, solution of triangles, complex numbers, polar coordinates and analytic geometry. Prerequisite: Mathematics 102 or instructor's approval. Mathematics 110 Introductory Statistics 4 credits Study of basic statistical concepts: probability, sampling, normal distribution, statistical estimation, and hypothesis testing. Problems are applied in the fields of business, social and physical sciences. Prerequisite: Mathematics 101 or instructor's approval. Mathematics 120 Finite Mathematics 5 credits Computing with BASIC computer language. Principles of counting and probability, business mathematics, matrices and inverse matrices, Markov chains, linear programming including simplex method. Prerequisite: Mathematics 101 or instructor's approval. Mathematics 200 Elements of Calculus 5 credits A short course with applications in biology, business and social sciences. Short review of algebra. Continuity and the limit of a function. Derivative and its interpretation, maximum and minimum problems, antiderivative, the definite integral, exponential and logarithmic functions, functions of several variables. Prerequisite: Mathematics 102 or instructor's approval. Mathematics 201 Calculus I 5 credits Short review of algebra, introduction to plane analytic geometry. The derivatives of functions and their applications. The integration of simpler functions and the applications. Prerequisite: Mathematics 103 or instructor's approval. Mathematics 202 Calculus II 5 credits Differentiation and integration of trigonometric and logarithmic functions. Techniques of integration: by parts, by change, of variable, by approximation methods, etc. Parametric equations and polar coordinates. Applications to geometrical and physical problems. Prerequisite: Mathematics 201 or instructor's approval. COURSE DESCRIPTIONS 59 Mathematics 203 Calculus Ill 5 credits Vector treatment of three-dimensional analytic geometry, functions of two or more variables, multiple integrals, indeterminate forms, infinite series, and differential equations. Applications. Prerequisite: Mathematics 202 or instructor's approval. Mathematics 300 Independent Study 1 to 3 elective credits per term Special projects and problems for advanced students. Department approval necessary. DEPARTMENT OF PHYSICS Physics 100 Environmental Physics 4 credits Survey of physics as related to the environment and everyday experiences of the physical world. The concepts in mechanics, heat, sound, light and atomic physics are developed non-mathematically. One double laboratory per week is devoted to student projects or to experiments in the laboratory. Primarily for non-science majors. No prerequisite. Physics 102 General Physics I 5 credits Study of physical principles in mechanics, fluids, wave motion, and heat, with applications to practical situations. Demonstration lectures and problem sessions. One double laboratory period per week. Primarily for students in science or in various technical areas. Prerequisite: Mathematics 101 or instructor's approval. Physics 103 General Physics II 5 credits The fundamental physical concepts in electricity, magnetism, optics, and nuclear physics will be studied using practical applications. Demonstration lectures and problem sessions. One double laboratory period per week. Primarily for students in science or in technical areas. Prerequisite: Physics 102 or instructor's approval. Physics 120 Field Experience in Physics 1 credit per course (maximum 4 credits) Hours arranged for lecture and laboratory periods. Physics 300 Independent Study 1 to 3 elective credits per term Special projects and problems for advanced students. Department approval necessary. DEPARTMENT OF BIOLOGY Biology 111 Life Studies 1 4 credits Introduction to biology- I ife versus non-life, cellular design and process, organism types (unity amidst complexity), energy sources, yields, and efficiencies in life systems. One lecture period, two discussions and one two-hour research laboratory weekly. Biology 112 Life Studies II 4 credits The individual life pattern: cell regulation and division, sex cell formation and fertilization, genetics and embryology. Survey of the plant and animal kingdoms. One lecture period, two discussions and one two-hour research laboratory weekly. Prerequisite: Biology 111 or instructor's approval. Biology 113 Environmental Biology 4 credits Traces exploration - conservation -ecology-consciousness through perspectives of behavior, populations, ecosystems and biosphere understanding and application. One lecture period, two discussions and one two-hour research laboratory weekly. 60 GOLDEN VALLEY LUTHERAN COLLEGE Biology 114 Field Ecology 4 credits An ecosystem approach to the local flora and fauna of selected geographic areas. Hours arranged for lecture and laboratory periods. Biology 120 Field Experience in Biology 1 credit per course (maximum 4 credits) Combines theoretical and practical knowledge and experience designed to provide career guidance and development to better direct educational and occupational planning. Hours arranged for lecture and laboratory periods. Biology 121 Plant Studies 4 credits The study of plant cells and tissues with a survey of the major phyla of the nonvascular plants and their adaptations to the environment. Some field studies and taxonomy of the local trees and fall flowers. Two lectures and two double laboratory periods per week. Biology 130 Biological Ethics 3 elective credits Theological and philosophical approach to the ethical concerns arising in biology and technology of the late 20th century. No laboratory hours. Same as Philosophy 130. Biology 213 Introduction to Botany 4 credits The study of major phyla to vascular plants and plant growth, regulations, reproduction and photosynthesis. This course will give experience in the greenhouse environment. Two lectures and two double laboratory periods per week. Prerequisite: Biology 111 and 112 or instructor's approval. Biology 223 Introduction to Ecology 4 credits The study of the structure and function of an ecosystem with field studies of at least two major ecosystems. Two lectures and two double laboratory periods per week. Prerequisite: Biology 111 and 112 or instructor's approval. Biology 231 Microbiology 4 credits Fundamentals of microbial life. Laboratory techniques include the preparation of media, culturing of microorganisms and analysis of results. Two lectures and two double laboratory periods per week. Prerequisite: Biology 111 and 112 or instructor's approval. Biology 232 Anatomy 4 credits Gross and microscopic structure of the human body from a functional standpoint utilizing charts, models, skeletons and manikins. Cat dissection to demonstrate mammalian anatomy. Two lectures and two double laboratory periods per week. Prerequisite: Biology 111 and 112 or instructor's approval. Biology 233 Physiology 4 credits Organ systems of the human body. Laboratory exercises include blood typing, recording of the heartbeat, respiration, muscle contraction, experiments on digestion, urinalysis, coordinated with a brief study of the anatomy of each system. Two lectures and two double laboratory periods per week. Prerequisite: Biology 232 or instructor's approval. Biology 242 Animal Studies 4 credits A study of the diversity and hetertrophic way of life of animals common to this area. Two lectures and two double laboratory periods per week. Prerequisite: Biology 111 and 112 or instructor's approval. Biology 243 Genetics 4 credits An introductory course in the principles of heredity will begin with Mendelian genetics, and then progress to cell division and reproduction, molecular structure, DNA, protein synthesis, gene expression, mutagenesis, and conclude with popula- COURSE DESCRIPTIONS 61 tion genetics, genetic engineering, and variabilities. Emphasis will be on human inheritance. Three lectures and one double laboratory period per week. Prerequisite: Biology 111 and 112 or instructor's approval. Biology 300 Independent Study 1 to 3 elective credits per term Special projects for advanced students. Department approval necessary. DEPARTMENT OF CHEMISTRY Chemistry 100 Environmental Chemistry 4 credits Study of the environment and the role chemistry plays in life. Topics of current interest such as storage of atomic wastes, food additives, air pollution, solid wastes and the development of the environment are discussed, along with the chemical principles required for a more thorough understanding of them. Three lectures and one double laboratory period per week. Primarily for non-science majors. No prerequisite. Chemistry 101, 102, 103 General Chemistry 4 credits per course Chemistry 101 is introductory, including measurement, metric system, names and symbols of the elements, naming chemical compounds, reactions, stio-chiometry, the Periodic Table, and properties of the elements. Chemistry 102 topics include atomic structure, electron configurations, molecular and ionic bonding, states of matter, gas laws, properties of solutions, acids and bases. Topics in Chemistry 103 include redox-reactions, themochemistry, thermodynamics, equilibria and electrochemistry. Chemistry 101, 102, 103 must be taken in sequence. Three lectures and one double laboratory period per week. One year of high school algebra or chemistry is recommended for Chemistry 101. Chemistry 200 Introduction to Organic Chemistry 4 credits This course is for students interested in health-science fields, biology, or medicine. Course content will include the structure, nomenclature, and reactivity patterns of organic molecules with special emphasis on compounds of biological importance. Three lectures and one double laboratory per week. Prerequisite: Chemistry 103 or concurrent registration in Chemistry 103 or instructor's approval. Chemistry 300 Independent Study 1 to 3 elective credits per term Special projects for advanced students. Department approval necessary. DEPARTMENT OF COMPUTER SCIENCE Computer Science 160 Introduction to Computer Science 3 credits An introduction to computers, the role of computers, current uses in business and education, and functions in terms of hardware and software. Computer Science 170 Introduction to Programming-Basic 3 credits Fundamentals of programming with emphasis on the logical processes necessary for the use of computers. Students work with computers, programs and the construction of algorithms. Basic language. Laboratory sessions. Prerequisite: Math 102 or concurrent registration in Math 102 or instructor's approval. Computer Science 210 Structured Programming Techniques-Pascal 3 credits Structured programming, file management, variable types, and algorithm realizations. Laboratory sessions. Prerequisite: Computer Science 160 or 170 or instructor's approval. Computer Science 220 Advanced Programming 3 credits Topics include data base management, real time systems, engineering and business applications. Pascal and Fortran. Laboratory sessions. Prerequisite: Computer Science 210 or instructor's approval. 62 GOLDEN VALLEY LUTHERAN COLLEGE V. DIVISION OF PHYSICAL EDUCATION AND ocroc I\ T1nr..1 1 i::: A ncnc-u1n n.L'-.,..1,L~ I''-"', LL/"'1.ULl'-.::Jl-.1r DEPARTMENT OF PHYSICAL EDUCATION Physical Education 101, 102, 103 (Activity Courses) Fall Winter 101 E Bowling 102R Badminton 1011 Conditioning 102B Basketball 101) Cross Country 102E Bowling 101A Football 1021 Conditioning 101S Soccer 102Q Cross Country Skiing 101 D Swimming 102V Volleyball 101T Tennis 101V Volleyball 1 credit per course Spring 103L Basebal I 103E Bowling 1031 Conditioning 103X Softball 1030 Swimming 103T Tennis 103U Track Physical Education 110 Introduction to Physical Education 3 credits Study of physical education and athletics in the schools, and the philosophy and basic principles of physical education and recreation leadership. Physical Education 120 Health and First Aid 3 credits Study of modern concepts and practices of health applied to the individual and community. Also includes the American Red Cross First Aid Course. Physical Education 130 Drugs and Chemical Dependency 2 credits Study of the personal use and misuse of dependency on tobacco, alcohol, drugs and other chemicals. Identification of users and information regarding the resources and help available to people. Designed to meet certification requirements. Physical Education 150 Advanced First Aid 3 credits Offered for Law Enforcement students as a part of the curriculum required by the Minnesota Board of Peace Officers Standards and Training. Includes the practices and procedures for advanced first aid, CPR, and rescue methods and techniques. Class meets 40-50 hours per term. Physical Education 160 Football Officiating 1 elective credit Philosophy, principles and problems of officiating at football games. Interpretations of game rules and officiating procedures. One lecture period per week. Additional hours arranged by the instructor. Physical Education 170 Basketball Officiating 1 elective credit Philosophy, principles and problems of officiating at basketball games. Interpretations of game rules and officiating procedures. One lecture period per week. Additional hours arranged by the instructor. Physical Education 180 Baseball and Softball Officiating 1 elective credit Philosophy, principles and problems of officiating at baseball and softball games. Interpretations of game rules and officiating procedures. One lecture period per week. Additional hours arranged by the instructor. 3 credits Physical Education 200 Individual and Dual Sports Study of theory and practice i_n teaching and officiating individual and dual sports. Physical Education 210 Team Sports Study of theory and practice in teaching and officiating team sports. 3 credits 1 to 3 elective credits per term Physical Education 300 Independent Study Special projects for advanced students. Department approval necessary. COURSE DESCRIPTIONS 63 DEPARTMENT OF RECREATION LEADERSHIP Recreation Leadership 110 Introduction to Recreation and Park Leadership 3 credits Examination of the history and development of park and recreation movement; professional and service organizations; orientation to the professional field. Recreation Leadership 120 Introduction to Recreation Programming 3 credits Introduction to the directing and leading of recreation work and the writing of recreation programs (YMCA, YWCA, Boy Scouts, Girl Scouts, churches, community centers, etc.). Recreation Leadership 210 Camp Craft 3 credits Basic skills and practical experience in various phases of camping and outdoor education. Recreation Leadership 220 Leadership in Social Activities Techniques of leadership in social games, parties and outings. 3 credits Recreation Leadership 230 Internship 1 to 3 elective credits per course Practical experience under the direction of full-time workers in the fields of parks, recreation management and YMCA-YWCA. 64 GOLDEN VALLEY LUTHERAN COLLEGE VI. DIVISION OF CREATIVE ARTS DEPARTMENT OF ART Art 100 Introduction to Visual Arts 3 credits Introduction to visual art through the study of aesthetics, philosophy, techniques and history of art. Includes attending art exhibits and other cultural events and researching personal ideas as they relate to the world of art. Art 101, 102, 103 Art History of the Western World 3 credits per course Survey of painting, sculpture and architecture as they relate to history and culture in the Western world. Fall Term: Pre-history to Early Christian. Winter Term: Middle Ages to Baroque. Spring Term: Nineteenth Century to Present. Offered alternate years. Art 110 Two Dimensional Design 3 credits A basic study of the principles of design together with the discovery of design sources in nature. Art 121 Basic Drawing 3 credits Exploration and use of various drawing materials and methods. Emp has is on the development of visual perception and personal aesthetics. Art 122 Drawing 3 credits An extension of Art 121 with more extensive experiences in the manipulation of visual elements and pictorial structure. Prerequisite: Art 121 or instructor's approval. Art 123 Drawing 3 credits Continuation of Art 121 and 122. Students learn to see design and form relationships and experiment with a variety of drawing media. Subject matter includes still life and the figure. Prerequisite Art 122 or instructor's approval. Art 130 Printmaking 3 credits An exploration and study of wood and other materials for making prints in monochrome and color. Art 140 Watercolor 3 credits An introduction to the watercolor medium with emphasis on compositional and technical problems. Subject matter includes still life and landscape. Art 202, 203 Painting 3 credits per course Basic experiences in the use of oil and acrylic to acquaint the student with the mediums and to encourage the development of personal imagery and technique. Prerequisite: Art 121 or instructor's approval. Art 300 Independent Study 1 to 3 elective credits per term Special study for advanced students based upon the proposal of the student in consultation with the instructor. Department approval required. DEPARTMENT OF MUSIC Music 100 Introduction to Music 3 credits The development of the perceptive listening through the study of representative musical works, their styles, structure and relationship to cultural history. Primarily for non-music majors. Music 111, 112, 113 Theory 4 credits per course Course sequence in music theory developing the student's knowledge and skills in part writing, keyboard sight-singing and ear-training. Includes studies of the science of sound, the rudiments of music, intervals, triads and inversions, survey of non-harmonic tones and seventh chords. Music 111, 112, 113 must be taken in sequence. COURSE DESCRIPTIONS 65 Music 121, 122, 123 History of Music 3 credits per course Survey of musical thought and achievement from primitive origins to the twentieth century. Intended for music majors but may be taken by any student upon approval of the instructor. Offered alternate years. 2 credits per course Study of the fundamentals of conducting with practical experience in conducting student ensembles. Includes studies of vocal problems, score and clef reading, baton technique and transpositions. Meets three periods per week. Offered alternate years. Music 131, 132 Choral Conducting 2 credits Study of the fundamentals of conducting with practical experience in conducting student ensembles. Includes studies of instrumental problems, score and clef reading, baton technique and transpositions. Meets three periods per week. Offered alternate years. Music 133 Instrumental Conducting 4 credits per course Study of Baroque composition including detailed study of non-harmonic tones, seventh chords, altered chords, modal hormony and two-, three-, four-part counterpoint. Also includes a survey of music styles from the f?aroque to the present with a concentration on twentieth century techniques of music composition. Prerequisite: Music 111, 112, 113 or instructor's approval. Music 211, 212, 213 must be taken in sequence. Music 211, 212, 213 Advanced Theory 1 to 3 elective credits per term Special projects for advanced students. May be taken any term. Department approval necessary. Music 300 Independent Study APPLIED MUSIC 1 credit per term Study of vocal technique and literature. Emphasis on sacred literature including oratorio, with time devoted to Italian and German art songs. One half class period lesson per week. Applied Music 110A Voice Lessons 1 credit per term Instruction in piano performance, including study of techniques through scales, arpeggios and other exercises. One half class period lesson per week. Applied Music 1108 Piano Lessons 1 credit per term Graded course in organ playing beginning with study of manual and pedal techniques. Literature studies include examples from all periods of music. Renaissance to Neo-Classic. Service playing problems also are studied. One half class period lesson per week. Applied Music 110C Organ Lessons Applied Music 1100 Brass Lessons 1 credit per term Graded instruction on a brass instrument. One half class period lesson per week. 1 credit per term Graded instruction on a percussion instrument or instruments. One half class period lesson per week. Applied Music 110E Percussion Lessons 1 credit per term Graded instruction on a string instrument. One half class period lesson per week. Applied Music 110F String Lessong Applied Music 110G Woodwind Lessons 1 credit per term Graded instruction on a woodwind instrument. One half class period lesson per week. 66 GOLDEN VALLEY LUTHERAN COLLEGE Applied Music 110H Guitar Lessons 1 credit per term Graded instruction on guitar One half class period lesson per week.