A season of hope and expectation
f,
dvent ... the time of antÌcipation,
Ap..pu.ution,
hope, and longing.
During this time we tend to focus on the
joyful preparation for the birth of Christ.
We don't often spend time considering the
other side of Advent, the second comlng
of the Lord, wj.... Show more
A season of hope and expectation
f,
dvent ... the time of antÌcipation,
Ap..pu.ution,
hope, and longing.
During this time we tend to focus on the
joyful preparation for the birth of Christ.
We don't often spend time considering the
other side of Advent, the second comlng
of the Lord, wj.th its promÌse of
judgement, but also deliverance and
redemption from despair.
As we reel from the events of Sept. I I
that turned our safe and secure world
topsy-turuy, this second advent offers
good news for us. As difficult as it may be
We welcome your letters!
write to:
Please
Editor
AugsburgNow
22ll
Riverside Ave., CB 145
Minneapolis, MN 55454
E-mail: now@augsburg.edu
Fax: 612-330-1780
Phone: 612-330-Il8I
Letters for publication must be
sþed
and
to ignore the decorations, music, buying,
and trappings of the season, these few
weeks also offer us the chance to
anticlpate and envision the renewed
presence of the Lord and the world
promised and possible through this
presence.
In this
issue we see a repetition in the
theme of Advent candles. The same
candlelight that brought light to a dark
sanctuary during the Advent Vespers
procession also consoled us through
September from a place of vigil in the
front of Hoversten Chapel. The quiet,
soothing illumÌnation of candles is aiso
central to the Taizé worship that came to
Augsburg at the end of October. Farther
on, you'll read about the intriguing way
some Augsburg students found to recreate
this special atmosphere.
This issue's feature article,
"Remembering September" examines how
Augsburg, as a iearning communit¡ has
engaged its faculty, staff, and students in
discussion of the difficult issues facing it
since Sept. ll, and how the College's 132year-old mission provided the grounding
to frame these discussions.
Also in this winter issue, anticipating
the coming Winter Olympic games, we
feature stories of Auggies who have gone
for the gold-speedskater Johnny Werket,
who found in his "golden" career both
Olympic medals and a partner for 1lfe;
and the 1928 men's hockey team, whose
golden Olymplc dreams were shattered on
the very eve of the games.
This issue also shares the spirit of
Homecoming through photos from the
events and class reunions. As we note on
the back cover, the rains may have
canceled plans for "Auggies on Parade,"
but the festivities brought alumni and
friends together Ìn a celebratÌon of
Augsburg community-and a big
football win.
As this calendar year closes, Augsburg
Now extends to readers the best wishes for
a holiday season ol hope, anticipat"¡on,
celebration, and peace.
WW
Betsey Norgard
Editor
include your name, class year, and daytime
teìephone number. They may
be edited for length, clarity,
and style.
o
o
si
h,
s
r^
Family and friends
gathered to remember Jean
Lindell (see Augshurg Now,
summer issue, ln
Memoriam) with the
dedication of the Lindell
Garden in front of Lindell
Library. Victoria Grunseth
spoke on behalf of the
family about her mother as
an avid gardener.
-
At¿csBrJRG Now
Winter
Vol.64 No.2
2OO1-O2
Augsburg Now is published
quarterly by Augsburg College,
22ll Riverside Ave., Minneapolis,
Minnesota 55454.
Features
Betsey Norgard
Editor
Lynn Mena
Assistant Editor
Remembering September
Kathy Rumpza
by Betsey Norgard
Graphic Designer
Jessica Brown
Class Notes Coordinator
William V. Frame
Following the events oJ September 77, how could
and would Augsburg CoIIege, as a learning
community, respond?
President
Dan Jorgensen
Director of Public Relations and
Communication
Nancy Toedt'94
Director of Alumni and Parent
Relations
Johnny Werket's
golden career by Don stoner
Opinions expressed in Augsburg
Now do not necessarily reflect
official College policy.
Inhis youth, speedshater lohnny Werhet'49 won
ISSN t058-I545
Olympic goldmedals and the heart of aNonueglan
Postmaster: Send conespondence,
name changes, and address
corrections to: Augsburg Now,
Office of Public Relations and
Communication, 221 I Riverside
Ave., Minneapolis, MN 55454.
girl; they now celebrate their golden marnage.
E-mail: now@augsburg.edu
Telephone: ó12-330-l 18I
Fax: 612-330-1780
16
The Rev. Mark Hanson '68ELCAs new presiding bishop
Horr"rrten chapel gets dressed
up in 'stained glass'
Departments
Augsburg College, as alfirmed
in its mission, doesnot
ilßcnminate on the bøsis of race,
color, creed, religion, national or
ethnic origin, age, gender, sexual
orientation, marital status, status
with regar¿l to public assßtance,
or disability in its education
p oliaes, ailmissions policies,
scholar ship and loan pro gr ams,
athletic anill or school
ailministered pro grams, except
in those ínstances where reli$on
is a bonø fiile occupational
quølification. Augsburg C ollege
is committed to providing
reasonable accommodatíons to
its employees and its stuilents.
www.augsburg.edu
2
Around the Quad
5
Sports
7
Chapeltalk
17
Alumni News
22
28
Class Notes
Auggie Thoughts
inside
Calendar
back
cover
50 percent recycled paper (10 percent post-consumer waste)
On the cover:
Augsburg students Çront to bach)
Renzo Amaya Torres, Kerri
Sjoblom, len Falhman, and Adam
Dehnel prepare for the Advent
Vespers procession, as it lights up
the advent season. Photo by
Linda Cullen.
I
a
I
o
Augsburg ranks again in top tier
Augsburg College
once again is
ffiffi
ranked in the top
tier of its category
in the U.S. News
€t World Report
2001 ratings-up three places from last
year. A new classification by tl.:'e magazine
puts Augsburg in the "Midwestern
¡¡
O
Conor Tobin w¡ns Fulbright
Scholarship to Norway
Fonor
Augsburg in the news-a busy fall
Tobin. who
academic yeat on the Oslo Year Program.
Lg.nduut.d in May
with
a double major
in
A course in Middle Eastern politics at that
time led to research on the role of Norway
political science and
in the Middle
Norwegian, was
Tobin's current study continues that
interest, with a heightened focus on the
ethics of war and peace in time of
terrorism. On returning to the U.S., he
plans to combine law school and graduate
awarded a Fulbright
Scholarship and is now
Universities-Master's" category, because
the College offers graduate-ievel programs.
Augsburg is ranked second in the
"Reputation" category among the other
Minnesota private colleges in that tier.
Reputation is determined by surveying the
presidents, provosts, and deans of
admissions at i.nstitutions in that tier.
For campus diversity, Augsburg is
ranked first among the other Minnesota
private colleges in that tier.
o
(a
studying in Norway at
the University of Oslo.
As a junior, Tobin spent the fall
semester at the University of Oslo on the
HECUA urban studies term and then
extended his studies through the
Conor Tobin
East peace process.
study in Ìnternational law and neggtiation.
Tobin graduated from Augsburg "with .
distinction" and received departmental
honors in political science.
Hoyt Messerer Fitness Center
is dedicated in Melby Hall
Scholastic Connections program:
.
.
.
.
.
WCCO radio interview of Syl Jones '73
Star hbune and Pioneer Prøss articles
on the program
Star Tribune editorial about the creation
of the program
Chronícle of Higher Education article
Associated Press national article
Events surrounding terrorism:
.
.
.
.
.
Prof. Amin Kader was interviewed
widely on radio and TV
Prof. Joseph Underhill-Cady was
interviewed on KSTP-TV
Prof. James Vela-McConnell was
interviewed on KARE-I1 TV
Admissions counselor Heidi Breen was
interviewed on WCCO radio
Augsburg was part of a national article
from Collegiate News Service
Other activities/interests
.
.
.
2
:
Student LINK Halloween Safe Block
party featured on Fox-29 TV
Prof. Norma Noonan was interviewed
on Wisconsin Public RadÌo in
connection wlth Russian president
Putin's visit to the U.S.;she was also
featured in an article fromLiberation,
a news magazíne
in
Paris
Adapted physical education sports day
was featured on KSTP-TV
,4UGSBURG NoW
Lucille Messerer spoke at the opening of the newly-expanded Fitness Center dedicated
to her husband, the late Hoyt Messerer'39. President Frame presided as both the
Fitness Center and the Gertrude and Richard Pautz Plaza were dedicated at Melby Hall,
lrom belore dawn to late at night, one
I of the most active places on campus is
Minnesota Intercollegiate Athletic
during the renovatlons of Melby Hall in
Conference.
The center is named for Hoyt
Messerer '39, a football, basketball, and
baseball athlete at Augsburg and one of
the four founders of the A-Club, who died
2000, making it one of the largest in the
in May
the Fitness Center. Open to all members of
the Augsburg community, includÌng
alumni, the center was doubled in size
(see In Memoriam,
p.26).
llUinter 2001-02
I
Good, Martin
ioin Augsburg's
board
Four regents retire after two
terms of service
StafJ photo
M;Ti:,ii.î::i]:Jiji,"#:lï,T,-,
on the Board of Regents at Augsburg's
annual meeting in October.
Michael R. Good
A l97l Augsburg
graduate, Good is
executive vice
president of NRT, a
residential real estate
brokerage company A
Michael R. Good 24-year veteran in the
real estate industry Good worked for 20
years in the Coldwell Banker division of
NRT, beginning as a regional manager in
St. PauL/Minneapolis, and subsequently in
Florida, rising to NRT's senior vice
president for the southeastern region.
At Augsburg, Good was twice an Al1American in wrestling. ln1972 he was
Augsburg's head wrestling coach. In 1991,
he was inducted into Augsburg's Athletic
Hall of Fame.
Good earned a master's degree at the
University of St. Thomas. He lives in
Bridgewater, NJ., with his wife, Ann, and
children Matthew and Mandy Mandy is a
student at Augsburg.
Jennifer H. Martin
Jennifer Martin is
tr
senior vice president of
corporate and human
resources for Lutheran
Brotherhood. After 15
years in public
Jennifer H. Martin education, she became
a personnel training specialist with Sperry
Corporation, later Unisys Corporation,
where she held executive positions. She
joined Lutheran Brotherhood in 1995.
Her undergraduate degree in education
was earned at Southern Illinois University
WhÌle teaching in Minneapolis, she earned
a doctorate in education at the University of
Minnesota.
She and her husband, Richard, have
seven children and live in Minneapolis.
Winter 2001-02
Three regents were honored at Augsburg House as they retired from Augsburg's board.
Pictured with President and Mrs. Frame (t to R) Jean and Allen Housh, Evangeline and
Norman Hagfors, and Cheryl and Michael Thompson, Not present was Curtis Sampson.
Four
resents. who each served two terms
office, were honored and thanked as
they retired from the board.
l'of
Norman Hagfors served as vice-chair of the
board, vice-chair of the Regents Committee,
and a member of the Development, Finance,
Govemment and Community Relations, and
Marketing Committees.
Allen Housh
served not only on the
Development Committee as a regent, but
aiso twice served as Augsburg's interim vice
president for institutional advancement.
Curtis Sampson sewed on the Finance
Commi.ttee.
Michael Thompson was also
a
member of
the Finance Committee.
Kathy Tunheim elected to the board of
the governing boards association
A:ffi,ï:å:f
Tunhei.m was elected
to the Board of
Directors of the
national Association
of Governing Boards
of Universities and
Colleges (AGB) for a
Kathryn Tunheim two-year term.
AGB is dedicated to strengthening the
performance of boards of public and
private higher education. AGB provides
leadership in supporting the American
higher education system of citizen
trusteeship and a diverse system of higher
education.
The organization serves as
a
continuing education resource to trustees
and boards and contributes to effective
working relationships between boards and
lt advises on matters
affecting institutional oversight
responsibilities, promotes wider
understanding of citizen leadership and
lay governance, and identifies public
chief executives.
policy issues of concern to hlgher
education.
,4ucssunc
ruow
3
Around the Quad
Thanksgiving to donors
and scholars
Ã
Thankssivins brunch was the
lloppor,uniry lor over 200 donors to
meet the students who are reciplents of their
scholarshlps-and for the College to
recognlze and thank donors for their support.
President Frame told them, 'A1l of you
here today are here by virtue of some kind
of calling-on one hand to provide support;
on the other to be students. Each of you is a
constituent element of what Augsburg
College is-no less important than the
faculty and staff who are here to provide this
education. We are grateful for your
support."
Kyle Kuusisto'03
spoke for students: "Here
at Augsburg, one can really
be immersed ìn the strong
fabric that is called
community It is a
community that gives us
the chance to not only
dream, but to fulfill those
Fun stuff
kids in the dome
o
the future is to continue to spread that value
of community that I experienced here at
Augsburg."
Clnthia Balley'02, a weekend student
who has majored in religion while worhng
full time, also spoke for students. Last
summer, she traveled to Poland and Eastern
Germany with Herb Brokering and Youth
and Family Institute director Dick Hardel.
"It was lÌsted as a pilgrimage and that's
the experience I had," she said. "After that
trip, I felt even more called to ministry
particularly social ministry ... Thank you,
all of you, who have helped me reach my
goal of ministry to God."
sS.B'
r^
Auggie junior Emily Bushey and one of
the participating teachers help unfurl the
colorful parachutes in Augsburg's air
structure at the adapted physical
education sports day.
a
o
population. ... Students
\^
area schools had some fun at the third
Junior Kyle Kuusisto expressed thanks on behalf of students
for the financial support they receive. He is pictured here
(center) with E. Milton Kleven 'a5 (left), the donor of the
Magnus and Krostofa Kleven Scholarship Kuusisto has
received, and Kleven's sister, lvadell Rice.
Dialing for dollars
aF tudent Phonathon callers have been
fall-and
gifts
to The Augsburg Fund has risen seven
percent compared to last year in the same
period.
Most significant is the increase in giving
from Weekend College alumni-$3,206 this
year, compared to $2,2451ast year.
However, similar to the experience of
many charitable organizations, the total
amounts from September gifts were
ÐUury
on the telephone this
their results prove it. The number of
4
4UGSBURG NoW
200 chiLdren with developmental
s.
"I plan on teaching
need to feel a sense ofplace
and belonglng. My plan for
¡F\ver
lLJan¿ physical disabiiities lrom merro
dreams.
adaptlve physical education
in the Minneapolis Schools.
I am confident that my
education here is preparing
me to work effectively with
a diverse student
for
annual sports extravaganza in Augsburgb
air structure.
Augsburg health and physical
education students, as well as students
from the Cedar-Riverside School, teamed
up with the third- to sixth-graders for
games, or just spent time one-on-one.
Activities included soccer, dancing,
parachutes, jump rope, races and relays,
balloon volleyball, and cage ball. All of the
partlcipants received ribbons at the end of
the day
ffi
At press time, word was received that
dramatically down, as donors focused
their support to help the victims of
terrorism.
The Augsburg Fund, Augsburg's
annual fund, is the College's "living
endowment" that provides the foundation
of annual financial support needed to
attract and retain its talented and diverse
student body. For addltional information,
contact Donna Mclean, director of The
Augsburg Fund, at I-800-273-06L7 or
Augsburg has been awarded $2
million over five years from the lilly
Endowment as part of the initiative,
"Programs for the Theological
Exploration of Vocation."
ln Minnesota, grants were awarded to
Augsburg, Concordia College
(Moorhead), and the University of
St. Thomas.
More about Augsburgb grant will
appear in the next issue.
<mclean@augsburg.edu>.
W¡nter 2001-02
r
The Edor Nelson Field is dedicated
rFhe skies ooened and a constant rain
I f.ll on the artificial turl all aliernoon.
The visitors from St. John's University
further dampened spirits by beating
Augsburg, +B-14. And the guest ofhonor
rvas on crutches, as the result of knee
replacement surger)¿
But nothing was going to stop
Augsburg from honoring coaching legend
Edor Nelson '38. The College rededicated
the outdoor athletic field in Nelson's honor
at a halftime ceremony during the Sept.22
football game.
"To you, Edor, we owe a great debt of
gratitude," President William V Frame told
Nelson. "We appreciate your gifts; as they
are mar,y and manifold, and we are glad to
rededicate this stadium for you toda;r"
in 1984, the College named its newlyconstructed outdoor athletic field as
Anderson-Nelson Field, in honor of
Nelson and longtime athletic director and
men's basketball coach Ernie Anderson. in
February the College dedicated the court
at Melby Hall in Anderson's honor.
"You have truly been a champion of
the athletic program, and a champion of
byDonstoner
.è
all the student-athletes
whose lives you have
touched," said Paul Grauer,
men's athletic director,
during the halftime
ceremony
Nelson said that much
È
s!
(J
of the credit for the field
should be attributed to the
donors who gave time and
money to make the field a
reality-men like Carl
Benson'51, Ray Grinde
'57, andJeroy Carlson '48.
He chose to honor the
donors, along with all the
athletes he coached and
taught during his four
f:
Edor Nelson '38 stands under umbrellas as Augsburg's athletic
field is rededicated in his name. Norm Okerstrom'85 (left), Office
of lnstitutional Advancement, holds the plaque to be placed in
Melby Hall.
decades at Augsburg.
A special luncheon was held before
the game, where more than 150 guests
pald tribute to Nelson. Fans also had a
chance to pay trlbute to Nelson during a
post-game reception in the Melby Hall
Iobby
During his four decades of service to
Augsburg, Nelson served the College in
variety of roles, most notably as the
longtime coach of the football and baseball
teams. He was also an associate professor
in Augsburg's health and physical
education department for 32 years, retiring
in 1978.
-Don
Stoner is sports inJormation
coordinator.
a
Dozens of children from central Minneapolis prepared for
their winter hockey this year by learning the basics at the
Augsburg-Sheehy Hockey Camps held in August at the
Augsburg lce Arena,
Organized by NHt player agent Neil Sheehy, Augsburg
men's hockey coach Mike Schwartz'85 (pictured at right
without hat), and Auggie alumnus John Evans'82, the two
camps were held in conjunction with the Minneapolis Park
and Recreation Board. At the end of each week-long camp,
the youngsters got a chance to get autographs from several
professional hockey players, including Minnesota Wild star
Darby Hendrickson and Auggie alums Martin Hlinka'00 and
Ryan Mclntosh '01, who were attending Sheehy3 pro
hockey development camp also taking place at the
Augsburg lce Arena.
Winter
2OO1-O2
,4ucsnunc
ruow
s
'scholastic Connections' pairs minority
students with alumn i mentors
Aussburs News service
Æ;Tüåî.iX1'#"::îiiil;J:ï?
and believed to be the first of ìts kind in
the nation, uses proceeds from a $500,000
endowment to pair students of color with
alumni of color in mentoring relationships.
Five students have received $5,000
renewable scholarships in this first year,
with a goal to increase that number to 20
students as the endowment grows.
"The commitment to diversity is a
long-standing commitment on the part of
the College," President William Frame
said. "It is rooted in the Lutheran
proposition that colleges and universities
must sweep into modern society to
provide the education which the
management of our world requires."
The program was developed in
response to the resolution of a lawsuit filed
by Elroy Stock'49, who sued Augsburg for
breach of contract, relating to a 1986
campaign gift of $500,000. Shortly after
thls gift, upon learning that Stock was the
author of thousands of mailings urging
"racial" purity sent to interracial couples
and adoptive families, the College decided
it would not put Stock's name on a college
building in return for the donation.
Due to charitable donation regulations,
the College could not return the
6
,+UGSBURG
Now
s.
E
money
The lawsuit was dismissed due to
the expiration of the statute of
limitations.
The sch olarship-mentorin g
program asslsts achievement-oriented
high school and post-secondary
students of color andJor mixed race to
succeed at Augsburg. Scholarship
criteria include leadership ability and
an interest" in communiLy service.
"The conneclion piece is to put
leaders of today in touch with leaders of
lomorrow" Frame said. "The scholarships
announcing today are named for
the mentors, for our graduates who have
achieved distincrion in rheir fields. [The
recipientsl will be receiving the advice and
counsel of those men and women of
\Me are
co1or."
The program also aims to strengthen
the College's role as a progressive and
welcoming institution for communities of
color, said Kathy Tunhelm, chair of the
students of color received scholarships in Scholastic Connections, a program that pairs them
(L to R) President Frame, Xia Xiong '05; KMSP-TV news anchor
and luncheon host Robyne Robinson; Eloisa Echavez'94,'98 MEL; Matthew Shannon'04; Murry
Kelly, Jr. '71;9yl Jones'73; €amilo Power'03; Gianna Sorrell '03; Jackie Cherryhomes'76;
Jennifer Boswell '05; F. €layton Tyler '72; and Noya Woodrich '92, '94 MSW
F¡ve
with alumni of color as mentors.
o
a
KMSP-TV news anchor and luncheon host
Robyne Robinson (left) talked with Gianna
Sorrell '03, one of the five new scholarship
winners, at the luncheon honoring the students
and alumni mentors.
Board of Regents.
"While it is true that we have always
attempted to be responsive to the disparate
needs of the communities that we serve, 1t
is also true that we have not always been
successful in doing so ... with the
announcement ol today's initiative, we
seek to change that," Tunheim said.
Jones said that by virtue of Augsburg's
location and mission, it can play a major
role in helping to increase the number of
students of color who graduate from
college, a number which has been
decreasing. "But," he added, "only if the
campus is prepared to welcome those who
are different."
Frame said that approximately I7
percent of the College's 3,000 students are
students of color, putting Augsburg second
among Minnesota's private colleges in that
category
Inter-Race, a diversity think-tank
based at Augsburg that was co-founded
and headed by Vivian Jenkins-Nelsen, will
administer the Scholastic Connections
program.
Augsburg graduate Rev Rufus
Campbell'75 presented the homily in
chapel (see next page). A luncheon, hosted
by KMSP-TV news anchor Robyne
Robinson, honored the scholarship
recipients and mentors.
I
Winter 2001-02
r
by the Reverend Rufus Campbell '75, Camphor Memorial United Methodist Church
-following the
announcement of the Scholastic
Oct. 8, 200f
Connections scholarsh¡p program
wffi
llth
I
l
l
I
I
:iå,ffi î,i:,1äi-,ä,ember
the
we looked into the face of evil. It
hurt us, it angered us. We have not yet
recovered.
This institution has had its own
version of looking into the face of evil. I
just returned from the press conference
over in Christensen Center where there
was an announcement that scholarships
are being created for people of color as a
result of one of our alumni, brother Elroy
Stock.
I know brother Stock. I received my
flrst letter in 1991 shortly after I had
performed an interracial marriage. ...He
senr a lerrer that was filled with hate ...
and this institution, as a result of his
lawsuit, also has looked into the face of
evil.
I'm careful never to think that evil is
embodied in a person. I think all of us can
be overcome by evil, and so I'm always
careful to make that distinction. ... So
what does one do when looking into the
face of evil?
s
evil is by overcoming evil "Do not be
overcome by evil, but overcome evil with
U
s
good."
I reviewed the mission statement of
this great institution. ... [It] was called,
through its educational process, to prepare
leaders and servants in the community.
"\J
-J
That is a high and a holy call, my sisters
and brothers. And it fits with the Gospel,
because we are a1l called to be servants. To
pattern our lives after the one who was the
greatest of servants, Jesus. ... As servants
\Me are called to face each day, and each
day that we live and face eyil, we are
ca1led to overcome that evil by doing
good.
I think it was a remarkable stroke of
grace, President Frame, to take a proposal
to the Board of Regents saying, 'Let's take
this request from someone who was
overcome with evil ... [and] make some
good come out of it.' I thlnk there was an
extraordinary act of grace on God's part to
see that and to be able to respond
accordingly. So you've done just what our
God commands. You looked into the face
of evil and you have responded by doing
good.
We aii know that we can do much
better as we walk the road to diversity. We
"As servants we are called to face each day, and each day that we l¡ve and
face evil, we are called to overcome that evil by doing good."
Rev. Rufus Campbell '75
good and faithful servant.'
And so I say to you, this great student
body at this great instil,ut"ion, as you
prepare to be leaders and servants in
whatever community God places you in,
remember this day ... Because this is the
day when this institution can celebrate the
fact that it looked into the face of evil and
brought out good.
The God we serve is a great and
mighty God. God gives us the resources to
turn evil to good. Sometimes it's just small
acts, sometimes it's mighty acts. Al1 of
In the text that was read earlier-in
Romans, Paul's letter to the church in
Rome-the beginning and the first trvo
verses of chapter 12 set the context.
Paul said, "I appeal to you therefore,
brethren, by the mercies of God, to
present your bodies as a living sacrifice,
holy and acceptable to God, which is your
know that there is much more that needs
to be done. And God has given us the gift
spiritual worship."
And he goes on to say lhat we ought
not to be conformed by this world, but be
transformed by the renewing of our
of people to help to get us where we need
to be. And so, I didn't come here to beat
you up about your past record; I came to
encourage you as you walk the road you
are walking now I came to say to you that
the God \Me serve is pleased every time we
look into the face of evil and then
transform that by doing something good.
And so, to this institution, I say to
you, Godspeed. I don't know what the
minds. So, Paul talks about how we
respond as Christians in a world that is
extraordinarily good and extraordinarily
evil. Paul says finally, in verse 21, that the
way God calls the church to respond to
reporters wiil be writing ... but I can
imagine, in the annals of heaven, this date
is to be recorded. And I can imagine that
words like this have been recorded with
respect to this institution-'Well done, my
Winter 2001-02
them are important.
And so I say to you this day that God
is pleased, and the very angels in heaven
are rejoicing. And to the Elroy Stocks of
the world, we are ca11ed to pray for you.
And we pray that maybe lf not our
witness, somebody else's witness will be
able to break into his mind, and he, too,
will be able to look into the face of God
and see God's goodness, which will
transform him, also. And so I say, grace
and peace to you this day, my sisters and
brothers, and may the God of heaven and
earth guide you in your journey as you
walk the road of diversity, as you walk the
road of peace, as you walk the road that
produces goodness. God bless you. I
,4ucssuRc
t¡ow
7
The Rev. Mark Hanson '68 is installed as the
ELCA'S
third presiding bishop
fln
a master of dìvinÌty degree
lJHunron,
1972. He continued with
further study at Luther
Theologlcal Seminary and
Harvard Divinity School.
Hanson served several
churches in the Twin CiLies
area, most recently spending
October 6. the Rev. Mark S.
bisúop of the St. Paul
Synod and Augsburg graduate of 1968,
was installed as the ELCA3 third presiding
bishop.
He was elected to the six-year term at
the ELCAb churchwide assembly in
Indianapolis in August. His new duties
began on Nov I at ELCA headquarters in
Chicago. He succeeds the Rev. George
Anderson, who served one term.
Of the ELCAb three presiding bishops
since its inception in I987, Hanson is the
second Augsburg graduate to serve.
Bishop Herbert Chilstrom '54 was elected
as the ELCAb first presiding bishop and
served two terms before retiring.
"I couldn't be more proud and
grateful than to have Mark Hanson, a
fellow Augsburg graduate, as a successor
in the office of presiding bishop of the
Evangelical Lutheran Church in America,"
said Chilstrom. "Mark brings to the office
a wealth of experience, the heart of a
pastor, and the passion to make the
Gospel relevant to the times in which we
live."
After graduating from Augsburg with
a degree in sociology, Hanson attended
Union Theological Seminary in New York
as a Rockefeller Fellow, and was awarded
in
seven years at University
Lutheran Church of Hope,
Minneapolis. ln 1995, he was
elected bishop of the St. Paul
Area Synod, and was re-elected
in spring 2001.
He has aiso served on
numerous inter-church boards
and committees, especially
dealing with affordable housing
programs.
Hanson has been an ex
offrcio member of the Augsburg
Board of Regents for the past
two years, representing the St.
Paul synod.
In announcing Hanson's
election to the Augsburg
community, President William
Frame said that Hanson has been
"a steady friend of Augsburg and
especially of its unique mission as
a college of the church in the
ELCA ecumenical partners and Lutheran bishops from
other continents symbolically extend their hands as
ELCA presiding bishop George Anderson (left, front)
installs St. Paul Synod Bishop Mark S. Hanson '68
(kneeling) as third presiding bishop of the ELCA on
October 6 in Chicago.
modern city
Presiding bishop-elect Mark S. Hanson '68 and his wife,
lone (Agrimson) Hanson '68, greeted visitors after the
installation service.
8
-4UGSBURG NoW
byBetseyNorsard
"He is a great admirer of
Augsburg 2004 and has been
especially dedicated to
helping the College widen
accessibility for underserved
populations in the Twin
Cities," Frame continued.
Hanson's electlon to
leadership comes at a time
when not only the world, but
also the denomination, is
divided by social and
theologÌcal Ìssues. Hanson
referred to this in a
Minneapolis Star Tribune
article upon his election:
"One of my most important
iasks will be to define and
claim the mission to which God cails and
which unites us, while continuing to tend
to the divisions that divide us."
Hanson is married to lone
(Agrimson) Hanson'68, who has served
as director of social work at Minneapolì.s
and St. Paul Children's Hospitals. Their
children are Aaron, Alyssa, Rachel, Ezra,
Isaac, and Elizabeth. They also have one
grandchild.
President and Mrs. Frame
represented Augsburg College at the
installation service, which was held in
Rockefeller Chapel at the University of
Chicago. The organist for the service was
David Cherwien'79. I
Photos by GeolJ Scheerer, courtesy oJ ELCA
News and
Inlornltiotr
llUinter 2001-O2
j¡rËA$!iþ?:"T¡¿i
ffi
r
t
I
1
by Betsey Norgard
Assøssing the irnpact
September 77, 2001. It's clear that the world
changed profoundly
... and probably in ways not yet
building. (See In Memoriam, p.26.)
imagined.
Though not affected
in the søme degree as
colleges on the East Coast, the Augsburg community
deeply
felt the impøct, both on cilnpus
neighborhood, with
Only one Augsburg alumnus/a is known to have died in the terrorist
attacks. Lt. Col. Dean E. Mattson '66 was a career mihtary officer,
scheduled for retirement in December, who was sitting at his desk
in the Pentagon when the h¡acked plane destroyed his area of the
and
ø lørge population of
in its
Somali
immigrants.
How could and would Augsburg-a leørning
community of faculty, staff , ønd students-cope with
Augsburg regent Dean Kopperud was in his office at
Oppenhelmer Funds, lnc., on the 33rd floor of the World Tiade
Center south tower when the north tower was hit. He and
Oppenheimer's nearly 600 employees quickly and judiciously
evacuated and were on the street when their tower was hit.
Memories of fire, explosion, and dying people stick in his mind.
Kopperud reported to the Stdr hbune that the only questì.on he
continually asks himself is "Did I do everything I could for everyone
I saw in trouble along the way?"
In Washington, Les Heen'83, communlcations and publÌc
affairs director for the Minnesota Farmers UnÌon, was standing
across the street from the Capitol, preparing for Congressional
meetings, when panicked people began evacuating the building. A
few minutes later they saw a large, white plane banking low toward
the Capitol, which they soon learned passed them by and crashed
into the Pentagon.
this unprecedented tragedy, seeh understønding of
its complex issuøs, and respond to its own and the
community's needs?
Above: Throughout the days and weeks following the terrorist
attacks, the candles in Hoversten Chapel were constant reminders
of the terrorist victims and those in need of consolation and prayer.
Winter
2OOf -O2
"l remember seeing the smoke, feeling sj.ck, and then hearing
sirens from all around us," Heen said. ... "It's hard to describe how
lr-rlnerable you feel when your only defense is to run from a target
before a jumbo jet hits it."
Messages from Auggies abroad were also quick in coming. From
London, Adam Olson '92 wrote to Norm Okerstrom '85 in the
development office: "I found a pub with the news on and sat with
my mouth on the floor for about two and a half hours ... It was
packed with people in stunned silence."
Reactions on campus to the stunning and horrifying news
,.4ucsnunc
ruow
9
a
O
Concerned faculty and staff sought
ways to assess the impact on students,
especially freshmen, many of whom were
away from home for the flrst time. Ann
Klamer, director of residence life, compiled
a list of reports on various topics that
helped student life personnel deal with
aspects of the tragedy The student life
office posted a message board to gauge
\s
ñ
!
IJ
empowerment in the face of this awful
sense of powerlessness," Underhill-Cady
continued, "and certainly one of the best
sources for that is in the polis, the public
forum."
Students also sought discussion
among themselves. The Coalltion for
Student Activism, that had formed earlier
as a small group of a dozen or so, began
"As much as I want reyenge lor ablatant dttdch on nry home, I want the'war' to
stop. Essentialþ I don't hnow what I wanq dnd I believe America reflects thøt
sense oÍ uncertainty."
-Jdmes
P,
a
junior, from his journal
Adam Olson '92 happened to be at the
American Embassy in London when Lady
Margaret Thatcher paid her respects, shortly
student reactions to the events.
to meet weekly and swelled its ranks.
Political science professor Joseph
Underhill-Cady said, "They have no context
Discussion issues became focused on the
after Sept.
for what's happening. The classroom
provides a safe environment where they can
air views, discuss, and share comments." lt's
also a supportive environment.
Journaling has been another means
that Underhill-Cady has used to help his
students find expression for their
uncertainties and fears. He describes the
unstructured thinking as being therapeutic,
helpful, and positive.
1
1.
began even as the events were unfolding.
The morning chapel service became a time
for people to gather, some still anxiously
awaiting news of family and friends who
might have been in the targeted areas. An
afternoon prayer service continued the
,rigil.
Classes continued as scheduled, with
some faculty turning over class discusslon
to impilcations of the tragedy.
Several Augsburg colleagues and
friends from around the world took time
to share their grief and concern. From
Catholic University in Lublin, Poland,
faculty exchange colleagues of Augsburg's
business administration department wrote,
"We hope none of our friends in
Minneapolis and St. Pau1, none of the
employees or students from Augsburg
College has suffered directly due to those
unprecedented acts of terrorism."
Deøling with the
emotional irnpøct
As elsewhere in the country initial
responses to the attacks brought people
together in unusual community and uniqz
Augsburg Echo writer and sophomore
Deanne McDonald wrote in the Sept. 28
issue, "ls there anything that could have
brought the students together as quickly as
the events of September I lth's 'Attack on
America' did? It already feels as if we have
been here for months."
fo
4ucssunc Now
Augsburg's call to mission
On Sept. 28, President William Frame
set the direction for campus discussion.
In a letter to students. Frame asserted
that the College's appropriate response
lies squarely in its I32-year-old mission:
"The greatest favor we can render to this
world is today what it has always
been-to
search through the discipiines
of learning for an understanding of both
the world and ourselves that will guide
us to the work for which we are best fit
and to which we are called," Frame
wrote.
Underhill-Cady took a lead in
proposing campus conversation. In
an op-ed piece for the Echo on
Oct. 5, he suggested that the first
response to the violence should be
dialogue. "Part of our job as students
and instructors is to try to make the
public discussion of these events as
constructlve and well-informed as
possible.
"We need to look for sources of
terrorist events. This group has arranged'
to join other student groups in
discussion at the 2002 Peace Prize
Forum at Augustana College in March.
Students also began a letter-writing
campaign to elected officials, urging
patience in declaring and supporting
a
\Mar.
Listening to others
A first glimpse at understandlng came as if
by fate. The 2001 Christensen Symposium
speaker on Sept. 24, scheduled months
earller, was Prof. Lamin Sanneh, an African
Muslim who is a professor of missions and
world Christianity at Yale University. With
his personal and scholarly experience in
Islam, he provided some insight as to why
he thought Muslim fundamentalism had
targeted America-because of the U.S.
policy of adamant separation of church
and state. "Muslims are feeling a need to
respond with religious fundamentalism,"
he said. "Muslims are helping us
understand that our secularism has gone
too far."
Speakers and experts on campus helped bring
understanding to difficult issues, (Left to right) Mine
Ener, history professor at Villanova University; Amin
Kader, Augsburg business administration department;
Arvonne Fraser, ¡nternational women's rights advocate.
Winter 2001-O2
T
l
:
o
His message was to urge ail Muslim
nat¡ons to deal with their own
fundamentalists, so as not to relegate the
avenging of Sept. l1 to the U.S.
Another speaker invited to campus in
the following weeks was Arvonne Fraser,
director of the lnternational Women's
Rights Action Watch Project and senior
fellow emerita at the Hubert H. Humphrey
lnstitute of Public Affairs. She shared her
expertise on women's rights in Muslim
countries, especially in Afghanistan under
the Taliban.
"The solution is not with bombs, but
with the changing of minds," was her
message to students, faculty, and staff.
"And this takes time."
Helping the community
understand
Business administration professor Amin
Kader emerged as a community
spokesman about Islam, appearing on
.
I
E
and Psychology of U.S.
Leaders DuringWar,
contrasts the ways that
terrorist extremists
embrace death and that
U.S. political and military
leaders fear it.
Supporting
Somøli students
and neighbors
Augsburg students have
An interfaith service was held in Hoversten Chapel, with six
participated in several
religious traditions represented by Augsburg staff and faculty'
Above, Benjy Kent, academic advising, and Barbara Lehmann,
vlgils in the Cedarsocial work, recite the Jewish Mourner's Kaddish.
Riverside neighborhood,
organtzed to support the
Somali communitv.
participants assuring them of stability in
The governmênt's shutdown of
those countries.
businesses that wire money to Somalia
"Now more than ever it is essential to
directly impacted students at Augsburg.
develop an understanding of the causes of
Several Somali students reported to the
violence and in¡ustice and to develop
local television and radio programs and at
area events. He urged listeners to educate
themselves about lslam, to learn about its
common roots to Christianity and its
similar tenets deploring violence and
"... I find myself feeling vulnerable ønd scared. What has happened is the
scariest thing to tahe pløce in the lifetime of mry generation-ønd I can't heþ
but feel there is more to come. Listening to some of the people øround me with
their view on what'justice' is scares me."
D., afreshman, fromher journal
ki1ling.
Echo that they fear for their families, who
Lamenting many deaths among
Muslims who worked at the World Tiade
Center and Pentagon, Kader said, "This
attack is an attack against al1 Americans of
all kinds. if those terrorists are successful
in turning us against each other, this will,
indeed, lead to the destruction of our
nation. ... We have to learn to understand
each other and to accept each other."
Underhill-Cady has also been
interviewed by the media and spoken to
local community groups, especially about
the hÌstorical context and alternatives to
war. His recently- and tìmely-published
book, Deqth and the Statesman: The Culture
depend on the money sent to them. The
money-wiring businesses serve as banks,
which are not common in Somalia.
-Emiþ
Moving on
President Frame's call to the Augsburg
community to search for understanding of
both the world and themselves is
rej.nforced by the work of Augsburg's
Center for Global Education (CGE).
Anticipating a drop in study abroad by
students afraid to travel, the directors of
in Mexico, Nicaragua, and
Namibia wrote to prospective program
CGE's centers
intercultural awareness that can help us
build the culture of peace, which we so
desperately need at this time," the
directors told students.
In concludingher Echo article,
sophomore Deanne McDonald went
straight to the heart of the matter: "It is
difficult to remember to see ourselves,
members of the Augsburg community, as
members of the world community; but if
nothing else, this disastrous attack ...
serves as an abrupt wake-up call to all
individuals-reminding us that nothing is
permanent and that we all make up one
fragile part of the whole." I
four gald medals and a 5ü-y*ü{ rr}ånlage ffiüLMTN CARËËR:
At f irst glane e around Johnny and
Vesla Werket's home irr Sun City
West, Ariz., \¡ou wouldn't realize
that you were sitting in the horne
of o¡re of the best speedskaters in
,American history.
A few black-and-whi¡e photos
1-Lang on the wall 1n a r-rtility roorn.
Otre cryst rl vasc trolìhy sits on :r
mantel in the kitchen ol the
Werkets' retlrement home rr-r the
Sonoran Desert.
But the remainder ol the
memorabllla ol his speedskating
career-numerous world titles, three
WÌnter Olympic Games
appearances, his Hall of Fame
citation from the Amateur Skating
Union of the United States-are out
in the garage. Deep inside
a drawer
and a storage locker.
"411 my stuff is dumped in the
garage," Johnny jokes, hÌs everpresenL smile beaming.
And that's just fine with him.
For the 1949 Augsburg
nlumnus. hìs speedskrtìng tareer is
but one moment 1n a long and
fulfilling life. But the career led to
love and a marnage that has lasted
for a half-century. The career gave
him the opportunity to coach many
American skaters who became
by Don Stoner
l-rouseholcl nemes wrth tl-rerr Olympic
triurnphs And tl-re career gave him a
chance to see the lvorld.
Not bad lor a smal1, slender guy
who never believecl that all ol Lhis
would happen to l-rim.
Werket, wbo grew r-rp in south
Minneapolis, began skating when he
was 7. At age 14, he ancl a friend
"The Powderhorn Skatlng Club was
the dominant club in the United Srares
at the time," Werket said. "lt was a ways
away from Longfellow Field by
streetcar, or you had to walk to the
park."
The Powderhorn club was an
American powerhouse, producrng
numerolls world champions and
OlympÌans. Werket, and three of his
Longfellow mates, ended up qualifying
Ior the team.
He progressed through the ranks,
even though his smrll size was I major
hÌndrance. "I was always the smallest,
the lightest, the thÌnnest. I was too
llttle. lf you bump me, I go down," he
said. "l never had a unrlorm, the whole
time I skatecl, that ever fit me correctly.
Never. Everything was too buggy "
L
lnternational acclaim, lifelong love
È'
q
b
He lelt the sport, like many other young
American men at the time, to serve his
country as a paratrooper dunng World
War Il. But he returned to the
Powderhorn club following the lvar, and
eventually garned a spot at the \947
Olympic trials, his first national
competition.
a'
L
S
U
q
'åt å;
decidecl to try out for a speedskating
tearn in Polvderhorn Park, on the south
slde of Minneapohs.
{Ð
Ê
t
I'
\\\\
At the 1948 Olympics in Saint Moritz,
Switzerland, Werket finished sixth in the
1,500-meter event.
He won the 1,500-meter race and
qualified for the U.S. team to compete
at the 1948 Olympics in St. Moritz,
Switzerland, finishing sixth in [he event
at the games.
A Norwegian newspaper funded a
trÌp for Werket-a full-bioodecl
Nonvegian-lo compete at the
European championships in Helsinki,
Finland.
"At that time, they had allolved
Americans to compete in the European
championships," he said. "Right olf the
bat, I was one of the leading
competitors in the world.
"l was second in the 500 (meters)
and the winner was Krudacheq a
Russian guy. The first- and second-place
skaters from the 500 automatically
qualÌfied for the 1,500 (meters), and
they skated together. The Finns hated
the Russians, since this was when the
Cold War was mighty cold.
"l beat this Russian guy badly in
Left: Johnny Werket 'a9 (left) began his speedskating career with a coveted spot he won on the
renowned Powderhorn Skating Club in Minneapolis.
12
,4ucssunc Now
Winter 2001-02
6,
U
t
s
Right: The 1948 Augsburgian yearbook dedicated a page to
welcome home Johnny Werket from his Olympic victory'
Þ
a
the 1,500. The Finnish people were
patting me on the back so long and
so
hard that I wasn't sure I was going to be
abie to compete in the next race."
After the 1948 championships-part
of a stretch where he won four world
gold medals and four silver medals-he
was invited [o compete as part of an
American team in a challenge meet
against a Norwegian team in Hamar, in a
nation that adored speedskaters and all
winter sports athletes.
A l6-year-oId girl named Arnhild
"Vesla" Bekkevoll was part of that
practice my English. I had seen this guy
skate in Hamar, and I decided that he
was goÌng to be my victim," Vesla said.
"I wrote to him in Minneapolis. I think
the address was Johnny Werket,
Minneapolis, USA.'
"This was after the season, he had
gotten back to the U.S., and I really
hadn't expected to get a reply. But he
replied and we started writing back and
forth.
anywhere without a chaperone," Vesla
said. "Those were the strict o1d days."
She watched the meet, and took
particular notice of the small American
Minneapolis.
An Auggie world traveler
races
against the larger competition. When she
got back to her hometown, she returned
to her school and faced an assignment of
Along the way, while competing on a
national and international level, Johnny
found time to complete his studies at
wrlting a letter to a famous person.
"Everyone else chose to write to
Norwegian athletes. But I wanted to
Augsburg. He graduated in 1949, and
like many Auggies at the iime, Iearning
Norwegian was a way of life. It was also
a necessity for
S
Johnn¡ who was
competing often in Scandinavia.
"The Norwegians had a book on
Þ
training for speedskating, but it was in
o
o
à,
Norwegian. So in order to learn what
was 1n the book, I had to learn the
language. In three weeks, I learned the
language," Johnny said.
In addition to his speedskatlng
days, he also competed on Augsburg's
fledgling track and field and cross
country teams. The cross country team
was a conference title competitor during
the early days of the sport, and he
credits the training he needed to
compete as an Auggie as a big part of
L
U
U.
t
OlYñPk
16ñ
"
speedskating season, and the two
arranged a meeting.
The meering developed into a
friendship, the friendship developed
into a romance, and the romance
developed into marriage. Johnny and
Vesla were married in 1951 in
È
t
id¡,
Eventuall¡ one of Johnny's replies
mentioned that he would return to
Hamar to compete in the winter
adoring crowd. She had traveled from
her hometown of Rena, Norwa¡ across
the mountains to Oslo. She was the
chaperone for her older sister and her
boyfriend.
"I went because they were engaged
to be married and you didnt go
competing-and winning-the
ñ
his success
as a speedskater.
"We've been close and
remained close to Augsburg
because, in our days, Augsburg was
a famil¡" said Johnn¡ crediting
then-athletic director Dick Pautz
'37 lor much of his Augsburg
success. "There's a gteat group of
people at Augsburg."
"Augsburg is weil known in
Norwa¡" Vesla said. "The first time
I came to the United States, I came
by ship, a I}-day trip. I got to
know a group of Norwegian
fishermen who were headquartered
out east. They had just been back
to Norway. and were returning to
America for the season. I was 19
years old, all by myself, and some
of the older fellows were
concerned about me.
"They knew my destinaLion
was Minneapolis, and they told me
that Ìf things didn't work out when
I got there, to go and see Gerda
Mortensen at Augsburg College. I
had only known Augsburg because
it was Johnny's school. But they
knew of Augsburg quite well, and
they were concerned about me."
Johnny qualified for the 1952
Olympic team for the Oslo games,
Left: Werket shows off one of the speedskating trophies from his Olympic career.
W¡nter 2001-02
,4ucssunc f\¡ow t3
and the newlyweds again boarded a
ship to cross the Atlantic. The
captain of the ship, who was a big
speedskating fan, recognized Johnny
and moved them from steerage class
to a first-class cabin.
He placed sixth again in
competition at the 1952 games,
after suffering from a severe case of
bronchitis. Three years 1ater, Johnny
was parl of a team that competed in
Moscoq as the world
championships were held behind
the lron Curtain for the first time.
"We were some of the first
Americans to compete in Russia,"
said
Johnn¡ who took along
a
camera for NBC's Today show wlth
Dave Garroway.
By 1956, when he qualifÌed for
an Olympic team for the third time
and competed in Cortina, Ital¡
Johnny could tell that his
competitive career was nearing the
end. Though he qualified for the
American team for the 1960 games
in Squaw Val1ey, Idaho, he withdrew
from the team. He was beginning
his career at Northern States Power
and Johnny and Vesla were starting
a family; the stress had become too
much.
Coaching career
Though his body was unable to
compeie at an Olympic level,
Johnny \¡/as still able to remain close
to the sport he loved. He began
"The Norwegians had a book on training for speedskating, but it was in Norwegian.
So in order to learn what \ruas in the book, I had to learn the language."
-Johnny
coaching young speedskaters, flrst at the
Richfield Speedskating C1ub, and later as
a coach of various junior national teams
and Oiympic teams.
He coached several athletes who
later became greats ln the sport. ln
1967 ,he was the coach of the American
world championship team, where Mary
Meyers won a gold medal. He guided
Dianne Holum to a gold medal in the
1972 Olympics in Sapporo, Japan.
Johnny coached Eric Heiden to
medals in the I97 5 junior world meet,
and was a force behind his ascent to
become a five-time gold medalist at the
Lake PlacÌd Olympics in 1980. Later, he
was introduced to a young skater named
DanJansen; he was a friend of Jansen's
father. He coached Jansen as a junior
skater; Iater, Jansen provided some of
the greatest drama in Winter Olympic
histor¡ when he competed on four
Olympic teams and finally won a gold
medal in 1994, after severai tragic fa1ls
in previous competition.
"I guess I'd rather coach," said
Johnny of his preference between
coaching and competing.
Along the way, he built a 3l-year
career at Northern States Power, starting
as a commercial lighting business
representative and eventually working
his way into an executive position as a
trainer for the company. He retired in
1
983.
Tennis Talent
L
È.
Now, Johnny prefers to 1et his wife's
athletic career take center stage. Vesla
began playing tennis with Johnny and
his frÌends 40 years ago, but back then,
o
à
o
Q
Werket'49
it was a hobb¡ she said.
"I had never played before, but I
really liked it," she said. "I've played
ever since. Today, if I'm without a
o
o
s,
B'
Johnny and Vesla Werket recently celebrated
their golden anniversary in a marriage that
began with a 16-year-old Norwegian girl's fan
letter to a far-off American skater.
racquel and without shoes, I'm in bad
shape. "
The two moved from Minneapolis
in the mid-'80s, afterJohnny
retired from NSP and Vesla retired after
working for l2 years in Christian
education at Diamond Lake Lutheran
Church Ín Minneapolis.
She began to play tennis with
friends in the Phoenix and Sun City
area, eventually joining the "Anything
Over 50 Senior Tennis" club. She has
become one ol the Lop senior tennis
players in the area, competing in
several Senior Olympic events. Her
tennls has taken them across the
country, from CalifornÌa to Florida, for
competitions, and she has earned
dozens of medals and awards for her
r.o Arizona
talent.
"I'm blessed with good health, and I
really enjoy tennis," Vesia said. "Between
our church and our tennis group, that's
our social life. The phone rings and we
go out and play. We could play seven
days a week if we wanted to."
Right: Werket coached U.S. speedskater Dianne Holum to a
gold medal in 1972 at Sapporo, Japan.
14
,4UCSBURC NOW
Winter
2OO1-O2
5
'-!
On a ratrng system from 2.5 to 5.0,
Vesla is currently competing at a 4.0
1eve1,
two spots uncler
t1-re
highest
ranking possible.
Their two sor-rs, John Jr. and Jim, are
grown and work in the Twln Cities, They
have four granclchilclren, one ol whom
may fo1low in his grandfat1-rer's Olympic
footsteps. Youngest grandson Eric is
cLÌrrently a senior soccer player at
Viterbo College in La Crosse, Wis., and
has competed on youth Olympic
development teams in the sport.
hoekey feam
ú
'19;8
The Werkets llve by the mantra that
berng actir,e is the key to belng trlliy
alive
Ê
=
o
.
"We're both goocl lrrovers, and that's
what it talics. We'r'e never been laid up
r,vith illness or sickness," Jol-Lnny saicl
"Berng active is the best thing for
everybody. When yor-r can be actrve, you
can beat almost anybody."
à'
(-)
Right: johnny's wife, Vesla, is now the
winning athlete in the family, enjoying her
successful tennis conrpetition in Arizona.
ALh/OST.OLYMIPIC
by Don Stoner
Twenty years before Johnny Werket's
Olympic victories, Auggie hockey
players were on their way to 5t. Moritz
for the winter games. But, something
happened along the way to
Switzerland...
ln 1926-27 , Augsburg started its
men's ice hockey program, officialll',
though the Auggies had already
dominated local hockey as an unalfiliated
team lor several years.
The 1927 team won the state college
championship ancl repeatecl the feat the
next )/ear, behind the play ol the Hansen
.brotl-rers-Oscar, Emil, Julìus, Joe, ancl
t.
l
Louis-along r.vith goalie Joe "Moose"
Su'anson. ln fact, the 1927-28 team,
coached by future U.S. Hockey Hall oI
Famer Nick Kal-rler, rvas considerecl the
mythical "national chan.rpìons" in the
sport.
The Ar-rgsburg teaÌ11 rvas selectecl
from an impressive group oi canclidaLesir-rcludir-rg Harr,ard, the Ur-rir,ersiLy Clr-rb ol
Boston, and Evele¡h Jr:nior College-br,
the Amateul Athletic Ur.rion's Ice Hockey
Committee to represent the Ur-rited States
in the 1928 Wir-rter O11,r¡1r1.t ,t t,
\4oritz,
Su'itzerlar-rcl.
The onl1, conditior-r that the AAU set
for the Auggie team to be American
Winter
2OO1-O2
representati\¡es to the Olympics was that
the leam woulcl have to raise $4,500half of the cost of sending the team to
was \¡ery upset as u'ell."
The reasons for the sudden
Europe. Kahler organized a furrdraising
efiort, and along rvith friends of ihe
school and the Mrnneapolis Southsicle
Commercial C1ub, easily raised the
money to send the Ar"rggies to the
Olymprcs.
But, just clays beiore the team was to
ciepart for Europe, the Uniteci States
Ol1,¡10i. Comrnittee pulled the rug out
lrom under the local boys, abrr-rptly
cancellrrrg the Olympic plans.
rejection ol the Auggie squad remaln
unclear. Perhaps it was because the
Hansen brothers grew up in Alberta,
Canada, belore moving io the Tivln
Cities. Or the Oly,mpic conrmittee
was influenced by a protest from a
Boston amateur hockey group that
rvantecl to lace Airgsburg in a
challenge match. Whatever the case,
despite the best eflorts of Augsburg
fans lr4ro protested the cancellation,
MacArthur's decision s¡ood.
Oscar, Emll, ancl another
brother, Emory', went on to play
professional hocke;'. Oscar u'as a
charter inductee in¡o the Augsburg
"After r-nuch internal r,r'rangling rvith
the United States Ol1'rlpic Committee,
General Douglas \¡lacAr¡hur, r.l'ho serl'ec1
as the committees chairman, came out
and termed the Auggies'not
representative of Aurerican hocke),,' and
r,etoecl them as theìr choice," u,rote local
author Ross Bernsteìn in hls book, Froz¿n
"i¡4enrtries:
Celebraturg a Ccnttrrv of
\4ínne sota Hoch.ey.
"As a resull, rro U.S. terr'ìl \\'as sent
to the Olyrnpics that year and a dalk
cloucl loomed c'rver âmâteur hockey ln
America. For the bo1,5 f.or.r-r Augsburg,
the nei.r.s was devastatir-rg. The;'hacl been
deprived of tl-reir greatest opportunity lot
international far.ne, and the community
A¡hletic Hall of Fame ìn I973, and
Louis r.l'as selectecl in 1985.
livo ;'s¿¡5 ago, Kahler's
grandson, Jerrl' Regan, donatecl
Kahler's U.S. Hockey Hall of Farne
p¡,lon, rvhich u'as removecl u'hen the
Hall of Fame lvas renovated, to
Augsburg, r.l'here it was placed on
display in the Ar-rgsburg lce Arena
maln rink.
Sfoner is spor.fs
-Don
infor nntion coordinator
,4ucs¡unc ruow t5
a
o
Hoversten Chapel dresses up tn
s.
s'
'öT'fllNe9 GL'"flöö'
by Betsey Norgard
n October, Augsburg participaied in the
month-long visrL [o Minnesota ol Lwo
brolhers from the Taizé community in
pv¿nçs-¿¡ international, ecumenical
community that invites young people from
around the world [o share in experiences
oI living together and serving in
community.
The two brothers fromTaizê visited a
dozen colleges and churches in Minnesota,
leading worship and workshops.
To prepare for this visit, Pastor Dave
Wold and two Augsburg sophomores,
Carolina Chiesa and Maja Lisa
FritzHuspen spent a week in August at the
Taizé community. Students from other
Minnesota colleges had also visited Taizé.
The Tatzê experience is one of
simplicity and meditation. Each week of
the summer, some 3,000-6,000 young
people visit Taizé for a week of daily
prayers (three times a day), discussion
sessions, and communal activitlesserving food, cleanlng, and daily tasks.
The power ol the Taizê experience is
in worship-"a meditative common prayer
I
I
with,
as its high point, singing that never
ends and that continues in the silence of
one's heart when one is alone again," as
the Web site describes it. Worship consists
only of singing, scripture readings, and
the Lord's Prayer.
During daily prayers, the church is
filled with young people sitting on the
floor, holding candles, and singing the
plaintive songs of worship. The rosy light
that filters through stained glass windows,
and the illumination of the candles lend a
soothing, calming, and healing presence,
worshipers attest.
It is rhis atmosphere the Augsburg
to complete.
The painted "windows" were
mounted in the center of lightweight
frames, with pink and orange fabrics on
either side, constructed byJim Usselman.
worship-"a med¡tat¡ve common
prayer with, as its high point, singing that never ends and that continues ¡n
the silence of one's heart when one is alone again."
students sought to replicate for Augsburg's
Taizé visit.
"The difficulty was the sun coming in,
it was too bright," expiained
Chiesa,
thinking of worship planned for
a
o
s.
q
transparencies. With an
overhead projector
For Augsburg's visit from the Taizé Community in France, "stained
glass" windows resembling those of the Taizé church were painted
by campus ministry students. (L to R) Carolina Chiesa, Mary Jo
Zamorâ, Maja Lisa FritzHuspen, Gurayn Sylte, and Naomi Sveom.
Not pictured are Nate Grant and staff member Val Usselman'
,4UCSBURC n¡OW
Taizé.
The power of the Taizé experience is in
Hoversten Chapel.
So, they came up
with a way to replicate
the special light in the
Taizé church. They
returned home with
postcards of the stained
glass windows and
scanned them on
computer. The scans
\Mere then copied to
16
Sophomore Mary Jo Zamora explains the
details of her 1S-hour project to re-create
the St. Francis stained glass window from
displaying the images
onto paper taped to a
door, the students traced
the lines of the stained
glass and then painted
them after the postcard
images-some taking as
many as 15 hours
When fitted i.nto the arched windows of
Hoversten Chapel, indeed a rosy, warm,
dim light transformed the space.
The students were dellghted with the
results.
"It was cool to see the outcome," said
sophomore MaryJo Zamora, "and then
realize that you couldn't have done it
alone."
"Like beautiful icons, the work seems
done through God, instead of just our
own hands," Cheisa added.
Visitors to Augsburg's worship who
had been atTaizê were also visibly moved.
"It took me back to Taizê',I felt as if I were
there," one of the participants said.
The student project has made an
impact. The idea of creatlng a stained glass
look without the real thing was noticed by
a number of people who would like to try
something similar in their own churches.
For these students, however, the
essence oL Taizé came to Augsburg
through its art and song-"Ubi Caritas,
where charity and love are, there is
God also." I
Winter 2001-02
t'
I
l
i
tt
From the Alumni Board president's desk
I
like this iob.
I b.i,',g
president of the
Alumni Board. It
gives me an
excuse to walk
up to Auggieswhether friends
or strangersand ask what
memories they have of this place. Usually I
don't even have to ask, since their
memories quickly spill out.
I went to a seminar for alumni of the
Master of Arts in Leadership program. My
former colleagues were reminiscing about
nights when class would end but they
would continue their discussion, not
wanting the challenging verbal and mental
exercises to end.
The evening Maya Angelou spoke in a
packed Melby Hall, I was walking through
Foss Center with an alumna who paused to
point out her picture on the wall near the
Green Room. Her memories of Augsburg's
theatre productions glimmered in her smile.
I drove to Rochester one Sunday to
hear Augsburg's Gospel Praise perform at
Bethel Lutheran Church. I asked one of our
gifted musicians what he liked best about
Augsburg. Without hesitarion, he
mentioned the names of faculty members.
He told me they care, they like ro teach,
and they do it well.
I listened to Neal Thorpe'60 when he
received a Distlnguished Alumnus Award ar
Homecoming in October. He remembered
Peter (PA.) Strommen 'I3, the first of more
than 30 Strommen famiþ members to
attend Augsburg. Thorpe shared how his
life and career were influenced by
Strommen's dedication to Augsburg.
My own memories of student teaching
flooded back to me as I congratulated Marie
McNeff at Homecoming for receiving a
Spirit of Augsburg Award. She was my
student teaching adviser-and I needed all
the advising she could give.
r¡¡
The Augsburg experience has left us
with powerful memories that can seem as
real today as when we first lived them.
However, let's not forget that our alma mater
is still creating memorable experiencer-and
notjust for current students. There are
opportunities for alumni to build new
memories through Augsburgb music,
theatre, exhibits, sports, and seminars. See
the calendar on the back page or look at our
Web site. When you're in the Twin Cities,
attend an event. Ifyou now live far from
here, help us bring Augsburg to you
through a regional alumni gathering.
I like my old Auggre merriories, but the
new ones I'm creating today at Augsburg
are pretty good, too. Please join me.
eru+
Jackie (Ituiefel) Lind'69,'94 MAL
President, Alumni Board
Three alumni honored for outstanding
professional contributions
Augsburg alumni were recentþ
honored for their extraordinary
fhree
I
professional
contributions.
MichaelW. Walgren'64
t
received a Philanthropy
Day Award ìn November
from the Minnesota
Chapter of the
Association of
Fundraising Professionals
(AFP). Honored for outstanding professional
fundraising, Walgren's 37-year career spans
public service as a fundraiser and
administrator in a variety of community
organ2ations, he is currentþ at Children's
Hospitals and Clinics Foundation. He was
also a staff member at Augsburg for 16
years, serving in various roles, including
both director of the annual fund and
director of public relations.
Winter
2OO1-O2
byLynnMena
Walgren's nomination was supported
by several professional fundraisers and AFP
members attesting to his generous gifts of
time, talent, and treasures, as well as to the
funds he has raised to benefit his current
and past employers in pursuit of building a
better community
The Rev. Roger Gordon'61 received a
2001 Tempe Human Relations Commission
Diversity Award from the City of Tèmpe
(Ariz.). Since founding Tèmpe's King of
Glory Lutheran Church in 1969, Gordon
has preached and modeled a life of
acceptance, honoring diversity, embracing
inclusiveness, and respecting all people.
Because
ofhis conscious
awareness of
community issues, Gordon has led King of
Glory's involvement in many outreach
prqects that aid diverse populations,
including Habitat for Humanity, La Mesira
Famiþ Shelter, andPaz de Cristo Homeless
Shelter.
The Rev. James S. Hamre '53 of Forest
City, Iowa, received a Concordia Historical
lnstitute Award of Commendation for his
piece, "George Sverdrup's Expression of a
Lutheran Restoration in America," which
appeared in the spring 2000 issue of
Lutheran Quarterþ.
A professor emeritus at Waldorf
College, Hamre's piece was selected on the
basis of specific criteria. Of the great
number of nominations, only 12 were
chosen for awards. The committee grants
awards to congregations, agencies, boards,
or individuals for a historical publication,
unique contributions to Lutheran
literature, or for personal service in the
field of Lutheran archival and historical
work and support.
.,,lucsnunc
ruow
fl
Augsburg on Parade
o
a
H
F
Joe Young, director of Augsburg's Pan-Afrikan Student Services (far right), brought together
students and alumni for the first Pan-Afrikan alumni-student basketball game.
o
Ê
s.
(J
a
s
Jane Vogler'95 (L) and Ari McKee'92 (both
recent fec¡p¡ents of The Loft creative
Nonfiction Mentorship Award) attended the
English alumni luncheon and reading.
Junior Jamie Smith, Auggie wide receive¡;
helped lead Augsburg to a 50-14 victory over
Macalaster College.
Augsburg alumni gathered with their
instruments for the Concert Band and Jazz
Band reunion and alumni concert.
ss
*J
s
.J
two Auggie fans enjoyed the
Homecoming football game against
These
The Augsburg Spirit Squad pumped up the crowd at the annual pre-game picnic.
18
4UCSSURC f{OW
Macalaster.
Winter 2001-02
(J
6
E
-l
Mike Savold '72, son of Mayo Savold, was invited as guest
conductor for the Augsburg Concert Band and alumni concert,
which paid tribute to Mayo, director of the Augsburg College Band
Four alumni were honored with the Distinguished Alumni Award, which
was presented by President William V. Frame. Pictured, L to R: George 5.
Dahlman '72, Kathleen D. Lake'76, President Frame, Neal O. Thorpe'60,
and Burton R. Fosse'44.
from 1952-1973.
a
o
o
a
s.
q-r
!
q
Vt
s'
The business administration faculty greeted alumni at the business
department reunion.
s'
Alumni enjoyed the misty autumn scenery at the¡r own pace during the
first Homecoming 5K Mississippi run/walk along the r¡ver.
(J
(J
B
s
ss
.t
\s
J
_l
U
r
Students showed their Auggie spirit at the
Homecoming game.
Bill Halverson '51 signed copies of his book,
Edvard Grieg: Diaries, Articles, and Speeches,
in the Alumni Gallery; he generously donated
the proceeds of 100 copies to Augsburg. He
Students celebrated the Auggies'victory over
Macalaster.
and his wife, Marolyn (Sortland)'51, received
a Spirit of Augsburg Award at the
Homecoming Dinner,
Winter 2001-02
,4ucs¡uRc ¡rlow
19
Homecoming and Family Week 200f
Augsburg on Parade
t
E
m
Recipients of Augsburg's
new Distinguished Service Award
to R) RoW 1 (children): Max
Strommen family
Strommen, Lauren Smith, Eric Smith, Jeffrey Smith,
Peter Strommen. ROW 2: Dean Olson, Nancy
(Strommen) Stensvaag. Gladys (Boxrud) Strommen,
Helen Strommen, Luther O. Strommen, Timothy R.
Strommen, Judy (Knudson) Strommen, Merton
Strommen. ROW 3: Marsha Olson, Chynne Strommen,
Becky Stensvaag, Lisa Smith. Mary Ellen (Strommen)
Liebers, Heidi Strommen, lrene (Huglen) Strommen.
ROW 4: Steve Strommen, Bob Strommen, Andrea
(Johnson) Strommen, Paul Strommen. Dave Smith,
Peter Strommen, James Strommen, John Strommen.
ROW 5: Hans Strommen, Jude Leimer, Bjorn
Strommen, Kate Liebers, Erik Strommen, Annelise
lrene Strommen, Dawn (Hofstad) Strommen.
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Golden Anniversary Class of 1951
(L to R) ROW 'l (seated): Doris Frojen
Bretheim, Gloria Johnson Johnson,
James E. Christopherson, Herbert C,
Svendsen, Elly Ewert Hutchinson.
Marolyn Sortland Halverson, Bill
Halverson, John Eliason. ROW 2:
Quentin Johnson, Kathryn Thorsgard
Erickson, Ellen Stenberg Erickson,
Marvel Moe Anderson, Dolores Flaa
Bjerga, Joan Baxter Larson, Dorothy
Swanson Ryan, Alice Berg Wilcox,
Audrey Nagel Sander, Calvin Storley,
Shirley Larson Goplerud. ROW 3: Leola
Ekblad Johnson, Dan Pearson, Lillian
Ysteboe Ose, Jerry Peterson, Glen
Hendrickson, A. Richard Petersen,
James Bergeland, Trygve F. Dahle. ROW
4: Harland Nelson, Herbert C. Hanson,
Dick Myhre, John Garland, Jennings
Thompson, Hubert Carl Hanson,
Kerman Benson, Arden Ramlo.
Winter 2001-02
À
of 1961 (L to R) ROW 1 (seated): Glenna
Shogren Briant, Curt Haney, Pat Swanson
Kreuziger, Lloyd Bakke, Marilyn Saure
Breckenridge, Marie Gjerde Schlink, Winnie
Nordlund Anderson, Bruce M. Westphal, ROW
2: Jim Holden, Phyllis Acker, Verna Stokke
Tweiten, Judy Fosse Snider, Carol Oversvee
Johnson, Leola Dyrud Furman, Pat Nordlund
Toussaint. ROW 3: Rolf Peterson, Keith Leiseth,
George Larson, Larry Gallagher, Ted Botten,
Arlan Johnson, Dennis Kalpin.
class
G@
class of 1976 (L to R) ROW 1 (seated):
Randy Casper, Sheryl Lium Wilhelm, Sharon
Follingstad, Joyce Larson Brown, Deb
Thomson Grant, Jane Litzau Stritesky, Janet
Nelson Anderson, Steve Olson. ROW 2:
Minda Grist Squadroni, Peggy Pepper
Casper, Diane Forsberg Anderson, Belvin
Doebbert, Janice Sedgwick Larson, Wendy
Hoversten Larson, Susan Donart, ROW 3:
Warren Hawkins, Gary J. Andersen, Joel
Squadroni, Steve Reinarz, Debbie
Harshman Forsythe, Doug Nelson. ROW 4:
Tim Peterson, Timm "Titus" Peterson,
Randy Lundell, Dean Myers, Ken Larsen,
David Halaas.
of 1991 (Lto R) ROW 1 (seated): Phillip Smith, Greg Schnagel, Mark
Brodin, Tomm Hanson, David L. Johnson, Agbeko Agbenyiga. ROW 2:
Margaret Buczynski, Tasha Topka Kallal, Kristin Dragseth Wiersma,
Kristen Hirsch, Carla Asleson, Darbi Worley, Cathy Springhorn.
Class
W
photo of your reunion class, contact the
Alumni/Parent Relations office at 612-330-1178 or 1-800-260-6590.
To order a 5x7
Cost is $7.SO/photo.
Winter 2001-02
,4ucs¡unc ruow
21
1
m
Saving the real "Private Ryan"
939
The Rev. Palmer Wold and Ruth
(Gudim)'41, Mankato, Minn.,
recentiy celebrated their óOth
wedding anniversary They have five
children, 10 grandchildren, and
1999, Chester Brooks'42 attencled a paratrooper reunion in
Green Bay, Wis., where he learned he had parricipated in a World
War lI n-rissron that 1ed to the recovery of soldrer Fritz Niland-the
real "Private Ryan" from the film SavingPrivate Ryan.
Wolds retired to Mankato after 51
years of active ministry in the
Lu¡heran Church, and spend their
winters in Mesa, Ariz.
Philip Horne, Palo Aho, Calif.,
and his wife, Eveiyn, returned to
Minnesota this past summer to
visit his sister, Thea (Horne)
1945
B. R. Quanbeck and Helen N.
London.
1954
"l volunteered
Lloyd E. Peterson, Pewaukee,
Wis., retired in 19BB after 3I years
Lorraine
(Osberg)
Stickney,
becanse
it was something different," Brooks
and Jean
22
Lutheran Church.
4UCS¡URC ruOW
ñ
Chester Brooks'42, pictured
here with his bride, Ebba
(Johnson) '42, participated in a
WWll mission that Ied to the
of the real "Private
says.
"I thor-rght if I was going to be in the Army,
While waiting to return to England rn July, a declaration to avoìd the
wipeout of an entire family during war was made. Sergeant Nlland,
one of four children, was approached by Chaplain Sampson and
inlormed that two of his brothers had been killed and the third taken
prisoner. Niland would be returning home. Niland insisted that he
wanted to stay, that hls family was with the paratroopers. As Brooks
describes it, ln the paratroopers, you depend strongly on one another.
a
L)
(Amland)'65, Willmar, Minn.,
aL Calvary
tr'¡
grounds, Brooks' men discovered that other American troops, the 506th regiment, were nearby This
regrment, which included Sergeant Fritz Niland, returned to the farm with Brool<s and his men. For several
days, listening to BBC Broadcast radio, the men soon learned that
o
o
Carentan had been taken over by ally troops. It was then that they
sr
knew it was safe to cross back to their unit.
à
1964
is the director of Christian education
8T:
Hlding his troops in the hedge of a church graveyard, Brooks sneakecl into a nearby town to determine
their location. A priest at a local church instructecl Brooks to take his troops north where the Germans had
flooded the fields. Hlding out until dark, Brooks and his troops crossed the open fields and were soon met
by the captain of the French underground, who then took the men to hrs farm. During a patrol of the
Standish, Maine,
er¡oyed spending time with family
when they led a group of 20
relatives to Norway inJune. Andrew
is director of social work at Willmar
Regional Tieatment Center and Jean
ru
Brooks, responsible for training new paratroopers, was assigned with his 50lst regiment to parachute into
Normandy the night before the ìnfamous invasion. Because their jump occurred in the mlddle of the night,
their intended target, just north of the Douve River in France, became obsolete, when the brigade landed
25 miles south of the Douve. Not aware of therr physìcal location, Brooks recalls leading his 14 men south
on the river-the opposite direction of their unit headquarters located in Carentan, France.
958
Andrew M. Berg
I
I wanted to clo something new."
of teaching and coaching at Custer
High School in Milwaukee.
Southem Maine Excellence in
TeachingAward, and in 1999 she
was named teacher of the year by
the southern Maine Sam's
Wholesale CIub.
L
U
A history major from Augsburg, Brooks deferred the clraft inJanuary lttï:tt
of 1942 to finish his degree . After graduating in June of that same
year, he enhsted in the Army and completed 13 weel<s of training in Camp Wheeler, Ga. He volunteered to
become a paratrooper and jolned the 501st Parachute Regiment of the lOlst Arrborne Division, which
required an addltional month of training.
(Nichols) '44 recently moved to
Monticello, Minn., from New
years as a high
schobl librarian and occasional
English teacher. In 1989 she was
presented the University of
e'
After the reunlon, Blooks began researching \ÀNIL Hls research
culminated in a book, The Last'Good' War. Althor-rgh not pr-rblished,
his book tncludes his personal experiences during the war, and was
written primarlly for his family
Carpenter'39.
retired in June
1999 afrer 4I
S.
NÌlancl's dar.rghter, who had traveled to the rellnion from
Anchorage, Alaska, talked to the paratroopers about her father's
experience. The youngest of lour brothers from New York, trvo of
Niland's brothers were ki1led on D-Day, r.vhile another went
n-rissing rn action in Burma and rvas presumed dead, althor-rgh he
actually survived. As dictated by a last-sr"rrviving sibllng 1aw, both
the fictional Ryan and the real Niland were ordered rescued and
taken out of the combat zone.
1940
æ
bycheriechrist
ln
seven great-grandchildren. The
1
¡¡
o
(t
Chester '42 and Ebba (Johnson)
'42 Brooks recently celebrated
their 55th wedding
anniversary,
Brooks, an Augsburg Distingulshed Alun.rnus, retired in l9B3 after
33 years with the National Park Service. He and his wife, Ebba
Çohnson) '42, recently celebrated their 55th wedding enniversary.
They live ln Duluth, Wis., and have four children (two of whom
attended Augsburg), 12 grandchildren, and one great-grandchild.
-Cherie
Chríst is a communiccttion specialist in the
public rtlations olfice
W¡nter 2001-O2
,-t
1
956
1
983
Sandra (Edstrom) Hamberg,
Dave Meslow,
Carlsbad, N.Mex., was selected as
officiated the Arena Football
League Championship semi-finaÌ
game played on nationâl TV; he
also officiates Division I coilege
football in the Atlantic Coast
the new administrator for St.
Edwards School in Carlsbad.
1
968
Diane Tiedeman, Richfield,
Minn., recently completed her
33rd year of teaching for
Bloomington Public Schoois.
1970
Dave Mikelson recently moved
his home and office to GaÌena, Ill.,
where he is an associate with
Burger, Carroll and Associates (a
management and information
technology consulting services
firm). He will be concentrating on
human services and WIC
consulting.
1974
Ward
C.
Schendel,
TaÌlahassee, Fla.,
Conference. ln addition, he is a
senior govemment sales
representative for 3M, where he
was previously a college reìations
recruiter and helped develop the
cooperative education program.
Douglas Nakari, Finland,
Minn., is business mânager at
Wolf Ridge Environmental
Learning Center; his wife, the
Jean Taylor, Eagan, Minn., was
1984
named president of Täylor
Corporation in October; she was
previously the company's
executive vice president. She is
also a member of Augsburg's
Board of Regents, where she
serves as chair o[ the Marketing
Committee.
Beth A. Zeilinger, Lino Lakes,
Minn., was invited to share her
personal refìections on how her
faith has provided a foundation
for her life and her life's work in
the October issue of Lutheran
'Woman Today.
She is vice
president of operations at the
Upcoming reg¡onal alumni gatherings
son, Christopher.
Êq
L
Green ValleyÆucson, Arizona . March 14,2002
At the home of Herb '54 and Corrine Chilstrom
Cit¡ Arizona. March
L5,2002
11 a.m.-2 p.m. at the home of Borgie Rhol1 Gabrielson'47
Chicago, Illinois
. March 16,2002
follow.
Naples, Florida
. March
alumni
24,2002
NT!]IIIIIMTZ
Discover Norwegian
Treasures and Heritage
The Augsburg Coliege Alumni Association Awards and Recognition
Committee seeks your assistance in identifying members of the
Augsburg community to be considered lor recognirron for the
following awards:
Join President and Mrs.
William V Frame and
Minn., was named executive
director o[ Schools for Equity in
Education (SEE) in August. For
Professor Frankie Shackelford
Jnne L3-24,2002. Ca1l the
First Decade Award
the past 1I years, Lundell has
provided policy development and
Iobbpng servìces for a variety of
education-related organ izations,
alumni office at 612-330ì ì78 or .t-800-2ó0-o590 for
more information.
Spirit of Augsburg Award
1979
Sharon Lak¡n Upton, Raleigh,
N.C., is the new director of
development research at North
Ca¡oÌina State University
Winter 2001-O2
will be a dinner
CaII 1-800-260-6590 Jor more details on these events.
1975
SEE.
Augsburg âlums gathered
at the Oyster Bar in New
York city in september'
The Augsburg Concert Band will perform at Emmanuel Lutheran Church at 7 p.m. There
for band members, alumni, and friends prior to the concert.
Brad Lundell, Minnetonka,
including
9\
Gospel Praise, Augsburg's jazz and gospel ensemble, will perform during
the 10:45 a.m. worship servlce at Vrnje Lutheran Church followed by a
luncheon for Augsburg alumni and friends.
The Augsburg Orchestra wlll perform, lollowed by a reception for
and friends. More details on locatlon will
Iicensed attorney, Schendel also
holds the CPCU designation. He
and his wife, Catherine, have one
o
3
o
Willmar, Minnesota . February 24,2002
formation of The
Integrity Têam, a
Federation, the Institute for
Global Ethics, and hosts the radio
program Commentary Friday. A
985
1
Zion Lutheran Church.
Sun
active ìn the International Coach
Rev.
Lynda Hadley, serves as pastor of
Roseville, Minn.,
recently
announced the
professional coaching and business
ethics consulting practice. He is
National lnstitute on Media and
the Family in Minneapolis.
on a journey through Norway
Upcoming Norway Tour
Information Meeting
February ì0, 2002, 2 p.m
Marshall Room
Christensen Center
RSVP required; please call one
oJ the numbers
listed
above
.
Distinguished Alumni Award
To rnake a nomination online or to view the description/criteria for
each award, go to <www.augsbr"rrg.edu/a1umni,/nomform>.
To recieve a nomlna[ion packet, contact:
Office of AlumniÆarent Relations
Phone: 612-330-1 t78 or I-800-260-6590
E-mail: alumni@ar-rgsburg. edr-r
The deadline for nominations for 2002 is March 15,2002
4ucs¡unc n¡ow
23
Class Notes
m
Geoffrey Carlson Gage:
Creating his own path by Lynn Mena
Two years ago, Geoffrey Carlson Gage '89 fulfilled a llfelong dream and started his own advertising agency, Geoffrey
Carlson Gage LLC. Located on the edge of Lake Minnetonka in Excelsior, Mìnn., GCG is a cozy and whimsical suite
of offices, housing Gage and three other employees.
linn as a "traditronal advertising agency with an In[ernet twist." He prides his agency wrth offering
uniquely personable, strategically creative, print and electronlc sen.rce combrnation. "Itb our goal to become as
seamless and integrated with our client as possible, in essence becoming their brand advertising department or a
complementary extension of their existing internal department," Gage says.
Gage describes his
a
Geoffrey Carlson Gage '89
Prior to starting CGC, Gage was corporate communications manager at his father's company, Gage Marketing Group.
Before rhat he was a copyr,vriter for Campbell Mrthun Esty.
Growing up, Gage lvas blessed with strong mentors, inclr,rding his grandfather, Carlson Companies founder Curt
Carlson, and his mom and dad, Barbara and Edwin "Skip" Gage. As a student at Augsburg in the 1980s, Gage's entrepreneurial spirit was clearly evrdent
He sold, developed, and created advertising for the student-run newspaper, the Augsburg Echo, and also developed a campaign to increase attendance at
Augsburg hockey games. In addition, he landed an internship durÌng his junlor year at a small Minneapolis agency ca11ed Grant and Palombo
Advertising, which secured his love for advertising.
Today, Gage continues to stay actively involved
with the College, generously donating both his time and resources. He most recently sewed on the
Augsburg N ow Alumni Advisory Committee.
Gage fulfilled another lifelong dream when, along with his father and his brothers Rick and Scott, jolned the ownership pool of the Minnesota Wild
hockey team. "lt has been really fulfilllng to be part of bringing NHL hockey back to Minnesota where I'm completely convinced it belongs," Gage says.
Gage and his wife, Kelly, a successful art historian and co-owner of CGC, have a son and a daughter-6-year-o1d twrns. He credits fatherhood
with
adding perspective to his life . "As adults, 1 think we frequently overcomplicate things ... seeing the world through the eyes of our kids rea11y helps me
clearly focus on the essence of life." For Gage and his family this "essence of life" is a motivating factor for their extenslve involvement with the
community, including their church, St. Therese of Deephaven, and numerous charities.
he'11 be able to look back and feel that he made a difference in people's lives "The most satisfylng aspect of what I'm dolng is
spending the hours God has blessed me with each day dolng something that I love and am glfied at," Gage says. "If I can look back at our buslness and
know it made a positive difference in my 1ife, the lives o[ our employees, and the lives of our clients, then the time and effort it took startlng and
building this business will have been worth rt."
Ultimatel¡ Gage hopes
To contact Geofftey Gage,
1
or to learn more abouthis comp(uly, go online to <www.gcgage .com>.
988
Mark Cummings, Belle Mead,
NJ., is vice president of sales for
NaviSys, an insurance software
compâny He previously held
several positions at Prudential.
Michael F. Larson, Bosron,
accepted a position as a clinical
instructor in the child and
adolescent psychiatry department
at Haward Medical School. He also
serves as an attending psychiatrist
at Somerville Hospital and has
been elected to a three-year term
on the Board of Directo¡s of the
New England Council on Child
and Adolescent Psychiatry He has
pubÌished several book chapters,
which appear in a comprehensive
series of online medical texts at
<eMedicine.com>.
a
,4ucsnunc n¡ow
1
990
1991
f 993
Karen J. Reed,
Patricia (Noren) Enderson, Elk
Dana Ryding, Coon Rapids,
Atascadero,
Calif., was a
presenter at. the
River, Minn., accepted a position
as marketing coordinator
Minn., married Jeff Martin in
June. She and her husband teach
in the Mounds View Schooi
National
America Music
Therapy
conference in October (held in
Pasadena). A music therapist at
Atascadero State Hospital, she
spoke on the use of gospel music
with the forensic psychiatric
population.
Velda Stohr, White
Bear
Township, Minn., received a
Master of Arts in Human Resource
Development with a certÍfÍcate in
instructional design from the
University of St.Thomas.
for
Dealers Group, Inc., in Brooklyn
Park. She is also working toward
master's degree in business
communication at the University
of St. Thomas.
a
1992
Matthew L. Maunu, St. Cloud,
Minn., received his doctorate in
medicine from the University of
Minnesota School of Medicine,
and completed a five-year surgical
residency at the University of
South Alabama College of
Medìcine in Mobile. He is a
general surgeon with CentraCare
Clinic in St. Cloud.
District at Bel Air Elementary.
1994
Amber (Meier) Tarnowski
reports that'Augsburg prepared
me weli" for postgraduate studies
at Queen's University in Canada.
She is in her first year in the art
conservation master's program,
speciaÌizing in archaeological
artifacts.
Sara Trumm, Minneapolis,
recently became program
coordinator for Luther Seminaryb
Global Mission Institute.
Winter 2001-02
M
Meet the Augsburg Class of
2002 and recent grads at the
second annual
Augsburg Alumni Job Fair
Tuesda¡ March 12, 2002
5-8 p.m.
Christensen Center Lobby
Täke advantage of this
opportunity to match the talents
and experience of Augsburg
graduates
with the needs of
your compan)¿ Call Alumni
Relations at 612-330-117 B to
reserve your table space.
f995
Dawn C. Van Tassel, Richfield,
Minn., recently became an
associate at the law firm Maslon
Edelman Borman 6¡ Brand, LLP
She is a member of the firm's
litigation team, specializing in
complex commercial disputes and
business to¡ts.
1
Laura (Paul), Minneapolis,
married Andrew Newton in
September 1999; she is an urban
tribal representative and Indian
child welfare social worker for the
Mille l¿cs Band of Ojibwe.
Jeanne Nicole Ramacher,
September 2000.
1997
Laura Schreifels, Minneapolis, is
an athletic t"rainer [or Visitation
High School, she also works at
United Hospital.
998
Ânn (Rohrig) Bainter,
Stow,
Ohio, accepted a position as rhe
foster home developer for the Bair
Foundation, a Christian
therapeutic loster care agency She
and her husband celebrated their
second wedding anniversary in
August.
Heather (Larsen), Brooklyn
Park, Minn., married Wayne
Johnson in November 2000.
August "Auggie" Negele,
Goose Creek, SC, married Lisa
(Daniels) '99 in August 2000. He
is an officer in the Navy and is
finishing training ro become a
nuclear engineer on a submarine.
Winter 2001-02
grandmother Gwen (Johnson)
George Ho '91 and his wife,
Krapf '58.
Beryl, Greenbelt,
Sue (Moenck) '90 and Jerry
Troutman, Minnetonka, Minn.a daughter, Renee, in November
2000. She joins older sister Elsie.
Joelle (Audette) '91 and Tom
Hilfers, Colorado Springs,
Victoria Sadek, W
Colo.-
Joshua Thomas, in
August. He joins older brother
Cameron, 2. Joelle and Tom own
a son,
Top Dog Daycare.
Md.-a
son,
Gregory, inJuly Ho received his
Ph.D. in space physics from the
University of Maryland in l99B;
he is a research scientist at Johns
Hopkins University's Applied
Physics Laboratory
Rebecca (Leininger)'99 and
Jason Walters, St. Michael,
Minn.-a
daughter, Madelyn
Diane, in September.
She
joins
older siste¡ Samantha, 2.
Minneapolis, is a health educator at
the University of St. Thomas.
tItrltif.ilfTt
Sr. Paul, is
pursuing a graduate degree in
teaching at St. Mary's in Winona.
She married Craig Berre in October
2000 and work as an English
teache¡ and department chair at
Minnesota Business Academy
2000
Augsburg Athletics
Alumni can now hear live coverage of Augsburg athletics from anywhere
in the world through the lntemet!
On game days, fans can go to Augsburgb athleûc Web site at
<www.augsburg.edu/athletics> and click on the live audio link to find
the link to the live spofiing event broadcast that day Future cybercasts
will include numerous winter and spring sporting events.
Carrie D.
Nelson,
Sr.
Louis Park,
Minn., is
director of
996
Lynnel (Wakef ield), Eagan,
Minn., married Ian Taylor in
1
He graduated from the Naval
Nuclear Power Tiaining Command
in April, and graduated f¡om the
Naval Nuclear Prolotype Training
Unit in November.
therapeutic
recreation at
Bloomington
Health Ca¡e and Rehabilitation
(pictured above, Carrie Nelson'00
and her fiancé, Cory Bock'98).
Chris Steffen, Andover, Minn., is
pursuing a graduate degree at the
University of Minnesota School of
Public Health, and has spent the
last year conducting neuroscience
research at the University of
Minnesota.
TUESDAY. IANUARY 15
DIXIE'S CALHOUN, 2730W. L¿ke St., Minneapoiis, 612-9205000
Auggie Hour, 5-6:30 p.m. Faculty host: Tom Morgan, interim vice
president for admissions and enrollment services.
TUESDAY. FEBRUARY 12
VINE PARK BREWING CO.,242 West Seventh St., St. Paul,
651-228-1358
Auggie Hour, 5-ó:30 p.m.
Auggie Conversations, 6:30 p.m., featuring Chris Kimball, dean of
the College, and Kristin Anderson, associate professor of art.
MARCH
II
200r
SHERLOCK'S HOME, 11000 Red Ci¡cle Dr., Minnetonka,
Cassandra Herold, Fargo,
952-931-0203
N.Dak., was appointed to the
Minnesota String and Orchestra
Auggie Hour, 5-6:30 p.m.
Teachers Association; she is an
Auggie Conversations, 6:30 p.m., featuring Cass Dalglish,
elementary orchestra teacher in the
Willmar School District.
associate professor of English.
APRIL 23
AUGSBURG COLLEGE, Minneapolis Room
Births/Adoptions
Caroline (Krapf ) '87 and Brian
Clifford, Hellertown, P¿.-¿ 5en,
Curtis William, in March. He
joins older brother HaydenJoseph
and is welcomed by his
Auggie Conversations, noon luncheon featuring John Cerrito,
assistant professor of business administration/MIS.
SATURDAY, MAY
II
AUGSBURG DAY AT COMO PARK, wrap up a grear year of fun
and conversation; watch your mail for more information.
4ucssuRcirow
25
I
Carl Chrislock, alumnus and
professor emeritus, dies at 84
t
Cälå".u,,
1937 Augsburg
graduate and
professor emeritus
EE
of history died in
September after a
courageous battle
with cancer.
Chrislock joined the history
department in 1952, where he remained for
34 years. In addition to teaching and
research, Chrislock served as department
chair. In the 1960s, he played a key role in
restructuring the history program, reducing
its emphasis on European history in favor of
the non-Western world and seeking to
provide history students with a variety of
seminar opportunities.
ln addition to numerous scholarly
articles, Chrislock's published materials
include From Fjord to Freeway , a centennial
history of Augsburg College, and The
Progressíve Era in Minnesota, for which he
received a Merit Award from the State and Local
Association of American Historians.
Chrislock is a two-tlme recipient o[ the
Minnesota Historical Society's SolonJ. Buck Award
for articles inMinnesotaHistory, and is a 1986
Distinguished Alumnus of Augsburg. He was also
most of his life. He was president of the First
National Bank of Cedar Falls (now
Norwest/Wells Fargo) until his retirement in
1979. He was also founder, and president for
two years, of the Midway Bank (now Union
Planters Bank)
in Cedar Falls.
Messerer was inducted into the Augsburg
Athletic Hall of Fame in 1975. As a student,
he was a member of the College's football,
basketball, and baseball teams. In 1937,he
and two classmates founded a student-run
athletic support group that later evolved into
the Alumni A-Club, now one of the largest
athletic alumni organizations in Minnesota.
Both Messerer and his wife, Lucille, have
been active supporters of the College,
26.4UCSSUnCNOW
victim of the
September 11
terrorist attacks,
dies at 57
I
named the Augsburg Distinguished Faculty
Membe¡ of the Year by the 1971 graduating class,
and was included on the University of Minnesota's
1994 roster of Alumni of Notable Achievement. In
addition, he was chosen as one of the Outstanding
Educators of America, selected for his exceptional
service, achievements, and leadership in the field
t. Col. Dean E.
LMattson
died
September 11, a victim
of the terrorist attack at
the Pentagon in
Washington, D.C. A
1966 graduate o[
of education.
Chrislock was frequently consulted by the
media for his expertise on issues relating to
Minnesota history and politics. He was a member
of the American Historical Association, the
Augsburg, family
members and friends
describe Mattson as a
devoted family man who never liked to boast
about his position as an Army officer at the
Organization of American Historians, the
Minnesota Historical Society, and the NorwegianAmerican Historical Society. After his retirement in
1986, he was active as a teacher with Augsburg's
College of the Third Age.
Pentagon.
Hoyt Messerer, alumnus and
active supporter of the College,
dies at 83
lJ on Messerer, Class of 1939, died in May
I lin Cedar Falls, Iowa, where he had spent
Dean Mattsotl,
endowing scholarships for musicians and
physical education students. In addition to
support for his alma mater, Messerer also
supported the University of Northem lowa's
Athletic Club, which he helped originate in
1963. He was also instrumental in UNI's
building of the UNI-Dome a quarter-century ago.
Messerer was past president of the Cedar
Falls Chamber of Commerce, a founder of the
Industrial Development Association (now Cedar
Falls Industrial ParÐ, and a charter and
founding member of the Cedar Falls Country
Club. He was also a well-known football and
basketball official in northern lowa.
In June, Augsburg posthumousþ honored
Messerer at a ceremony that included the official
The Rev. Mark E. lHall'77 officiated at a
memorial service for Mattson Sept. 29 at Luck
Lutheran Church in Luck, Wis. Major General
Anders Aadland presented posthumous U.S.
Army awards, including the Purple Heart.
Senior Executive Services OfficerJoel Hudson
spoke on behalf of the Pentagon staff. A
military honor guard, legion gun salute, taps,
and U.S. Army Ilag presentation followed the
service.
Mattson was born March 30, 1944, in
Laketown Township, rural Luck. He graduated
from Luck High School in 1962 and went on to
study religion and education at Augsburg. After
graduating in 1966, he was drafted into the
Army and served in German¡ Japan, and
Vietnam, but was sent back to the United States
after becoming ill with malaria. After
recuperating, he continued to work with the
govemment, and served in the Pentagon for 15
years. At the end of December 2001, Mattson
would have retired from the Army after serving
his country for 35 years and achieving the rank
of lieutenant colonel.
Although most recently a resident of
Alexandria, Va., Mattson kept in close contact
with family members in his hometown. "He
was dedicated to his family and regularly
visited his home and relatives," said Rev Hall.
dedication of the Hoyt Messerer Fitness Center
in Melby Hall (see p. 2).
Winter 2OO142
,)
Fritjof "Fritz" E. Christensen
'28, Northfield, Minn., died in
October; he was 94. He began his
academic career teaching high
school physics, and later taught at
Augsburg, where he helped
establish the physics deparrment.
In 1953, he joined the St. Olaf
College physics faculty, serving
until his retiremenr in 1972. He
also served as a physicist at
Honeywell, the Veterans
Administration Hospital, and
served as director o[ the Center for
Educational Apparatus in Physics
ât the American Institute of Physics
in New York.
The Rev. C. Rodney
Rosengren'44, Duiuth, Minn.,
died in October; he was 87. He
most. recently served at. First
Covenant Church in Virginia,
Minn., where he retired in 1979.
He also served parishes in Cokato,
Minn., and Ripon, Calif. After
retirement he served as an interim
pastor in various congregations.
Arnold H. Huus'48,
Richfield,
Minn., died in October; he was
80. A decorated World War II
veteran, he .joined Gamble-
Skogmo Company in 1928 as an
accountant, and eventually ran the
entire computer department. He
also worked as an accountant and
controller for Sweden-House,
Country Kitchen, and Magnetic
Data, where he became their first
retiree.
Carl K. Benson '51, Willmar,
Minn., died inJune; he was 71.
He was instrumental
in
developing the Anderson-Nelson
Athletic Field in the I9B0s,
serving as co-chairman on the
development and [undraising
committee. He was also active in
the county and state Democratic
Party and was named 1992 Grass
Roots Volunteer of the Year
Talvryn Tischer'59, Eau Claire,
Wis., died in October; he was 64.
He was a high school physical
education teacher and coach for
30 years, retiring in 1993. He was
an avid woodworker, gardener,
and reader; he especÍalìy loved
spending time with his family at
Lake Superior.
Donald D. Ronning'65,
Stiìlwater, Minn., died in March
2000; he was 56. He retired from
and photos!
Street address
Please tell us about the news in
your 1ife, your new job, move,
marriage, and births. Don't forget
to send photos!
City
For news of a death, lvritten
notice is reqr-rired, e.g. an obituary,
funeral notice, or program from a
memorial semce.
Send your news items, photos, or
change of address by mail to:
ls
this a new address?
women, and at the time of her
death, was working for the U.S.
Labor Department to open its new
Center for l-abor Exchange in
Wells, Minn., died in August of
cardiac failure; she was 54. An
elementary and adaptive physical
education teacher for the past 14
The Rev. Werner Kauuova,
years, she was an advocate for
creating opportunities for girls in
sports. She had coached girls'
tennis teams in Wells since 1978,
and was a member of the
Minnesota Tennis Coaches
.{ssociation (past president) and
the United States Tennis
Association. She taught at
Mahtomedi High School from
1969-78, where she started the
girls' g¡rmnastics program. She
was inducted into the Augsburg
Athletic Hall of Fame in 1996.
Linda Jean Taege '76 died in
August after contracting malaria in
Tanzania, where she had been
Windhoek, Namibia (Africa), died
in August. He was a program
coordinator and adjunct professor
for Augsburg's Center for Global
Education. He also served as
pastor of a Windhoek area
church.
Other deaths:
Robert H. Olesky'50,
!
Dallas,
died in March; he was 75.
Richard A. Northfelt'52,
Crystal, Minn., died inJuly; he
was 71.
Myron T. Asplin '57, Dassel,
Minn., died in October; he was 66
Robert Warner Zinn'61,
Saratoga, Calif., died inJuly.
Class
year or last year attended
zip
State
tr Yes
es Salaam
to improve the lives of Tanzanian
Tartzania.
No
Posltion
ls spouse also a graduate of Augsburg College?
Spouse name
five years. She worked cÌosely
with the people of Dar
Dallas (Ahrens) Hagen'69,
E-mail
Home telephone
Employer
ìiving and working in the capital
city of Dar es Salaam for the past
Maiden name
Full name
Send us your news
his 33-year
teaching career
in 1998; his
love for
constmction
developed into
a log home
constn¡ction business just prior to
retirement.
!
Okay to publish your e-mail address
Work telephone
n Yes n No
lf yes, class
Maiden name
Your news:
Augsburg Now Class Notes,
Augsburg Co11ege, CB 146,
221I Riverside Ave., Minneapolis,
MN, 55454, or e-marl lo
<alumni@augsburg. edu>.
Winter
2OO1-O?
,4ucsnunc ruow
27
o
-
I
-
o
QUOTES
from the QUAD
all 2001 has been a busy time.
Here's a sampling of what\ been
F
heard on carnpus.
From the 200f
Christensen
Symposium:
o
a
I
From Carl Chrislock's
memor¡al serv¡ce:
"For many of us, I suspect, the reason why
Carl's passing
1s
-Stephen
Batalden'67
"In the U.S., secularism is so strong, it has
become a fundamentalism. Muslims are
feellng a need to respond with religious
fundamentallsm. Muslims are helping us
understand that our secularism has gone
-Prof.
Yale
University
About the Scholastic
Connections program
ffi
so deeply felt is that he helped
to define for us a set of prÌorities rhar could
order and integrate our public and private lives.
"He did this fÌrst of all as a his¡orian. Carl's
historical scholarship anticipated a new political
or social history that took serlously hidden
voices-the under classes or subaltern voices.
Carl captured those hidden volces and gave
voice to them well in advance of others. ... [He
recognized] a set of values that took seriously
the words of poor immigrant farmers, not just
those who held and manipulated power and
wealth. In doing so, Carl confirmed for us the
meaning of our own past, and a set of priorities
we couid bring to the public discourse."
too far.
"Religion is so important that we cannot
give it to the government, but it is too
important to be ignored by the state. The best
political rulers are those who visit religious
leaders; the worst religious leaders are those
who vlsit political rulers."
Lamin Sanneh,
c'!
From the
luncheon
honoring
Edor Nelson
"You taught me that principles and Christian
ideals come before winning. You taught me that
glving and helping others is the measure of a
man. Today in a world of competitive athletics,
the Christian role model is lacking at all levels,
From the
Homecoming
Dinner and
fr
Distinguished
Alumni
remarks:
[About Augsburg presÌdent Bernhard
... "He stirred within me the
conviction that the mind was a matvelous
gifi .. " lAbout Rev. Peter Andrew (PA.)
Christensenì
Strommenl ... "PA. preached with a passlon
and taught confirmation with great knowledge
I still savor to this
alongside their white peers with help from a
multicultural group of mentors. As graduates
they'li go on to support and encourage even
more diversity in their own professional and
personal 1ives."
Tribune editorial,
-Star
atones-Scho$:i:
Oct. 12, "Augsburg
2A
,.4UCSBUnC ruOW
day."
Thorpe '60, paying tribute to two
-Neal
Augsburg leaders, whom he heard preach
during his childhood
"At Augsburg, my notion of family changed. I
learned that not everybody was a farmer. I
learned that not all members of my family were
Swedish; not all Caucasian; not all from the
United States-much less Minnesota; and, of
all things, nor all0f
-r:ä:l.i:*iT;ï;,
"We have inherited your dream; we are trylng
lo articulate it in our own language, and we
hope that you will help us drive it forward.
"Thanks for coming to remind us where
we came from, which will help us be clear
about where we're going."
William V. Frame,
-President
but not here at Augsburg."
"Through its latest scholarship program,
Augsburg College is wisely increasìng
opportunities for students and making a
strong statement against racism. ... Students
of color will be better positioned to learn
,
and he fed my heart wilh everlasting food that
speaking to alumni
-Dr. John Vetter'71,
honoring Edor Nelson
"I not only taught you some lessons, bul I
learned many lessons myself. I'm very proud
and honored to have my name on the football
field, but as I look back I'11 remember that il
was you, and not me, who made this honor
possible."
-Prof.
emeritus and coach
Edor Nelson'38
From the Women in Action
speaker series:
"We are each needed to be rainbows in the
clouds. ... Yes, I can."
Angelou, singer, actress, poet
-Maya
"Sex does not happen between the hips and
the knees, bu¡ between the ears."
Ruth (Westheimer),
-Dr.
sex therapist
and counselor
Winter 2001-02
)
¡a
o
I
o.
o
Music
Theatre
For more int'ormation on any of these eyents
(unless otherwise noted), call 612-330-1265
For more inJormation on any of these events
(unless othenuise noted), call 612-330-1257
Februarlr 3
January 24
Gospel Praise Concert
Shepherd of the Lake Lutheran Church
Prior Lake, Minn.
Scenes from Music Theatre Class
B p.m.-Sateren Auditorium
February
l-10
February 10
A Night Out and Night School
Gospel Praise Concert
10:30 a.m.-Va11ey Community
Presbyterian Church
New Hope, Minn.
by Harold Pinter, clirector, Martha Johnson
February 16
Februarl'
"Finnish Brass in America"
Artistic Concepts: A Night Out and
Night School
I I :50 a.m.-l :20 p.m.-!ornhom-Nelson
Ameriikan Poijat Brass Septet Concert
7:30 p.m.-Sateren Auditorium
February 24
Gospel Praise Concert
B:30 6s 10:45 a.m.-Vinje Lutheran
Church
Willmar,'Minn.
March
I
Gospel Praise Concert
l:20 p.m.-Virginia High School
Performances: Feb. l, 2,7,8,9 ar,7 p.m.',
Feb. 3 and 10 at 2 p.m.
!ornhom-Nelson Theater, Foss Center
5
Theater, Foss Center
Martha Johnson, director; Steven Draheim,
set/Lighting director;
Sandra Schulte, costume designer
Duluth, Minn.
March 3
Reading of Princess and the Peacocks
A play by ProfessorJulie Bolton
7 p.m.-Tjornhom-Nelson Theater, Foss
Center
For gallery information, call 612-330-1524.
February l-March 7
"Art of the French Table"
Students from Prof. Tara Christopherson's
Ndarch
lS
Concerto Aria Concert
7 p.m.-Hoversten ChaPel
N,larclr 2A*28
Augsburg Concert Band Florida Tour
6 1 2 -3 3 0 - 1 1
80
Martin Luther King, Jr., Convocation
"Healing the Violence of Racism"
Nontombi Naomi Tutu, Fisk University
I p.m.-Convocation, Hoversten Chapel
exhibit their work.
Opening Reception: Feb.
Augsburg Orchestra Chicago Tour
inf ormatíon, call
February 27
l0:30 a.m.-Holy Spirit Catholic Church
Malch l4-18
Seminars, lectures, and Films
F or
"The Changing Face of Minnesota and
the Twin Cities: The Contribution and
l,
6-9 p.m.
Virginia, Minn.
Augsburg Choir Metro-Area Tour
Closing Reception: April 18, 4-7 p.m.
Art of the French Table Interim course will
Alumni Gallery, Christensen Center
8-10
"A Retrospective Exhibition"
by Prof. Norman Holen
Norm Holen wlll show examples of each
medium and subject that he has
Janr-rary 21
Gospel Praise Concert
N¡larclr
March l5-April 18
Alumni Gallery, Christensen Center
Exhibits
Gospel Praise Concert
7:30 p.m.-First Lutheran Church
"Artistic lnheritance: Students of
Yoshida Toshi"
This exhibit will present the works of
seven students ofYoshÌda Toshi, a teacher
of woodblock printmaking at Augsburg in
1970 and L974.
Gage Family Gallery, Lindell Llbrary
Opening Reception: March 15, 6-9 p.m.
encountered over the years.
February 28
Virginia, Minn.
March 2
March l5-April 18
Itrebr uar"yt
B-
Consequences of Race/Ethnicity
from the Census 2000"
Augsburg Convocation Serles-Race
:
Dividing and Uniting
N4arch 7
Dr. Tom Gillaspy, Minnesota state
"New Works"
by Barbara Lea
"In my studio I
have one window
... this serÌes of
demographer
paintings is about
the light on the slll
of this window."
Opening Receptlon: February 8, 6-9 p.m.
Gage Family Gallery, Lindell Library
Theater Mu: Drumming, Ritual, and
Cultural Quest
l0 a.m.-Convocation,
I
Hoversten Chapel
I a.m.-Panel discussron
li¡lar:ch
l9
Augsburg Convocation Series-Race:
Dividrng and Uniting
I I : l5-1 I :45 a.m.-Hoversten Chapel
1I:50 a.m.-Artlst Series Event
COLLEGE
2.211 Riverside Avenue
Minneapolis, MN 55454
Non-Profit Org.
U.S. Poslage
PAID
Minneapolis, MN
Permit No.2031
-
-
Show less
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was c... Show more
8
Augsburg College Catalo!
2002-2004
AUGSBUR
C O L L E G E
OFFICIAL PUBLICATION OF
AUCSBURC COLLEGE
221 1 Riverside Avenue
Minneapolis, M N 55454
(61 2) 330-1000
This catalog should answer
most questions students have
about Augsburg College and
i t s curriculum. Although
information was current at
the time of publication, it i s
subject to change without
notice. The written policies in
the catalog are the College
policies in force at the time
of printing. It is the responsibility of each student to
know the requirements and
academic policies in this
publication. If you have
questions about anything in
this catalog, consult
Academic Advising, a faculty
adviser, the dean of the
college, or the registrar. Key
offices are listed on page 8
for correspondence or
telephone inquiries.
Published May 2002
n ureeuriy
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome! All of us hope you find, in the
course of your study, a rising enthusiasm for the
work, a clariifylng definition of the vocation to
which you feel called, and a confident satisfaction
that you have rightly chosen Augsburg as the
community in which you will spend time for the
next several years.
If you're dipping into this volume to
find out about Augsburg College and the
education it offers, welcome to these pages! May
E
they convey the fundamental character of our
6
mission: to provide an education especially
serviceable in the contemporary world because it has been designed in the midst of and in full
contact with the critical social, economic, religious, and political phenomena of the modern city.
This education, however practical and professional, will be serviceable over the long haul only to
the degree that it respects and pursues certain of what Martin Luther called "the fine liberal
arts," and it will be exciting to the degree it is offered for the sake of improving both its
students and the world itself.
O
-?
-
Y
h
h
The study you are undertaking at Augsburcjor thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupiedwith your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and
from which new destinations are reachable.
Bon voyage!
Sincerely yours,
,
William V. ~ r a h e
President
I1
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Academic Calendar - 4 7
]
Directory - 8
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Introducing Augsburg - 9
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Undergraduate Admissions 19
Day Program - 20
Weekend College - 21
Financing Your Education - 25
Student Life - 41
I
Academic Information - 53
lepartments and Programs - 89
Includes majors, minors,
and course descriptions
I
College Information - 279
Board of Regents - 280
ELCA, Education Division - 281
Faculty and Administration- 282
Faculty Emeriti - 298
Maps - 301, 302
I
Index - 304
For dates referring to academic registration deadlines, please reference the
ACTC newspaper.
Fall Term 2002
Summer....................................... F a n registration
Sept. 1-3ISun.-Tues. .................... New student orientation
Sept. 4lWed. ................................Upper-class validation
Sept. 4lWed. ................................ Classes begin
Oct. 25/Fri. ...............................
Mid-term break (one day only)
Nov. 18-Dec. 6lMon.-Fri. ............Spring term registration
Nov. 28Rhurs. ............................Thanksgiving recess begins
Dec. 2Mon. ................................Classes resume
Dec. 13/Fri. ..................................Classes end
Dec. 16-19lMon.-Thurs. ..............Final exams
Spring Term 2003
Jan. 13lMon. ................................Classes begin
Jan. 2OlMon. ................................ Martin Luther King Day-no classes
Mar. 3/Mon. .............................. Mid-term break begins
Mar. 10lMon. ...............................Classes resume
Apr. 18/Fri. ..................................Easter break
Apr. 2 1lMon.................................Classes resume
Apr. 7-18lMon.-Fri. .....................Early registration for fall
Apr. 25/Fri. ..................................Classes end
Apr. 28-May 1lMon.-Thurs. .......Final exams
May 41Sun. ...................................BaccalaureatdCommencement
Tentative--consult the 2003-2004 ACTC class schedule or Augsburg Registrat's
Office for changes and for academic registration deadlines
Fall Term 2003
Summer........................................F
a registration
Aug. 31-Sept. USun.-Tues. .........New student orientation
Sept. 31Wed. ................................. Upper-class validation
Sept. 3Mred. ................................. Classes begin
Oct. 24/Fri. .................................Mid-term break (one day only)
Nov. 17-Dec. 5/Mon.-Fri. ............Spring term registration
Nov. 271Thurs. .............................Thanksgiving recess begins
Dec. l/Mon. .................................Classes resume
Dec. 1UFri. .................................. Classes end
Dec. 15-18Mon.-Thurs. ..............Final exams
Spring Term 2004
Jan. 1UMon. ................................Classes begin
Jan. 19Mon. .............................. Martin Luther King Day-no classes
Mar. l/Mon. .................................M i d - t e a r break begins
Mar. 8/Mon. .................................Classes resume
Early registration for fall
Apr. 5-16/Mon.-Fri. .....................
Apr. 23/Fri. ..................................Classes end
Apr. 26-29Mon.-Thurs. ............. Final exams
May 2/Sun. ................................... BaccalaureatdCommencement
Fall Term 2002
June 10 ........................................Registration begins*
Aug. 9 .......................................... Remote registration ends (must register in person after
this date)
...... Last day to add class, last day to drop a class without
Sept. 13 .............................
notation on record
Last day to change grade option or withdraw from class
Oct. 21 ........................................
Class weekends: Sept. 6-8, Sept. 20-22, Oct. 4-6, Oct 18-20, Nov. 1-3, Nov. 15-17,
Nov. 22-24, Dec. 6-8
Winter Term 2003
Nov. 4 .......................................... Registration begins*
Nov. 29 ........................................Remote registration ends (must register in person after
this date)
Last day to add class, last day to drop a class without
Jan. 17 .......................................
notation on record
Last day to change grade option or withdraw from class
Feb. 17 ......................................
Class weekends: Jan. 10-12,Jan. 24-26, Jan. 31-Feb. 2, Feb. 14-16, Feb. 21-23, Mar. 7-9,
Mar. 21-23, Apr. 4-6
Spring Term 2003
Feb. 17 ........................................ Registration begins*
Mar. 14 ..................................... .Jemote registration ends (must register in person after
this date)
Apr. 18 ........................................Last day to add class, last day to drop a class without
notation on record
May 18 ........................................Last day to change grade option or withdraw from class
Class weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-June 1,
June 13-15,June 27-29
*Questions related to course selection or degree completion should be reviewed with your
faculty adviser a week or two prior to registration.
Tentative--consult the 2003-2004 Weekend College class schedule or Weekend
College program office for changes
Fall Term 2003
Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16,
Nov. 21-23, Dec. 5-7
Winter Term 2004
Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14,
Mar. 26-28, Apr. 2-4
Spring Term 2004
Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13,
June 25-27
Area Code
612
Access Center .............................................................................................................
.330-1749
Academic Advising..................................................................................................... .330- 1025
Academic Enrichment ...............................................................................................
..330.1165
Academic and Learning Services ................................................................................ 330-1024
Undergraduate Admissions ....................................................................................... ..330-1001
Toll-free number .......................................................................................
1-800-788-5678
AlumniParent Relations ...........................................................................................
3 3 0 1178
Toll-free number ......................................................................................
-1-800-260-6590
Athletics .....................................................................................................................
.330-1249
Center for Learning and Adaptive Student Services (CLASS) ................................... 330-1053
Center for Service, Work, and Learning ....................................................................
330-1162
College PastorICampus Ministry ................................................................................ 330-1732
Public Relations & Communication .......................................................................... 330-1180
...............................
ConferenceEvents Coordinator ....................................... .
.
.
.330. 1107
Development (financial gifts to the College) ............................................................. 330-1613
Toll-free number ..............................................................................
1-800-273-0617
Enrollment Center .................................................................................................... .330-1046
Facilities Management ................................
.... ..........................................................
330-1104
Financial Aid (scholarships and other aid) ................................................................ 330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
.................................................................................................................. 330-1649
Fax
.............................................................. .330-1628
Graduate Programs ................................... ,
Human Resources ......................................................................................................
.330-1058
Lost and Found .......................................................................................................... .330-1000
President's Office ........................................................................................................
.330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing).......................................................................................
3 3 0 - 1 109
Rochester Program ...............................................................................................
507-289-6142
Student Activities ........................................................................................................
330-1111
..................................................................................................
Student Government
.330.11 10
Summer Session ........................................................................................................
.330- 1046
TRIOIStudent Support Services ................................................................................. .330-13 11
Weekend College ........................................................................................................
Mailing Address:
22 11 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1101
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About Augsburg - 10
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Weekend College - 12
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Rochester Program - 13
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Campus Location - 14
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Facilities and Housing - 14
Youth and Family
Institute - 16
Associated Support
Organizations - 1
Policies - 17
Accreditation and
Memberships - 17
A
t Augsburg
- - College, we believe that
the college
experience
should be a time of
- exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively.
Selection from over 50 majors
Augsburg offers more than 50 major*
or you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 58 for a complete list of majors and
minors.) This five-college consortium
allows day program students to take courses on other campuses without charge while
a full-time student at Augsburg. The ACTC
includes Augsburg College, College of St.
Catherine, Hamline University, Macalester
College, and the University of St. Thomas.
Through the Weekend College
Program, 17 majors are offered.
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
"To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian church, by the
context of a vital metropolitan setting, and
by an intentionally diverse campus community"
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
-
About Augsburg 11
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college depaments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 130 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876- 1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity This change made
Augsburg the only higher educational institution of the small Lutheran body The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bemhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the serninary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
12 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a curriculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. Under his leadership, the
college has sharpened its identity as a college of the city, providing an education,
grounded in vocational calling, that provides students both the theoretical learning
and the practical experience to succeed in
a global, diverse world.
In 1999, a new apament-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment Center, h e Women's Resource
Center, and the Honors Program Suite. A
skyway link connects Sverdrup Hall to
Lindell Library.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 18,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to undergraduate liberal
arts and sciences Augsburg offers master's
degree programs in social work, leadership,
nursing, physician assistant studies, and
education.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
-
About Augsburg 13
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with more than 1,000 students
enrolled each term and 17 majors,
Augsburg's Weekend College is the largest
program of this type among Minnesota private colleges. Faculty in Weekend College
are full-time Augsburg professors as well as
adjunct professionals. The Weekend
College student body is involved in student government, and students participate
in academic and extracurricular activities
such as the student newspaper, travel seminar, and student organizations.
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratoly sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
A Community of Learners
Essential to the goals of Augsburg's
Weekend College is participation in a community of adult learners. This community
is enriched by the presence of men and
women with a variety of work and life
experiences. To facilitate this kind of community interaction, Augsburg encourages
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
The heart of any educational institution
is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty
hold the doctorate or other terminal degree
and all consider teaching to be the focus of
their activity at the College. Faculty are
involved in social, professional, and a variety of research activities, but these support
and are secondary to their teaching. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
ROCHESTER PROGRAM
Augsburg has established a branch
campus in Rochester, Minnesota. Classes
in Rochester meet on an evening or weekend schedule, making them accessible to
working adults. There are three trimesters
in each academic year, following the same
schedule as the Weekend College program.
14 About Augsburg
Several complete degree programs are
available through the Rochester campus. In
addition, students may work on a variety
of other majors through a combination of
Rochester-based courses and courses taken
in the day or Weekend College program on
the Minneapolis campus. Students who
enroll in Rochester courses are required to
have an individual e-mail address and have
access to the Intemet to facilitate the use
of technology in the learning and communication process. Further information may
be obtained from the Rochester program
website at <www.augsburg.edu/rochester>
or by calling the Weekend College
Admissions Office at 612-330-1101.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 170 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fairview-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVrarnp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall,Murphy Place, Lindell Libra~yand the
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 2lst Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents. Weekend College admissions
counselors are located at 624 2lst Avenue
South.
Anderson Hall (1993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students, as
well as the Master of Science in Physician
Assistant Studies, the Master of Arts in
Leadership program, and the Youth and
Family Institute.
Edor Nelson Field-The athletic field,
located at 725 23rd Avenue South, is the
playing and practice field of many of the
Augsburg teams. An air-supported dome
covers the field during the winter months,
allowing year-round use.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP),
the Fond du Lac Tribal College Center, and
the Education and Housing Equity Project
at 2429 S. Eighth Street.
--
About Augsburg 1s
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theater,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry, the
drama and communication offices, and the
StepUP program. The Foss Center's lower
level is home to the Academic Enrichment
Office, which includes the Groves
Computer Lab, the Karen Housh Tutor
Center, and the John Evans Learning
Laboratory; and the Center for Learning
and Adaptive Student Services (CLASS)
program.
The JeroyC. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center, with its Office of Alumni and
Parent Relations, is located in Smilqs Point,
2200 Riverside Ave.
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community
The JamesC. Lindell Family Library
(1 997)-This library and information
technology center houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 2lst Avenues, and by
Riverside Avenue and Seventh St.
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 fitness center, and general
auditorium purposes. The Ernie Anderson
Center Court was dedicated in 2001.
Mortensen Hall (1 973)-Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)Murphy Place is home to the three of the
four components of the Office of
International Programs- Center for
Global Education, Global Studies, and
International Student Advising. It is also
home to the four support programs for
students of color -American Indian
Student Services, Pan-Afrikan Center, PanAsian Student Services, and
HispanicLatino Student Services.
Music Hall (1 978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1 999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1 900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
finance and administration offices, and various other program offices. In 1960 the
-
16 About Augsburg
Lisa Odland Observatory on the roof
was completed.
Srniley's Point (2000)-The Smiley's
Point building on Riverside Avenue, once a
favorite ice-cream parlor for Augsburg students, now houses the Institutional
Advancement and Community Relations
division, including the Development,
Alumni and Parent Relations, and Public
Relations and Communication offices.
Sverdrup Hall (1955)-Named in
honor of Augsburg's fourth president, it
contains the Enrollment Center and the
Academic Advising Center, as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1 967)-Named in honor
of Mr. and Mrs. Andrew Umess, this tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
YOUTH & FAMILY INSTITUTE OF
AUGSBURG COLLEGE
Acknowledging that faith is formed
through personal, trusted relationships,
often in the home, the Institute provides
consultation, resources, workshops, conferences and seminars designed to equip parents and families, lay professionals and
clergy for nurturing faith. The Youth and
Family Institute also supports the undergraduate major in youth and family ministry at Augsburg College by developing
coursework and teaching courses when
requested.
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement.
College of the Third Age-In 1976,
Augsburg initiated one of the first programs in the country that offers classes for
older adults, taught in their neighborhoods. Many of the instructors are retired
Augsburg faculty. The College of the Third
Age is located in Foss Center, Room 172.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (MMEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
-
About Augsburg 17
POLICIES
Augsburg College, as affirmed in its
mission, does not discriminate on the basis
of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 2211
Riverside Ave., Minneapolis, MN 55454,
(612) 330-1023.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
Higher Learning Commission of the North
Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Master of Science
Physican Assistant Studies)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*The Higher Learning Commission of the
North Central Association of Colleges and
Schools, 312-263-0456;
<www.higherlearningcommission.org>
Location-Augsburg College was
founded in 1869 in Marshall, WE. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 8 percent represent other
Protestant denominations, and 17 percent represent the Roman Catholic
Church.
Accreditation-The Higher Learning
Commission of the North Central
Association of Colleges and Schools.
National Council for Accreditation of
Teacher Education, Committee for
Accreditation of Allied Health
Educational Programs. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and the National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
Enrollment (Fall 2001-2002)-2,964
students from 39 countries.
Graduates-18,000 undergraduates
from 1870 through August 2001.
Student/Faculty Ratio-15 to 1.
Undergraduate class size averages 15-20.
Campus-17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunneVelevatorsystem
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S., M.S.W.
B.S., B.M.,
Financial Aid-Over 80 percent of the
students receive some form of financial
aid from the College and many other
sources.
L i b r a r y a v e r 175,000 items, direct
access to over 1,300,000 though CLlC,
the Twin Cities private college library consortium. The James G. Lindell Family
Library opened in September 1997.
School Year-Two semesters from
September to May, and two summer
school sessions. Augsburg Weekend
College-trimesters, September to June.
Augsburg Graduate Programtrimesters, September to June.
Major+More
departments.
than 50 majors in 23
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consomum for Urban Affairs
(HECUA), International Partners, Upper
Midwest Association of Intercultural
Education (UMAIE) , and extensive
cooperative education and internship
programs.
Athletic AffiliatiowMinnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
Policy-Augsburg College, as affirmed
in its mission, does not discriminate on
the basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status
with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
For Day Program FIreshmen
Karl,, -dmission
A,
of Freshmen - 21
For Weekend College - 21
For Transfer Students - 22
For Former Students - 23
For Special Students - 23
(Non-Degree)
.
For International Students - 24
A
ugsburg College is looking for students with intelligence and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
.
2
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-612-330-1001
or toll-free 1-800-788-5678. We'll answer
your questions and arrange a tour for you
(including most Saturday mornings during the school year). The Office of
Undergraduate Admissions is located on
the comer of Seventh Street and 21st
Avenue South in Minneapolis. (Please call
ahead.)
For Weekend College Admission information. call 612-330-1 101.
DAY PROGRAM FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee. You may apply
online at <www.augsburg.edu/dayad/>.
T r a n s c r i p t s A n official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. If the student
has taken college courses, an official transcript from the institution should also be
sent. General Education Development
(G.E.D.) scores may be presented instead
of the high school transcript.
Test Scores-Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. Test scores
recorded on the official high school transcript are sufficient.
Recommendations-Two letters of
academic recommendation are required.
References may use the Augsburg recommendation form in lieu of writing a letter.
If the applicant has been out of school for
some time, the form or letter may be completed by a supervisor, employer, or other
person for whom the applicant works.
Additional Information-If there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor.
I
-
Undergraduate Admissions 21
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recomrnendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decisiow
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision usually within two
weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit to the Office of Undergraduate Admissions within 30 days of
their financial aid notification. Extensions
may be requested in writing to the director
of financial aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit to the Office of
Undergraduate Admissions. Those students
who wish to live in College housing must
also submit a $200 housing deposit to the
Residence Life Office.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants
and arrange a personal interview with the
director of undergraduate admissions.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 non-refundable application fee to the
Augsburg Weekend College Admissions
Office. You may apply online at
<www.augsburg.edu/wecad/>.
Transcripts-Have official transcripts
from all previous postsecondary institutions sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous transferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information-If there is
personal information that may have affected the applicant's previous academic performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admission decision is made. On occasion, the
Admissions Committee may also defer a
candidate's admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
-
22 Undergraduate Admissions
Notification of Admissions Decision
-Augsburg College uses a "rolling"
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
ALL TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 32 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.5 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transferring from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing
following the Minnesota Transfer
Curriculum. A maximum of 17 Augsburg
equivalent courses (64 semester credits or
96 quarter credits from a community college) will be accepted once junior status is
reached. No additional courses may be
transferred from a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
-
Undergraduate Admissions 23
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
One lifetime sport
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or December
15 for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
-
24 Undergraduate Admissions
7
INTERNATIONAL STUDENTS
Augsburg welcomes students from
countries around the world. (See
International Student Advising on page
49.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
June 1 for fall, Dec. 1for spring.
For more information, call
612-330-1001 or 1-800-788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
Day Program costs
Tuition and Fees - 26
Room and Board - 26
Other Special Fees - 26
Deposits - 27
weekend College Costs - 27
Payments - 28
Financial Policies
Refunds - 28
Financial Aid
How and When to Apply - 30
Kinds of Aid
Academic and Achievement
Scholarships - 31
Leadership, Service,
and Performance
Scholarships - 32
Gift Assistance - 33
Loan Assistance - 34
Student Employment - 35
Sponsored Scholarships - 35
that course.
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
Audit Fee
(for part-time students)
per course................................4
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
....................4
Full-time students may audit a course
without charge.
Room Rent
(includes telephone
and basic service)
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$17,825
This rate applies to all full-time students
attending in September 2002. Students are
considered full-time when they take three
or more course credits during the semester.
The charge includes tuition, general fees,
facility fees, and admission to most
College-supported events, concerts, and
lectures. The amount is payable in two
equal installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 2,100
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
2,900
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2002-03 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
680
..................$
2,790
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,710
....................$
Student Activity Fee ................$
2,470
Flex 5 point plan
150
ACTC Bus (full-time
students only) ..................$
18
Information Technology Fee ..$
200
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) ....................................$ 75
Late Registration ..............................$ 50
Petition fee for waiver of registration
deadlines (non-refundable) .......$ 50
Lifetime Sport
(part-time students) ...................$ 180
Music Therapy Internship
(one-half course credit) ............. $ 650
-
-
Financial Information 27
Overload Fee
(per course credit over 4.5,
Day and WECRochesterNnited
combined) ..................................$2,100
Private Music Lessons, per
semester (14 lessons) ...................$350
Student Teaching (per course
for full-time students) ................ ..$ 75
Student Teaching (per course
for part-time students) .................$I50
Study Abroad (in approved
non-Augsburg programs) .............$250
Fees Payable by CheckICash
Application (new and/or
special students) ........................$ 25
Locker Rental ....................................$ 50
Student Parking Lot Permit
- c a r ........................................$ 108
-motorcycle ..............................$ 60
Transcript Fee
Regular service ............................$
5
7
Next day ......................................$
On demand .................................$ 10
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's ofice)
BOOKS AND SUPPLIES
These costs are estimated to average
$100 per course.
DEPOSITS
Enrollment Deposit
(non-refundable)
....................$
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only upon
graduation or withdrawal. Any net credit
balance (after all charges and/or fines) will
be refunded upon request of the student.
For more information, contact the Office of
Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a conmact to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated in writing for fall or spring term by
following the conditions delineated in the
housing contract. The resident will be
responsible for all costs incurred due to
late cancellation or lack of proper notification as specified in the housing contract.
Application Fee (payable once,
non-refundable) ........................ $ 25
Tuition (per course) .........................$1,360
Tuition (per summer course 2002) ..$1,250
Activity Fee (per trimester) .............$ 9.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) .....................$ 680
Lifetime Sports: Fee for Weekend
College Course ...........................$ 180
Lifetime Sports: Fee for Assessment
of Previous Learning ..................$ 130
Nursing Clinical Fee ....................... .$ 250
Supplementary Student Teaching
Fee (per course credit) ..............$ 150
Late Registration Fee ........................$ 50
Transcript Fee
Regular service ............................$
5
Next day .....................................$
7
On demand .................................$ 10
Petition Fee for waiver of registration
deadlines (non-refundable) .......$ 50
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7
28 Financial Information
PAYMENTS-DAY
PROGRAM
.
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment Center is sent to the student.
Payment Options-Day Program(1) Semester payments, due August 15 and
January 15 as billed; (2) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term.
PAYMENTS-WEEKEND
COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options-(1) Payment in
full at the start of each term. (2) Payment
Plan-Upon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term. (3) Employer
Reimbursement: students whose employers
reimburse them for all or part of their
tuition and fees may pay a $100 deposit
per course credit at the start of the term.
The balance, which is subject to finance
charges until paid, is due 50 days after the
last day of the term. Students on this plan
must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse
for any reason. If the employer offers partial reimbursement, the non-reimbursed
portion of tuition and fees must be paid in
full at the start of the term.
A finance charge is applied at a simple
rate of .67 percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full or if the student is making
scheduled payments in accordance with an
approved payment plan.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
potion of their charges based on the appropriate refund schedule. Financial aid may be
adjusted for those students who withdraw
from the College or drop course(s) and
receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
Absence/Withdrawal from College form
available in the Enrollment Center. It must
be filled out completely, signed and turned
in to the Enrollment Center. Students who
properly withdraw or change to part-time,
who are dismissed, or who are released from
a housing contract will have their accounts
adjusted for tuition andlor room (except for
the minimum deduction of $100 to cover
administrative costs) in accordance with the
terms of their housing conmact and/or the
appropriate tuition refund schedule.
-
Financial Information 29
Students are responsible for canceling
courses through the Enrollment Center in
order to be eligible for any refund.
Students who unofficially withdraw (stop
attending) but do not complete the
drop/add form are responsible for all
charges. Financial aid may be adjusted
based on the student's last recorded date of
attendance. Refund calculations are based
on the date that the drop/add form is
processed.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refund
Amount
Wnd
Period
100%
Through the first 10 days of
classes (less $100 administrative
fee)
90%
From the 1l t h day through the
15th day of classes
80%
From the 16th day through the
20th day of classes
70%
From the 21st day through the
25th day of classes
60%
From the 26th day through the
30th day of classes
50%
From the 31st day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
Refund Policy: This policy applies to new
and returning Weekend College students
who drop a portion of their scheduled
course load. It also applies to students who
completely withdraw from college and do
not receive financial aid.
Refund
Amount
100%
Refund
Period
Through the Friday following
the first class weekend (less a
$100 administrative fee if withdrawing from the current term
entirely)
80% Through the Friday following the
second scheduled class meeting
60% Through the Friday following the
third scheduled class meeting
40% Through the Friday following the
fourth scheduled class meeting.
No refund after the fourth scheduled
class meeting.
The refund schedule is effective
whether or not a student has attended
classes. All refunds of charges will be
applied to the student account and all
adjustments for aid, loans, fines, deposits,
etc. will be made before eligibility for a
cash refund of any resulting credit balance
is determined. Please allow two weeks for
a refund.
The refund is a percentage of the full
tuition charged, not a percentage of any
deposit paid toward tuition, e.g. deposits
made under the employer reimbursement
payment plan.
Rochester Program and United Hospital
Program Refund Policy: See the published
refund schedule for your program.
Federal Return of Funds Policy: This
policy applies to students who have completed at least one full term, withdraw
from all courses for the current term, and
receive federal Title IV financial assistance
(including Pell Grant, SEO Grant, Perkins
Loan, Stafford Loan, Parent PLUS Loan).
The Return of Funds Policy is based on a
percentage derived from the number of
days attended divided by the number of
days in the term.
30 Financial Information
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Financial Petition Committee.
Petition forms are available in the
Enrollment Center.
MEDICAL REFUND
If a student is forced to withdraw from
one or more courses in a term due to illness or an accident, the refund will include
the normal percentage plus one-half of the
percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment. Requests for medical refunds should be made through the
Financial Petition Committee.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Dean's Office in
Chnstensen Center.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment Center and is distributed to students on an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Enrollment Center,
will help students and their families protect access to a quality Augsburg education
in a time of increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 2001-2002 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of dependent family members, other educational
expenses, debts, retirement needs, and special considerations.
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Financial laormation 31
HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. Students are encouraged
to file the FAFSA electronically on the Web
at www.fafsa.ed.gov. Students and their
parents may sign the FAFSA electronically
using a PIN issued by the U.S. Department
of Education. Instructions for requesting a
PIN can be found at www.fafsa.ed.gov. Be
sure to include the Augsburg College code,
002334, on your application. Submit your
application to the processing agency after
Jan. 1. Applications must be filed by April
15 for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to the
Enrollment Center.
4. Submit copies of federal tax forms
for the preceding year (e.g. tax year 2001
to be considered for financial aid for 20022003). Tax forms are required for the student and parents of dependent students, or
spouse of student if filing separately
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
SubsiclizedAJnsubsidized Federal
Stafford loan application
Students complete and return one copy
of their award letter to the Enrollment
Center. In addition, the student must complete and return the Stafford Loan application to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships
and grants that might be available in their
own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Rehabilitation
Services, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
Academic and Achievement
Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank and top 20
percent ACT/SAT score. Separate applications are required. The application deadline is February 15.
32 Financial Information
Regents' Scholarship-The Regents'
Scholarships are awarded to all qualified
new freshmen of high academic achievement who apply and are accepted before
May 1. Selection is based on high school
GPA and national test scores.
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1.
Legacy Scholarship-These scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees. Deadline:
May 1.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by April 1.
Science ScholarshipThese scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Deadline: May 1.
Youth and Family Ministry Partner
ScholarshipThese scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in youth and family ministry. Deadline:
May 1.
Augsburg AmeriCorps
ScholarshipThese scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
May 1.
Leadership, Service, and
Performance Scholarships
M. Anita Hawthorne Leadership
ScholarshipRecognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students. Deadline: June 1.
Bonnie Wallace Leadership
ScholarshipRecognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students. Deadline: June 1.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students. Deadline: June 1.
HispanicILatino Leadership
ScholarshipRecognizes incoming freshmen and transfer Hispanichtino students
with a demonstrated record of andlor
potential for leadership. Limited to fulltime day students. Deadline: June 1.
PRIME Scholarship-This is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required by August
1. Church funds must amve at Augsburg by
October 1.
Performing Arts ScholarshipAwarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
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Financial Information 33
Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by February 15.
Community a n d Public Service
ScholarshipAwarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by February 15.
Lutheran Leader ScholarshipAwarded to incoming freshmen in the top
30 percent of their high school rank or ACT1
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA ScholarshipAwarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Aid Association f o r Lutherans1
Lutheran Brotherhood-Awarded on
financial need, participation in the
Lutheran church and available funds.
Gift Assistance (Need-Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment
Center for accepted enrollment patterns.
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
2002-03 is $4,000.
Bureau of Indian Affairsnribal a n d
State Indian Scholarship-Bureau of
Indian Affairaribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
AffairslTribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Program. American Indian grants supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program o r t o your local BIA, Tribal, or
State Indian Education Office.
34 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1. Interest is capped at
8.25%.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus all other student financial aid). Repayment begins
within 60 days of check disbursement at a
variable interest rate not to exceed 9 percent and a minimum payment of $50 per
month. Application forms are available at
Augsburg College Enrollment Center or
the lending institution.
--
Financial Information 35
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Enrollment Center at Augsburg.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year,
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on financial eligibility and potential
competence in performing the duties
assigned. Part-time work provided by the
College is considered financial aid, just
like scholarships, loans, and grants. A
maximum of 15 hours of on-campus
employment per week is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program and Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
*Indicates endowed scholarships
1 GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Kopp Investment Advisors Presidential
Scholarship
Emma Johnston Mathwig Scholarship
Memorial Scholarship Foundation
Scholarships*
36 Financial Information
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Xcel Energy Scholarship
Edward Yokie Memorial Scholarship*
SPECIAL SCHOLARSHIPS
Aid Association for Lutherans Scholarship
Charles and Kate Anderson Endowment
Fund*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
David J. Formo Memorial Scholarship*
The Grace Scholarship*
David Gronner Memorial Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hoversten Peace Scholarship*
ING Foundation Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Mutual Foundation Scholarship
Minnesota Power Company Scholarship
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
Loren Manuel Schottenstein Memorial
Scholarship
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Wells Fargo Scholarship
CAMPUS MINISTRY/CHRISTIAN
SERVICE
John Andrew Adam Memorial
Scholarship*
C. A. L. and Esther J. E. Anderson
Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Carl C. and Kathleen A. Casperson
Scholarship*
Corinne and Herbert Chilstrom
Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
Dave Hagert Memorial Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Lee Family Scholarship*
-
-
Financial Information 37
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Pastor Carl 0. and Edith W. Nelson
Memorial Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Russel and Virginia Smith Scholarship*
Roy C. and Jeanette Tollefson Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
American Indian Scholarship*
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kemdgehiueller American Indian
Scholarship
James M. Kingsley American Indian
scholarshipL
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Harold B. and Laura M. Lanes
Scholarship*
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
Norman D. Holen Art Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Eleanor Christensen Edwards Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
38 Financial Information
Business Administration/Accounting/
Economics
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Malcom and Maybelle Estrem
Scholarship*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjornhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Pederson Samuelson Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Health and Physical Education
Jeroy C. and Lorraine M. Carlson
Scholarship*
Paul Dahlen Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
James P Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bernhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics
Floyd V. and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in
Urban Affairs*
-
Financial Information 33
Modern Languages
Emil M. Fossan Modem Language
Scholarship*
Mary E. (Mimi) Johnson Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Music
Albert and Solveig Birkland Scholarship
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Leonard and Anabelle Dahlberg
Scholarship
Robert Ellingrod Memorial Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
Marjorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Beth Halverson Violin Scholarship*
Kay Halverson Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Heam Violin Scholarship*
Hanwick Thanksgiving Scholarship*
0. I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Robert Karlen Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Catha Jones Memorial Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W. and Edith B. Norberg
Scholarship*
St. John's Lutheran Church-John Nonis
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship"
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarslup*
Nursing
Augsburg Nurses Alumni Association
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physician Assistant
Alne Swensen Scholarship*
Dr. Kristofer and Mrs. Berth E. Hagen
Memorial Scholarship*
W Financial Information
Physics
Floyd \! and Ruth M. Case Scholarship*
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iversen Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Martin and Sylvia Sabo Scholarship*
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion Scholarships
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Elias P Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Johan H. 0. Rodvik Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Phyllis M. Baker Memorial Scholarship*
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Arts/Religion Scholarship*
E
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Augsburg College created a program
entitled Exploring Our Gifts through the
generous support of the Lilly Endowment.
Established in Spring 2002, the Exploring
Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and
work. The program will assist students in
this journey by intentionally introducing
vocational themes into the cumculum, cocumcular activities, service-learning experiences, and mentoring relationships at the
college. Exploring Our Gifts also provides
resources to encourage students to explore
Christian ministry. Contact the director of
Exploring Our Gifts for further information about the program.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
for the kind and quality of life that reaches
beyond their years at Augsburg.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (student lounge) is a popular hangout located in the lower level. Many of the
clubs that unite classroom and non-classroom related interests meet here. Student
offices in this area include the College
newspaper, the Echo; the yearbook, The
Augsburgian; Student Government; and the
Augsburg Student Activities Council.
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
During 1999-2000, Augsburg men's and
women's athletics marked the 75th
anniversary of intercollegiate competition.
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
INTERCOLLEGIATE ATHLETICS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
FINE ARTS
Student Life 43
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
The Academic Skills Center, located in
Room 18 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
1 ACADEMIC SKILLS CENTER
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 56.
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 49.)
SPORTS AND RECREATION
4 4 Student Life
-
The CLASS staff includes disability specialists who meet individually with students to provide them with general academic support services. This includes helping
students to develop the learning strategies
and organizationltime management skills
needed to be successful at the college level
Center for Learning and Adaptive
Student Services (CLASS)-The Center
for Learning and Adaptive Student Services
(CLASS) Program serves approximately
200 students and is recognized as a leader
in supporting college students with hidden
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
attentional, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
SERVICES FOR STUDENTS WITH
DISABILITIES
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, LSAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
*Individual meetings with the physical
disabilities specialist on a regularly scheduled basis
*Assistancewith organization and time
management issues
Access Center-The Access Center
provides support and specialized services
to students with documented physical disabilities. The goal of the Access Center is
to assist students in reaching their individual potential, to promote their independence, and to ensure their access to the
educational experience at Augsburg
College. Areas of assistance include but are
not limited to:
For more information, please contact
the CLASS Program at 612-330-1053 to
request a copy of the CLASS brochure
andfor to schedule an appointment with a
specialist.
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
This level of individualized, academic
support is possible through an endowment
from the Gage family, which allows the
CLASS Program to provide specialized services to its students, especially those with
learning disabilities.
and to acquire and refine self-advocacy
skills. During the semester, specialists meet
with students and take an active role to
assist them with advising and registration
for courses. Specialists also meet individually with students to review their documentation and determine appropriate academic accommodations. The accommodations specialist coordinates testing accommodations, note taking services, taped
textbooks, adaptive technology (such as
dictation and voice recognition software,
book scanning software) and provides general computer assistance.
For more information, please contact
the Access Center at 612-330-1749.
Through a system of skyways and tunnels, the majority of the Augsburg campus
is accessible to those with mobility impairments ensuring access regardless of the
weather. There are a variety of modified
and fully accessible rooms available in the
residence halls.
The Access Center also provides academic accommodations for students. These
include providing note takers, taped texts,
typing of papers, sign language interpreters, and adaptive physical education
courses. Adaptive technologies available
through the center include Braille translating software, a Braille printer, CCTY TTY,
Jaws, and speech recognition software.
*Academic advising and registration
-Housing assistance
*Advocacywith faculty and staff
*Assistancewith community support
services and other non-academic issues
McNair Scholars Program-The
McNair Scholars Program is designed to
prepare participants for doctoral studies
through involvement in research and other
scholarly activities. The goal of McNair is
to increase graduate degree attainment of
students from underrepresented segments
TRIO programs are federal grant programs, funded by the U.S. Department of
Education, which seek to help students
overcome class, social, academic, and cultural barriers to higher education. TRIO
programs are designed to help students
prepare for college, adjust to college life,
and attain good academic standing. They
also help students improve their likelihood
of transfer and graduation from a four-year
degree program in addition to preparation
for graduate school.
TRIO PROGRAMS
-
Student Life 45
*An intensive summer student-faculty
research collaboration
-An academic-year student-faculty
teaching collaboration
.Individual and group programs to
assure student academic success, including
preparation for the GRE
*Social and cultural activities to enrich
participants' academic perspectives
*Opportunities for conference travel
and professional presentation of students'
original research
*Assistancein identifying and applying
to Ph.D. programs and seelung scholarships
*Graduate school fairs, and aid to visit
the schools you apply to
*Financial aid exploration and fee
waivers for grad school application, as well
as McNair designated fellowships
*Activities to improve study and testtaking skills, as well as research and library
skills
The major components of the Augsburg
College McNair Scholars Program are:
Students eligible to become McNair
Scholars are sophomore, junior, and senior
undergraduates currently enrolled at
Augsburg, who exhibit strong academic
potential, and who are 1) low income and
first-generation college students, or 2)
members of groups underrepresented in
graduate education (i.e., BlacWAfrican
American, Hispanic, or American
IndianIAlaskan Native), or 3) individuals
from other groups underrepresented in
doctoral study (e.g., women in some areas
of science, persons underrepresented in
other disciplines). The Augsburg McNair
program serves 18 students per year.
of society and to encourage these students
to consider becoming college professors.
46 Student Life
-
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences, and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
STEPUP PROGRAM
Students may apply for SSS anytime
after admission to Augsburg College. For
more information, an application, or to
make an appointment with an SSS adviser,
please contact SSS program staff at
612-330-1311.
*Individual academic advising and support
*Financial aid counseling
*Academic progress monitoring
*Academic success workshops
*Student leadership development
*SociaVculturalstudent events
*Summer Bridge program including
summer term college coursework, seminars, and advising for a small group of
incoming first-year students
*Need-based scholarships for first and
second year students participating in SSS
Augsburg Student Support S e ~ c e s
serves 160 students, including day and
Weekend College Students. Components of
the SSS program include:
Student Support Services-Student
Support Services (SSS) is a TRIO program
designed to support students toward college retention and graduation. The program serves students who are low income,
first generation college students (neither
parent has a four-year degree), and students with disabilities to develop the skills
and motivation necessary to successfully
pursue and earn a baccalaureate degree.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis and St. Paul Public School
D i s ~ c t sintended
,
to increase the number
of American Indian teachers in these districts. Funded by the Minnesota State
Legislature in 1990, this project is designed
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
Other components of the program are:
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
learn about their heritage
Provides opportunities for the campus community to learn about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
The American Indian Student Services
Program was established in 1978 to recruit
and retain Inman students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to successfully navigate
Augsburg's policies, procedures and expectations. The program
AMERICAN INDIAN STUDENT
SERVICES
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
-
The PAC serves the Augsburg College
community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for
students of Afrikan descent. This service
The Pan-Afrikan Center (PAC) traces
its roots to an event held in 1968 called
"One Day in May" when Augsburg hosted
a series of interactive programs with the
community As a result, Black Student
Affairs was born. It has evolved, over the
years, into the PAC.
PAN-AFRIKAN STUDENT SERVICES
The Augsburg Asian Student
Association is affiliated with the program.
The association organizes various activities
during the academic year to increase the
network of friendship and support for
Asians, other students at Augsburg, and
the surrounding community.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic pursuits, and
employment and placement referrals.
The Pan-Asian Student Services
Program was created in 1992 to recruit and
retain Asian-American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute t b all aspects of academic and student life.
PAN-ASIAN STUDENT SERVICES
as a special grant and loan forgiveness
program. Students who are awarded
state teaching licensure may then apply
for loan forgiveness. For each year the student teaches, one fifth of the loan will be
forgiven.
student Life 47
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The HispanidLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
HISPANICILATINO STUDENT
SERVICES
The Pan-Afrikan Student Union (PASU)
is a commissioned organization whose purpose is to enable students of Afrikan
descent to share their diversity and collectively express their fellowship with the
Augsburg community. PASU sponsors
social and cultural activities that are open
to all students. The PACPASU is located in
208- 209 Murphy Place.
enhances the recruitment, retention, and
graduation of Pan-Afrikan students and
enables their learning experience to be
interactive. The PAC brings the knowledge
and experience of Afrikan people in the
Diaspora to the community through a variety of programming and is a clearinghouse
for information regarding the Afnkan
Diaspora and networks with the PanAfrikan community. Its motto is "Learning
for all Afikan people, learning about all
Afrikan people."
4 8 Student Life
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
Health Promotion
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Counseling
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Located on the lower level of Melby
Hall, the Hoyt Messerer Fitness Center was
built in 1993 and equipped with stationary
bicycles, stair steppers, treadmills, and
other aerobic workout machines. It
includes a weight room with universal and
free weight systems. All staff, students, and
faculty may use the center.
FITNESS CENTER
AUGSBURG COLLEGE SUPPORTS
HEALTHY LEARNERS IN A HEALTHY
LEARNING ENVIRONMENT!
The College offers basic health care services to students through a contract with
UFP -Smiley's Clinic. These services are
limited. For students without health insurance, Smiley's Clinic provides certain clinic
health services with a minimal co-pay at
the time of the visit. Emergency services of
any kind are not covered through the contract between Augsburg and Smiley's
Clinic. Students with health insurance can
also access Smiley's Clinic for a variety of
clinic or other health services. A student's
health insurance provider will be billed for
medical services and the student will be
responsible for any co-pays or deductibles
associated with their insurance.
H HEALTH CLINIC SERVICES
Augsburg College does not require that
students have health insurance, with the
exception of international students and
students who participate in intercollegiate
athletics. If a student is not covered by a
health insurance plan, they may purchase a
student policy by contacting the Center for
Counseling and Health Promotion for
more information.
HEALTH INSURANCE
(Also see Study Opportunities Abroad
on page 63 and Student Teaching Abroad
on page 65.)
The International Student Organization
(ISO) provides a forum for the interests
and concerns of international students and
fosters productive interaction between
them, the college administration, and U.S.
students. This mission is accomplished
through yearly programming of events
such as International Week, sponsorship of
forums on international issues, and outings
to sites of interest in the community.
Information on how to get involved is
available through ISA.
New international students participate
in an orientation program that provides
practical information on housing, health
insurance, taxes, banking, local transportation, and applying for a social security
card. Students use intercultural communication theory to explore their adjustment
to a new culture and education system.
-Fulfilling duties of Designated School
Official (DSO) for F-1 student visa program and Responsible Officer (RO) for J-1
studentlscholar exchange program
-General advocacy for international
students
-Advising the International Student
Organization
*Facilitating intercultural skill building
sessions for students, faculty, and staff
-Celebrating diversity of cultures by
increasing awareness of internationallintercultural issues
Responsibilities of ISA include:
The Director of International Student
Advising advises international students on
educational, personal, and immigration
issues.
Student Life 4
-
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities, and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers, and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Hall to Christensen
Center keeps students out of the weather
on the way to class.
Living on campus offers many opportunities for learning, fun, and leadership.
Research indicates that students living in
residence halls earn higher grades and gain
greater satisfaction during their college
career. Numerous events are planned to
welcome students to the community,
including dances, movie nights, coffee
house concerts and weeks devoted to special themes or issues.
Augsburg recognizes the importance of
the residential experience during the college years. Studies show that students who
live on campus are more likely to complete
their degrees. Residence life staff are on
hand to help students become acquainted
with life at Augsburg through social and
educational events. They are also ready to
assist students who need help or friendship.
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center, and Christensen
Center. With just over 900 students living
on campus, most students and faculty greet
each other by name.
;o Student Life
New Hall-Opened in 1999, this
apartment residence includes studios and
two- and four-bedroom apartments with
full kitchens. Beds, dressers, desks, and
chairs are provided. Underground parking
is available at an additional cost. Meal
plans are optional. This building is
designed to provide an environment for
juniors and seniors who are seeking a primarily independent lifestyle.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, desks, and chairs.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted and contains kitchenette units. It
is furnished with beds and dressers.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms are
available.
In order to secure housing, students are
urged to make their enrollment deposit by
June 1, as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after June 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeals. These are
in the Student Guide.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
MurphylsLocated on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Students on board
plan who live in residence halls eat their
meals in the Commons.
FOOD SERVICE
Special Interest Housing-Special
Interest Housing is available to students
who are interested in creating a
livingllearning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, Preprofessional Health Association, CrossCultural House, and Step-UP
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
87 and in the Student Guide distributed
annually to students.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
Students will receive official notices via
the student campus mail system (student
campus box), the A-Mail publication, and
the student's Augsburg e-mail account.
Students should check their campus mailbox and their student e-mail account regularly. Students should also routinely review
the A-Mail, published bi-weekly on-line,
and available in hard copy at locations
throughout campus.
OFFICIAL NOTICES
Information on these policies is found
in the Student Guide available from the
Office of Academic and Learning Services.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, 612-330-1023.
DISCRIMINATION COMPLAINTS
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
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.
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 221 1
Riverside Avenue, Minneapolis, MN 55454.
Formal grievance procedures are described
in the Student Guide. Copies are available
from the Office of Academic and Learning
Services.
Employment
Title IX (for matters based on gender
or marital status)
Section 504 (for matters based on
physical or mental handicap)
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
-
FERPA - 87
Four-Year Assurance Program -
Evaluation and Grading - 79
Assessment of Previous Learn
Program - 83
Academic Progress, Probatio
and Dismissal - 85
Dean's List - 85
Graduation with Distinction Commencement - 86
General Education
Curriculum - 72
Graduation Requirements - 72
Skills Components - 74
Liberal Arts Perspectives - 76
Quick Check Summary of
Graduation Requirements -
Academic Policies and
Procedures - 69
Registration - 69
Crossover Registration - 71
Withdrawal from College - 72
8
Acadeniic Organil
and lPrograms Divisions ana uepartments - 5
Majors and Minors - 56
Teaching Licensure - 60
Pre-ProfessionalPrograms - 60
Honors Program - 61
Inter-InstitutionalPrograms - 6;
Study Abroad - 63
Center for Service, Work, and
Learning - 66
Graduate Programs - 67
Other Programs - 69
General Information - 54
Degrees Offered - 54
Academic Calendar - 54
Faculty - 55
Library and Information
Technology Services - 55
Academic Advising - 56
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts (in leadership, nursing, and
education), the master of science (in physician assistant studies), and the master of
social work degrees.
DECREES OFFERED
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to
the breadth and complexity of knowledge
and culture.
A
Augsburg graduate programs follow a
trimester calendar. (See Graduate Programs
on page 67.)
Augsburg offers two summer school sessions. A maximum of four course credits
(two per term) can be earned in the two
five-week-long summer sessions. The
Summer Session Catalog, published in the
winter of each year, is dstributed to all students.
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. Some classes may meet
on weekday evenings. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours. (Refer
to the program schedule for weekday
evening meeting times.) Students may take
from one to four classes each term.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 69 and Calendars on
pages 4-7.)
The Augsburg day program follows the
semester calendar, with fall and spring
semesters of approximately 14 weeks. Fulltime students normally take four course
credits each semester.
ACADEMIC CALENDAR
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot
facility houses all library and information
technology functions of the College. In
addition to the 175,000 volume main collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, cuniculum library, a computer lab and student computing Help Desk,
library instruction classroom, and facilities
for media viewing and listening. A skyway
links the new building to Sverdrup Hall
(the former library), which has undergone
renovation to house the Enrollment
Center, as well as additional computer labs
and multimedia classrooms, a lounge, and
vending area.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
The heart of any educational institution
is its faculty Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or the highest degree in their
field, and all consider teaching to be the
focus of their activity. Faculty are also
involved in a variety of professional and
research activities that support their teaching. They are actively involved in an exciting faculty development program that
introduces them to current thought in
many fields, but especially in teaching
techniques and theories.
FACULTY
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
labs and five computer classrooms, as well
as 80 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network provides access to
AugNet online services as well as support
for printing and internet access.
Appropriately equipped student-owned
machines can also be connected to the network to provide access from dormitory
room.
Computing
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
lnformation Technology Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
Library Resources
Academic lnformation 5
-
All current students are assigned to a
faculty adviser. Prior to the end of their
sophomore year, students are encouraged
Academic Advising orients new day and
Weekend College students to the academic
policies and procedures of the college and
assists students on initial course selection.
This office also provides interpretation of
general education requirements, administers entry-level skill assessments, interprets
graduation requirements, provides degreeplanning materials, and answers questions
on student academic progress. Academic
Advising functions as a supplement to the
faculty advising system at Augsburg
College.
ACADEMIC ADVISING
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
Telecommunications
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Media Resources
56 Academic Information
The college encourages students to
declare a major by the end of the sophomore year, and earlier in some disciplines.
Details of majors and minors are in the
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
MAJORS AND MINORS
Professional Studies-Anne Kaufman
(Chair). Education, health and physical
education, music, nursing, social work.
Social and Behavioral SciencesDiane Pike (Chair). Business administration, economics, history, political science,
psychology, sociology.
Natural Sciences and
Mathematics-Joan Kunz (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Humanities-Martha Johnson (Chair).
Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians.
The College cumculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
DIVISIONS AND DEPARTMENTS
to declare their major and select a faculty
adviser by filling out a Major Declaration
Form. All day students are required to
meet with their academic adviser prior to
registration. All students are encouraged to
meet with their faculty adviser as often as
is necessary.
B. A list of proposed courses (minimum
of nine, no more than one of which is a
lower-level language course and at least
five of which are upper division) and a discussion of how the courses are related to
the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals will be
strengthened if an example of a similar
major from another institution can be
identified and compared with the student's
proposal. In addition, students should consult with the Center for Senrice, Work, and
Learning for additional information regarding career objectives. The proposal should
A. A statement of learning goals and
objectives.
A student-designed major program proposal must include:
Students may design their own major
with the assistance and approval of three
advisers and subsequent final approval by
the Academic Affairs Committee (AAC). A
student-designed major allows flexibility in
selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and
obtain AAC approval of the program.
Students should seek AAC approval as
early as possible so that any changes suggested by AAC may be incorporated into
the design without affecting the student's
proposed completion date. The deadline
for initial submission of the program
design to AAC is the first term in which
the student has achieved junior status; the
final version must be approved the term
before the student achieves senior status.
Student-Designed Major
course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree.
A. The major program should include
at least two-thirds of the courses required
in the normal major programs of two
major fields offered at the College.
Students wishing to develop a transdisciplinary major are to observe the
following:
Students wishing to develop their own
major by combining appropriate portions
of two majors may consider the transdisciplinary major. This major enables students
to respond to a particular career interest.
While such an individually developed
major may satisfy the particular interest of
a student, broad majors may not be suitable for those wishing to pursue graduate
study or pre-professional programs in some
academic fields.
Transdisciplinary Majors
Contract forms with additional information about the student-designed major
approval process are available from the
Enrollment Center.
C. A description of the studentdesigned major capstone course (INS 488:
at least .5 credit, P/N option), to be taken
sometime during the senior year. The student should devise the capstone course in
consultation with advisers. It should
require an integrative project/paper that
draws together the course work up to that
point and/or prepares one for further study
OR an honors project (to be approved by
AAC). In addition, at least one of the
advisers must specifically address the rationale for the proposed capstone course in
his or her supporting letter, though
approval of the self-designed major program by all advisers presumes their
approval of the capstone course.
provide information showing how the general education perspective and skill
requirements are to be fulfilled.
Academic Information 57
-
-
p v d by
Accounting
General Accounting
Managerial Accounting
Public Accounting
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Economics/Business Administration
Finance
International Business
Management
Chemistry (B.A. or B.S.)
Communication
Communication Artskiterature
(Teacher Licensure Major)
General Communication Studies
Mass Communication
Rhetoric
Organizational Communication
public Relations and Advertising
Marketing Communications
Human Relations
Supervisory Management
Listings that are shaded are offered
ough both the day program and
ekend College. Weekend College
choose a major offered in
am if they wish. They may
e as many courses as possible throug
end College, then finish the major
program student. A change of proram is allowed once each academic year.
Philosophy
Computational Philosophy
Physical Education
Physics (B.A. or B.S.)
Solid State Physics (B.S.)
Space Physics (B.S.)
Mathematics
Metro-Urban Studies
Modern Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
International Relations
In trrnational Business
Health Education
-
(licensure, WEC only)
Elementary Education ~ t u d i B
Economics
Economics/Business Administration
Economics/Political Science (Teacher
Licensure Major)
A ~ ~ l i Economics
ed
East Asian Studies
I
rkt stnden* a d v i s a the departmnt &dfi
of the two majors to be mm-,
a d tk
h m i r t t e on Student Smdfng.
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a f h l s u r h f f a 3 p b m m r v Cmrrut
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muacr for mcb a mjm prtx to t k end
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58 Academic Information
International Business
International Relations
~eadershipStudies
Linguistics
Management Information Systems
ist tory
American Indian-S'idl'e's
Art
Architecture
Art History
Studio Art
Biology
Business ~dministration
Chemistry
~ommunication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
mm
Accounting
Community Studies
Crime and Community
Cultural Anthropology
Social Psychology
Student-Designed
Theatre Arts
Dance and Theatre (Teacher Licensure
Major)
Transdisciplinary
Women's Studies1
Soci~?ag
SiFm w o r m
Political Science
Political Science/Economics (Teacher
Licensure Major)
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
--
ACTC Majors-It is possible for day
students to complete other majors through
the Associated Colleges of the Tivin Cities
(ACTC). Students who wish to complete a
major offered at one of the other ACTC
1 Dual-degree programs with the University of
Minnesota Institute of Technology and Michigan
Technological University.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginninglintermediatdadvanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
Mathematics
Metro-Urban Studies
Middle East Studies
Modem Languages 1
French
German
Norwegian
Spanish
Music
Music Business
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Youth and fimily Ministry
Sociology
Social Ministries
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Dramaturgy
women's S t u d i i
Academic Information 59
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementarylmiddle school
education with subject area specialties in
one of the following: mathematics, science,
communication artslliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the specialty area. Students seeking
this licensure obtain an elementary education major with a subject area specialty.
Licensure is also available in the following
middle schooVhigh school fields: biology,
chemistry, communication artslliterature,
health, mathematics, physics, and social
studies. This license prepares people to
teach in grades 5-12. Students seeking
licensure in one of these areas obtain an
appropriate subject area major and complete secondary licensure coursework.
Finally, specialist licenses are available in
art (K-12), vocal music (K-12), instrumental music (K-12), physical education
(K- 12), and dancdtheatre with a theatre
emphasis (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
Teaching Licensure
OTHER STUDY PROGRAMS
Weekend College is not part of the
ACTC consortium, and Weekend students may not register for ACTC courses
or complete ACTC majors under the
terms of the ACTC consortium agreements.
colleges must apply through the Augsburg
registrar's office. Some majors may have a
competitive application process with
acceptance determined by the major
department.
60 Academic Information
-
-
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
Pre-Engineering-See engineering
degree and major requirements on pages
144-145.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113, 114,215; PHY 121, 122; CHM
115,116 (or 105, 106), 351,352; MAT
124; PSY 105. Requirements at other universities may vary.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact Academic Advising early in
their freshman year to arrange for faculty
advising prior to their first term at
Augsburg.
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
Pre-Professional Programs
Students seeking elementary licensure
have education department advisers.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
coursework. (See Department of Education
and subject area departments for more
information.)
Pre-Seminary-A student may enter a
theological seminary with any of several
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Occupational Therapy, PrePhysician Assistant, a n d Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145,146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
-
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant to establish an Honors Computing
and Communications Lab, and to put the
program on a computational footing.
Students entering the program as freshmen
are required to take an honors version of
CSC 160 Introduction to Computer Science
and Communications, which establishes
crisp computing and communications
skills at the outset of their collegiate
careers. Other courses in the program
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
HONORS PROGRAM
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
1051106 or 115/116, CHM 3511352, BIO
113, BIO 114, BIO 215, BIO 355, BIO 369,
BIO 476, PHY 121/122. Other non-science
courses are also required.
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Academic Information 61
-
-
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect to
take a course each semester at one of the
other campuses. This program is open to
sophomores through seniors. Please reference the ACTC newspaper for more
details. No additional fee is required for
Library a n d Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
INTER-INSTITUTIONAL PROGRAMS
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Larry Crockett, director of the Honors
Program, 612-330-1060.
During the junior and senior years, students take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar which satisfies a perspective requirement, and are
required to complete an approved honors
project. Some seniors satisfy this requirement by serving on the Augsburg Honors
Review, a yearly journal that publishes outstanding student papers.
make use of these computing skills in laboriented sequences exploring literature,
writing, history, religion, philosophy, and
social and natural science.
62 Academic Information
Note: A maximum of one full Augsburg
course credit of military science studies
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Higher Education Consortium for
Urban Affairs ( H E C U A ~ - A U ~ Sin
~U~
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 65.)
Weekend College students may not participate in the ACTC consortium program.
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. A regularly scheduled bus
shuttles students between the campuses.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
Study abroad is an integral part of several majors at Augsburg and will add an
international dimension to any academic
program. Courses abroad can fulfill major,
general education, and graduation requirements when approved by academic advisers and department chairs before departure.
Academic Requirements and Credit
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Namibia, examine Scandinavian perspectives on world
peace in Norway or thrill to the sounds of
The Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
OPPORTUNITIES FOR
STUDY ABROAD
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equiv-
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The Center for Global Education
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
Costs and Financial Aid
The deadline for application is Oct. 15
for off-campus study during spring term
and April 1 for off-campus study during
fall and summer terms.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
Eligibility and Application
Academic Information 63
--
-
-
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, history, and economics. Augsburg
application deadline: April 1for fall, Oct.
15 for spring.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: April 1.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico) Fall
alent to full tuition, room, and board for
one semester on campus, plus airfare.
(Some travel scholarships are available for
Augsburg students.)
64 Academic Information
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after decades
of apartheid South African colonialization.
South Afnca had its first democratic election in 1994. As these nations struggle to
build nationhood and deal with the legacies
of apartheid and colonialism, they are faced
with the challenges posed by the rapid
process of globalization in today's world,
the challenges posed by under and unequal
development, and the long-term project of
decolonizing the mind. Credit is available
in history, religion, political science, and
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia) Spring
This program introduces students to the
socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women
and men from varying economic classes
and ethnic groups in Mexico and Central
America. Credit is available in Spanish, history, political science, and religion.
Augsburg application deadline: Oct. 15.
Social and Environmental Justice: Latin
American Perspectives (Mexico)Spring
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently gained
independence and is making a transition
from colonialism to independence. Credit is
available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: April 1.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: April 1.
Politics, Development and the City:
Guatemala and Ecuador- Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: April 1.
Scandinavian Urban Studies Term:
Norway-Fall
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador,
Ireland, or Guatemala. All programs
emphasize the impact of the social change
and cross-cultural factors on the human
community. HECUA programs emphasize
intense language experience, internships,
and field trips.
Higher Education Consortium for
Urban Affairs (HECUA)
interdisciplinary studies. Augsburg application deadline: Oct. 15.
Selected education department students
may participate in the International
Student Teaching Abroad
The "Northern Ireland: Democracy and
Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for
peace, and the progress being made.
Through a seven week internship, students
get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy
The program is located at the UNESCO
Centre at the University of Ulster in
Coleraine. Application deadline: Oct. 15.
Northern Ireland: Democracy and
Social Change-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatemala, with travel to Cuba
or another Latin American country.
Augsburg application deadline: Oct. 15.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadline:
Oct. 15.
Community Internships in Latin
America: Ecuador-Fall
Academic Information 6
-
Service- and work-based experiential
education opportunities are closely related
to students' coursework, majors, andlor
career interests. Learning opportunities
may be in non-profit organizations,
schools, government agencies, community-
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value
for all students to engage in serviceand work-based learning experiences
throughout their college years. The
center encourages students to take advantage of Augsburg's metropolitan location
through the highly successful servicelearning, internship, and career planning
programs that link the College's academic
programs to community organizations and
businesses.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
May and summer courses to many parts
of the world enable students to earn credit
through short-term travel. Contact the
Global Studies office for the most current
list of programs.
May/Summer Abroad
Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners
has student teaching options available in
Norway. Students have options for student
teaching in dozens of countries through
the International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education student teacher
coordinator.
56 Academic Information
An academic internship is a carefully
planned, service- or work-based learning
Academic Internships
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Through connecting classroom content
with service, Augsburg students learn from
and about the organizations where they
serve and deepen their understanding of
course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and
the community. Community service-learning examples include tutoring at schools
and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and
community centers, or working with cultural and environmental groups.
Community Service-Learning
The Center for Service, Work, and
Learning includes the following programs:
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
based organizations, small and mid-size
companies, and large corporations.
Cooperative Education is a non-credit
transcript notation for paid work experiences related to a student's major or career
objective. The goal is for students to apply
theory to practice in a work setting. Job
opportunities typically are part-time during
the academic year and/or full-time in the
summer and can begin and end anytime.
Students must register for the non-credit
transcript notation (GST 009), set learning
goals and evaluate their experience. The
director of the Center for Service, Work,
and Learning supervises co-op transcript
notation work experiences.
Cooperative Education
A maximum of four courses of internship may count toward the total courses
required for the degree.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), or summer
sessions. Inter-disciplinary internships are
also available. For extension of an internship beyond one term see Evaluation and
Grading on page 79.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 91).
experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
The Master of Arts in Leadership is
based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches at situations, issues,
and problems relevant to organizational
leaders. Augsburg's program recognizes
that today's leaders need a broad spectrum
of abilities to provide them with a more
comprehensive understanding of their
world. Designed for working adults, the
program operates on alternate Saturdays.
Augsburg College offers five graduate
degree programs: the Master of Arts in
Leadership, the Master of Social Work,
Master of Arts in Nursing, Master of Arts
in Education, and the Master of Science in
Physician Assistant Studies. Catalogs for
each degree program should be consulted
for complete information.
GRADUATE PROGRAMS
Career services are available to all students. Seniors are especially encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors or
the education job fair.
Career Services is committed to assisting all students with choosing majors and
making career and vocational decisions.
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services provides students the opportunity
to actively participate in personal and
career assessments and one-on-one career
counseling/plaming, assists students with
internship and job search strategies, and
connects students to campus, community
and alumni resources.
Career Services
Academic Information 67
-
Within the framework of a Christian
liberal arts education, the Master of Arts
in Nursing Program is designed to prepare
nurses for advanced transcultural and community health nursing practice in a global
community and across care settings, with
particular emphasis on addressing health
A dual degree (Master of Social Work
and Master of Arts in Leadership for
Mission) is also available and is offered in
collaboration with Luther Seminary. The
dual degree is designed to meet the educational interests of people planning to serve
the spiritual and social needs of families,
individuals, and communities.
The family practice concentration prepares students to work with families and
individuals within families, across the full
range of contemporary social work practice
settings. The program development, policy,
and administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The Master of Social Work (MSW)
prepares students for entering advanced
social work practice. The program builds
on the liberal arts base of the College and
supports the College's mission to nurture
future leaders in service to the world.
I
58 Academic Information
The Master of Science in Physician
Assistant Studies (MSPAS) is designed for
students interested in careers as health care
providers. The mission of the program is
based on a foundation of respect and sensitivity for the cultures and backgrounds of,
and is oriented toward providing care to,
underserved populations. Students are well
educated in current medical theory and
practice in primary care medicine. All
physician assistants must have a supervising physician to practice. The program is
three years long with classes held Monday
through Friday during the day
The Master of Arts in Education
(MAE) is a new program (starting Fall
2002) that offers initial licensure coursework at the graduate level in elementary
education, secondary education, and special education: EBD. Students are able to
take up to six licensure courses at the
graduate level and complete their licensure
programs with a combination of graduate
and undergraduate coursework. Students
can then apply their graduate level licensure courses to complete a master's degree
program. Students will complete their master's degrees through a combination of
MAL coursework and graduate level education coursework (total of nine courses).
Licensed teachers also can pursue special
education: EBD licensure at the graduate
level. The program is available through the
Weekend College schedule, and the admissions process begins with the Weekend
College Admissions office. For further
information, contact the Education
Department or the Weekend College
Admissions office.
disparities. The curriculum is grounded in
nursing science, public health principles,
theory-guided practice, and transcultural
care. Classes meet on an every other week
or one weekend a month basis in
Rochester andlor Minneapolis, Minn.
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the importance of Cana&an/U.S.relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges.
Canadian Program
Contact the Office of Continuing
Studies at 612-330-1628 for information
about current and upcoming programs.
New programs are developed through
collaborations between academic and college departments that include Youth and
Family Institute, Social Work, Education,
and the Office of Continuing Studes.
Other organizations including the
Minneapolis and Saint Paul Public School
Districts, the Department of Children,
Families, and Learning, and the College
Board have developed programs through
the Office of Continuing Studies.
The mission of Augsburg College continuing education program is to provide
working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College.
Continuing Education Program
OTHER PROGRAMS
information 69
To register for more than 4.5 course
credits, students must contact the
Enrollment Center to petition the
Committee on Student Standing unless the
following apply: cumulative GPA of 3.0 to
3.49 may take a total of 5.0 course credits;
cumulative GPA of 3.5 or greater may take
Full-time day students normally register for four course credits per semester.
Students registered for three or more
course credits in a semester are classified
as full-time students. Students registered
for two course credits are classified as halftime students.
A student must be registered for a
course to receive credit for it.
LI REGISTRATION
To obtain further information about the
program or to request a catalog, call 612330-1139 during Tuesday and Wednesday
office hours (10:OO a.m. to 2:00 p.m.). To
ask questions or to schedule a program,
call Karen A. Lindesmith, program director, at the above number.
Augsburg College demonstrates its
commitment to lifelong learning through
its College of the Third Age. For more than
25 years this program has brought classes
in the liberal arts and the humanities to
mature learners in the Twin Cities metropolitan community Approximately fifty
retired professors are available to teach one
class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists 200 classes available for group study only (Note:
For individual study, call the Admissions
Office at Augsburg College at 612-3301001.)
College of the Third Age
Academic
-
Weekend College students may add
individual classes to their current schedule
and/or withdraw without notation through
Friday after the first class weekend. The
signature of the instructor is required to
add a class after the class meets. Students
may petition the Committee on Student
Standing for permission to add a class
through the Thursday prior to the second
class weekend. There is a fee for this petition. The last day to petition to add a class
Day students may add individual classes to their current schedule and/or withdraw without notation up through day 10
of the term. The signature of the instructor
is required to add a class after the class
meets. From day 11 through day 20, students may still petition the Committee on
Student Standing for permission to add a
class. There is a fee for this petition. Day
20 is the last day to petition for adding a
class.
Although new day students may register up to five days after the semester
begins, registration is encouraged at the
regularly scheduled time. Reference the
ACTC Joint Class Schedule for the Day
school calendar and the WEC Class
Schedule for the WEC school calendar.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term. Students registered for one course credit are considered
half-time for the term.
a total of 5.5 course credits without petitioning. All overload registrations must be
done at the Enrollment Center in person.
Please note: there is an additional tuition
charge for course loads over 4.5 course
credits (this includes combining the credit
load from both the day and WEC programs).
70 Academic Information
Office of Weekend College-412330-1782
Academic Advising-612-330-1025
Enrollment Center412-330-1046
Specific information on registration and
help with registration on other campuses
are available from these offices:
Summer session, Weekend College, and
graduate program courses are published in
separate schedules.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. Individual school course
listings are also available through the web
and should be checked to verify the correct
meeting times and room assignment. As
some courses are offered only in alternate
years, students should also consult with
departmental advisers when planning their
academic program.
Some late course registrations may be
subject to additional late fees.
Separate rules apply to Summer School.
Rochester students may add individual
classes to their current schedule andlor
withdraw without notation through
Monday after the first week of classes. The
signature of the instructor is required to
add a class after a class meets and it must
be processed through the Enrollment
Center. Students may petition the
Committee on Student Standing for permission to add a class through the Friday
prior to the second week of classes. There
is a fee for this petition. The last date to
petition to add a class is the Friday before
the second week of classes.
is the Thursday prior to the second class
weekend.
The WEC program is not part of the
ACTC (Associated Colleges of the Twin
Students have registration priority in
their home program. Crossover registration
begins only after the open web registration
period closes for both programs. A schedule is published on the registrar office web
page. There is a special crossover registration form that must be processed at the
Enrollment Center. This registration option
is not available by web.
Day students taking over 4.5 credits
will pay the day part time rate for any
credits over 4.5 in their combined
day/WEC load (Spring day term will
include both Winter WEC and Spring
WEC). The maximum number of credits
that may be included in the day full time
tuition rate for students who cross-register
is 4.5 .
Students will be charged the rate of
their home program for courses in which
they enroll outside their home program.
The rate will be based on the maximum
credit load they are canying on any calendar date over the span of the two terms.
For example, a day program student taking
2.0 credits in the day program, and 1.0
credits in the WEC program, will be considered full time and will be charged the
full time day program tuition rate. A WEC
student taking 2.0 credits in the WEC program, and 1.0 credits in the day program,
will pay the WEC tuition rate x 3.0 credits.
Every Augsburg undergraduate student
is admitted to a "home program," either
day or Weekend College. It is expected
that students will complete most of their
degree requirements through their home
program. However, students may register
for no more than 1.0 credit per term outside their home program. Enrollment will
be based on class availability
Crossover Registration Policy
-
The primary method of registration will
be via the web through AugNet during the
open registration period. Please reference
the ACTC Newspaper for specific dates.
Day students will be issued new PINS each
term prior to registration from their
assigned faculty adviser (please reference
the Personal Info screen on your AugNet
account for your assigned Faculty
Weekend College students may register
during the designated time prior to the
start of each term.
All day students are required to meet
with their academic adviser prior to registration. Freshmen and transfer students
may register during summer for courses in
the fall. All currently enrolled day students
may register during the fall for the spring
term and during the spring for the fall
term.
Registration
Students may apply to change their
"home" program by filling out a Change of
Program form available at the Enrollment
Center. The change will take effect the following term. Changes are limited to one
each academic year.
Change of Program
Any undergraduate student taking a
graduate level course must have special
permission from the faculty director of the
program in which they wish to enroll.
Undergraduate students enrolled in graduate courses will pay the graduate rate for
those courses. Any student enrolled in an
Augsburg graduate level program wishing
to take an undergraduate course will pay
the rate of the program in which the
course if offered.
Cities) tuition exchange program. WEC
students may NOT crossover to attend
ACTC courses.
Academic Information 7
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than seven
to ten years ago. Students must meet all of
Re-Admitted Students
Students are responsible for keeping
the registrar's office informed of their current mailing address.
Students are urged not to abandon
courses for which they are registered
because this will result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the
Registrar's Office. A Withdrawal from the
College form may be obtained at the
Enrollment Center. Withdrawal from
College cannot occur during final examination week unless a petition is approved
by the Committee on Student Standing.
Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from
College form is returned to the registrar's
office.
Withdrawal from College
Once the open registration period closes, returning students registering for the
first time for the coming term will be
assessed a late registration fee. The
Enrollment Center will process all registration forms after the web closes.
Advisor). The Enrollment Center is also
available to process registration forms.
Note: Web registration may not recognize
prerequisites fulfilled in transfer work. In
these cases, please process your registration at the Enrollment Center.
72 Academic Information
All degree and course requirements
must be completed and v e d e d in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Each student must apply for graduation at the end of their junior year.
Students should apply before the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available at the Enrollment
Center.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Faculty advisers, the Academic
Advising staff, department chairs, and the
registrar staff are available for counsel and
assistance in program planning.
The responsibility for seeing that all
degree requirements are satisfied rests with
the student. All students are required to
file a graduation application with the
Registrar's Office one year prior to graduation.
GRADUATION REQUIREMENTS
the requirements in effect under the catalog they choose. Choosing to complete
graduation requirements under the current
catalog will require re-evaluation of prior
coursework, including transfer credit, to
determine its applicability to the current
catalog requirements.
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall orientation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent/
directed study; four courses of internship;
and six course credits with a grade of Pass
(P). Each department sets its own limitations on the number of P/N graded courses
that may be applied toward the major and
minor programs, but normally students
may apply no more than two course credits
with P grades toward a major and no more
than one course credit with a P grade
toward a minor. The Departments of
Education and Social Work are examples
of departments that allow students to apply
more than two course credits with P grades
within the major program (two in major
field courses plus student teaching or field
work practicums).
1. Completion of 32 course
c r e d i S N o more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; and social work (B.S.) - 15.
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG 101), at least
one Augsburg Experience, a minimum GPA
in major(s)/minor(s) and in total course
work, residence, and general education
courses, including lifetime sports.
Requirements For Undergraduate
Graduation:
-
5. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
An Augsburg Experience integrates
experiential learning with academic learning. It demonstrates enhanced learning and
reflects research and best practices in experiential education. Approved Augsburg
Experiences meet two criteria: (1)
Integrates experiential learning with academic learning and (2) Links on-campus
learning to the goals, mission, needs or
ideas of off-campus people, organizations
and/or communities, either through community partners, professional activities,
and/or travel. Augsburg Experiences may
be embedded in designated courses that
are part of the regular class schedule or
may be completed for zero credit outside
of the regular class schedule. The length of
time required, credit/no-credit status, and
grading options for approved Augsburg
Experiences will vary
4. Augsburg Experiences-All students must complete at least one approved
Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight the College's commitment to experiential education and active participation in
the broader community, both locally and
globally Four categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community
service, and study abroad.
Academic Information 73
-
Based on the math assessment result,
students will be enrolled in the appropriate
courses or advised on preparation for
retaking the math placement assessment.
Students may retake the Math Placement
Assessment once during their first term of
enrollment. Students are required to take
the assessments before registering for the
first term and should achieve MPG 3 by
the end of their first year at Augsburg.
Take entry level skills assessments
and satisfy requirements.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 13
courses:
Placement in writing, math, modem
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of)
graduation skills course requirements.
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinlung Modem Languages
Entry Level Skills Requirements
SKILLS COMPONENT
6. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 creditslrequirements) must be
completed at Augsburg or within an
approved ACTC exchange program. No
less than a total of 9 credits are to be taken
at Augsburg College. Contact the registrar's
office if an official interpretation is needed.
Some departments have a minimum number of courses that are required to be taken
in residence within the major and minor.
Consult the catalog description of the
major/minor or the chairperson of the
department.
74 Academic Information
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except one writing
skill course.
Those who have not passed the
equivalent of ENG 1 11 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Transfer students who enter with 13
credits or more, or an A.A. degree accepted
in transfer, are exempt from critical thinking assessments.
Advanced Transfer Students
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
The BYU-CAPE assessment is offered
to students who have had at least a year of
Spanish, French, or German language studies in high school. The CAPE is a web
based language assessment designed to
assess and place students at the appropriate course level for language study
Students interested in waiving the modem
language requirement must complete this
assessment and place at the 311 level or
above.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 11 1 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year. Attendance the first day
of class is required for both ENG 101 and
111.
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Course work in a modem
language other than your native language
is also required. Completion of the requisite courses with a minimum grade of 2.0
or P is required for graduation. Students
Graduation Level Skills
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College.
Students in MPG 1may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. A grade of Pass,
2.0 or higher is required to advance to the
next math level.
All students are required to have their
MPG determined. In some cases, students
who have transferred in a mathematics
course taken at another college may have
their MPG determined by the Registrar's
Office. All other students must take the
Augsburg Math Placement Exam, which is
administered by Academic Advising. The
exam is given during college registration
sessions and at other announced times
during the year. Practice questions and
other information are available from
Academic Advising.
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4
as a prerequisite.
Mathematics Requirement
-
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequi-
Students whose native language is not
English and whose score is below the minimum on the ESL placement test must fulfill the English as a Second Language
(ESL) requirement. The requirement is satisfied by successfully completing the ESL
course(s) and achieving a score above the
minimum on the ESL placement exam.
Students who complete the ESL requirement fulfill the modem language graduation skill requirement. Contact Academic
Advising or the English Department for
additional information.
There is a seven-year time limit on language courses presented for transfer and
automatic waiver. Hearing students who
have demonstrated competence in
American Sign Language by passing an
approved course sequence will have fulfilled the skill.
Requirements for the Modem Language
Skill are determined by placement test. For
a language previously studied, successful
completion (minimum grade of 2.0 or P)
of one language course at your placement
level (112 or higher) satisfies the requirement. For a language not previously studied, successful completion of 111, 112 is
required (i.e. sequential courses in the
same language). Students whose placement
test is at 311 or higher will be exempted
from further language study.
are required to have two courses with
Writing Skill components (at least one
within the major) and one course each
with Critical Thinking, Speaking, and
Quantitative Reasoning Skill components.
These courses can simultaneously satisfy
skill requirements and graduation requirements for the major andlor general education perspectives.
Academic lnformation 75
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
The General Education program consists of the first-year Augsburg Seminar for
day freshmen, the Augsburg Experiences,
the liberal arts perspectives, and the graduation skills. A primary objective is to
develop lifelong learning in the context of
the liberal arts and the mission of the
College.
GENERAL EDUCATION
Lifetime sports are non-credit courses
and are not included in the 32-course
requirement.
Two different lifetime sports are
required. Students who are not health and
physical education majors or in intercollegiate athletics may test out of one lifetime
sport. Students may demonstrate proficiency in one of a selected list of lifetime
sports. There is a fee to take the lifetime
sport proficiency test. Students must satisfy
the second lifetime sport requirement by
enrolling in a lifetime sport course.
Lifetime Sports
site of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment or GST 100.
76 Academic Information
-
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
2. No single course can fulfill the
requirements in two or more categories.
1. A student will choose a minimum of
one course from each required perspective
category.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available on-line and from
the registrar's office. These choices are controlled by the following policies:
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
LIBERAL ARTS PERSPECTIVES
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking, and quantitative reasoning.
Develop an appreciation of the role of
service to society.
Demonstrate connections between
liberal arts and the major field of study.
the social world, natural world, and westem heritage.
Transfer students entering with 24 or
more course credits will be required to take
one course from area 1 or 2 in the
Christian Faith Perspective while registered at Augsburg.
Transfer students entering with 13-23
course credits will be required to take two
courses from two different areas in the
Christian Faith Perspective while registered at Augsburg.
Area 1 is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Christian Faith (CF 1, 2, and 3 )
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
THE EIGHT LIBERAL ARTS PERSPECTIVE REQUIREMENTS
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
-
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 13 or more course credits.
Western Heritage (WH 1 and 2)
This perspective is intended to help
students critically examine tliemes (found,
for example, in literature,' philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Perspective: Western Heritage
One course credit or experience is
required to meet this perspective.
The City (C)
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the perspective.
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community
Perspective: The Character and Mission
of Augsburg College: The City
Academic Information 77
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
One course credit is required to meet
this perspective.
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 13 or
more course credits.
Social World (SW 1 and 2)
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 13 or more
course credits.
Natural World (NW 1 and 2)
Perspective: The Natural World
Aesthetics (A)
Perspective: The Social World
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this perspective.
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Perspective: Aesthetics
One course credit is required to meet
this perspective.
Intercultural Awareness (IA)
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students study a specific, non-Western culture and how that culture has shaped the
world. In this course students critically
reflect upon ways their own cultural biases
operate when confronting other cultures.
This perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences, and behaviors.
Human ldentity (HI)
Perspective: Intercultural Awareness
Perspective: Human Identity
78 Academic Information
-
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
See P/N limitations under Graduation
Requirements, page 73.
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
kequirement.
Unacceptable performance (no
credit for the course)
Performance below basic course
standards
Meets basic standards for the
course
Achieves above basic course
standards
Achieves highest standards of
excellence
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 comple-
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
0.0
1.0
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
Maximum number of course credits
taken P/N that may be applied to graduation is six course credits with a grade of
Pass (P).
2.0
3.0
4.0
Numeric grades are used with these
definitions:
Numeric Grades
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Students who choose the P/N option
are cautioned:
Pass/No Credit
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
EXPLANATION OF GRADES
option. Any changes in choice of grading
system must be made according to dates
published each term. All changes in grading
option that are made after initial registration require the signature of an adviser or
the instructor.
Academic Information 79
Writing
Music Education (B.M.)
. . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.). . . . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be in
any one department, with the
following exceptions:
O Complete 32 course credits. Of these:
of three.
O Two different lifetime sports.
O Achieve a Math Placement Group score
.Modern Languages
Critical Thinking
Mathematics
D Satisfy entry level skill requirements in:
Augsburg Seminar (see page 98).
(Sophomore transfer students are
exempt from the Augsburg Seminar.)
O Complete the fall orientation and
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
This quick-reference checklist is an
abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 72. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
80 Academic Information
-
One course with a Critical
Thinking component
Two courses with Writing
components (one within the major)
the following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
O Complete courses designated to fulfill
following perspective requirements-one course for each perspective.
No more than three courses from the
same department may be used to fulfill
perspective requirements.
Three Christian Faith Perspectives
from different areas
One City Perspective
Two Western Heritage Perspectives,
each from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social World Perspectives, each
from different departments
One Intercultural Awareness
Perspective
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken (CHM 100 &
101; CHM 105 & 106; CHM 115 &
116; PHY 121 & 122; SCI 110 &
111)
Cl Complete courses that fulfill the
point average in major, minor, and in
total courses completed.
O Maintain minimum cumulative grade
D Complete a major.
Experience.
O Complete at least one Augsburg
All students are required to file a
graduation application with the
Registrafs Office one year prior to graduation.
0 Complete a major.
Experience.
One course with a Quantitative
Reasoning component
One course with a Speaking component
Other maximums are described on
page 73.
0 Complete at least one Augsburg
Two Modem Language Skill courses,
other than your native language
One course with a Critical Thinking
component
One course with a Writing
component within the major
following Graduation Skills with a
minimum grade of 2.0 or P (These
requirements may be met with
courses in the major or perspectives.)
0 Complete courses that fulfill the
One Natural World Perspective
One Intercultural Awareness
Perspective
One Social World Perspective
One Aesthetic Perspective
One Human Identity Perspective
One Western Heritage Perspective
One City Perspective
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
D Complete courses that fulfill the
following perspective requirements:
D Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . . .15
Music Therapy ( B . ) . . . . . . . . . . . .17
Music Performance (B.M.) . . . . . . . .20
Music Education (B.M.) . . . . . . . . .17
Accounting (B.A.) . . . . . . . . . . . . . .14
No more than 13 courses may be
from any one department, with the
following exceptions:
No more than three courses from the
same department may be used to fulfill perspective requirements.
0 Complete 32 course credits. Of these:
Ci Achieve a Math Placement Group score
of three.
0 Two different lifetime sports.
writing.
0 Satisfy entry level skill requirements in
All transfer students (entering with
13 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
One course with a Quantitative
Reasoning component
One course with a Speaking
component
Two Modem Language Skill Courses,
other than your native language
Academic Information 8
-
A course in which a grade of 0,0.5,
1.0, 1.5, 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.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
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.
tion. 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.
12 Academic Information
Seniors-24 course credits completed.
Juniors-16 course credits completed.
Sophomores-7 course credits completed.
Students are classified when grades are
posted at the end of each term.
Classification
*Courses with 0 to 4 grade assigned
GPA = Total grade points divided by
number of credits attempted.*
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:
Grade Point Average
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature 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 as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Auditing Courses
Advanced Placement Program Test
(AP)-The Advanced Placement Program
Test may allow students who have scores
of 3 , 4 , or 5 on the CEEB Advanced
Placement Test to receive college credit for
selected courses. A score of 4 or 5 is
required on the AP Language and
International Baccalaureate Program
(IB)-Courses earned from the
International Baccalaureate program will
be considered by the College for advanced
placement and appropriate credit.
Departmental guidelines are available at
the Registrar's Office.
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
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 cumculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
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 comprise the academic
program of a liberal arts college. The
Assessment of Previous Learning program
(APL) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
-
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the Registrar's Office. In completing
The Registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
There is a faculty member designated
by the department to administer the exam.
There is a departmental instrument
available for the subject area in question.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing centers for
this area are the University of Minnesota
and the University of St. Thomas.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and Academic Advising.
Composition examination for credit for
ENG 111 Effective Writing. Additional
credit or placement is at the discretion of
the department. Inquiries should be
addressed to the Registrar's Office.
Academic Information 8
-
Transcript credit will be recorded with
the equivalent Augsburg course numbers
as determined by faculty reviewers.
Application of this credit toward the
Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
The learning and skills involved are
current and could be used at the present
time.
The learning relates well to the student's educational goals.
The learning lends itself to both qualitative and quantitative measurement.
The learning has been objectively verified by individuals in addition to the presenting student.
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
the evaluation of a student's previous learning, the faculty team applies the following
criteria:
4 Academic Information
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
Students whose native language is not
English must take the ESL placement test
in conjunction with the English writing
placement test prior to registering for their
first term at Augsburg. Students' placement
in ESL, ENG 101 Developmental Writing,
or ENG 111 Effective Writing will be
determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
English as a Second Language (ESL)
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, &missal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's cornrnitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language skill requirement for graduation.
in the total number of courses required for
graduation.
than 24 course credits
than 16 course
than 7 course credits
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incompletes in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If pennission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Dean's List
Senior -24 or more course credits
Junior-fewer
Sophomore-fewer
credits
Freshman-fewer
Student class years are based on the
number of courses completed:
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. .Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
Academic Information 8
-
Augsburg College has one commencement ceremony per academic year in the
month of May Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement iE (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program. In addition, candidates who will complete in summer or fall
are required to sign a statement of understanding acknowledging remaining degree
requirements in order to participate in
commencement. A student will not graduate nor will a degree be conferred until all
Qualification for Commencement
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1, 2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
an outstanding project as determined by
the student's major department. To be eligible, a student must have at least 14 traditionally graded credits taken at Augsburg.
Most departments offer graduation with
distinction. For specific requirements,
please contact the applicable department.
To be considered for Graduation with
Distinction, a student should consult with
their major department no later than the
fall semester of their junior year.
Graduation with Distinction
36 Academic Information
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years-if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
g u i d e l i n e ~ they
r
will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Contact Academic
Advising for a list of eligible majors.
Students must complete a formal Four-Year
Assurance Degree Plan with the College
before the end of their sophomore year
(prior to completing 16 course credits) in
order to qualify. Contact Academic
Advising for details.
FOUR-YEAR ASSURANCE
PROGRAM
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment Center about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
Veterans of Military Service
graduation requirements are met, regardless of participation in commencement.
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
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 compa-
Right t o inspect and review education r e c o r d j o u have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College. Your request should be
submitted in writing at least one week
prior to the date you wish to review your
records.
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:
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
-
The student's participation in
officially recognized activities and
sports;
The student's enrollment status (FTPT);
The student's academic class level;
The student's major field of study;
The student's date and place of birth;
The student's e-mail address;
The student's telephone number;
The student's address;
The student's name;
"Directory information" includes
t h e following:
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.
Right to withhold disclosure of
"directory informationu-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.
ny 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.
Academic Information 8;
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 regismar prior to Sept. 15 (or within
The student's photograph.
The most recent previous educational
agency or institution attended by the
student; and
The student's dates of attendance;
The weight and height of members of
athletic teams;
The student's degrees and awards
received;
8 Academic Information
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
Reporting Educational Information
Right t o 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, conceming Augsburg's failure to comply with
FERPA.
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 form for withholding
disclosure must be completed each academic year.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Courses listed are subject to change. In
general, classes are offered fall andlor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms. This
information is also available on-line.
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Credits
Descriptions and schedules for Summer
Session, the Master of Arts in Leadership,
the Master of Social Work, the Master of
Arts in Nursing, the Master of Arts in
Education, and the Master of Science in
Physician Assistant Studies courses are
published in separate catalogs.
A course schedule for all ACTC schools
is available on-line through the web
addresses published in the ACTC newspaper. They will contain the most accurate
and up to date information.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Class Schedule
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Weekend College classes are published
each spring in a separate booklet and
online.
90 DEPARTMENTS
AND PROGRAMS
-
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Prior to the beginning of the tendregistration, interested students
must consult with the departmental internship coordinator or a faculty member and
the Center for Service, Work, and Learning regarding requirements and permission
to register.
lnternship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the tendregistration, interested students must consult with the departmental
internship coordinator or a faculty member and the Center for Service, Work, and
Learning regarding requirements and permission to register.
399
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of the Center for Service, Work,
and Learning.
Registration for internships consists of
the following steps:
INTERNSHIPS
199
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
Prerequisites
--
Departments and Programs 91
92
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
499
See listing under Interdisciplinary Studies.
AMERICAN
INDIAN
STUDIES
See listing under Business Administration.
ACCOUNTING
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
299
DIRECTED AND INDEPENDENT STUDIES
-Departments and Programs
Kristin Anderson (Chair), Lynn
Bollman, Tara Christopherson, John
McCaffrey
Art Faculty
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity
involves manual skill, although to become
broadly significant it should interact with
other fields, such as language, history,
drama, music, literature, philosophy, theology, business, physical education, and science.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, graphic designer, architect, and art historian is to celebrate visual
experience through a variety of media and
art examples. In short, the visual arts teach
us how to see.
\ rt is important as a field of study
for our time, helping us to create order and
beauty in the design and function of communities. Realizing this, we have made
design and sensitivity to all aspects of visual experience central to the art program at
Augsburg.
A
Art History Major
Eight art or architectural history courses
including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design or ART 107 Drawing
ART 118 Painting I or ART 221
Sculpture I
The State of Minnesota has specific
licensing requirements for teachers that
differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
or ART 325 Fiber and Form
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Studio majors must participate in at least
one exhibit during their senior year.
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
Certificate in Art
Five art history courses including
ART 240.
Drawing
Students will use traditional drawing media and will develop their ideas and
skills with them. Emphasis is placed on foundational drawing concepts.
ART 107
Introduction to Architectural Drawing
This course develops basic skills involved in perceiving and representing the
material environment through the study of sketching and drawing skills.
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
Painting I
Introduction to painting media and technique in acrylic or oil.
ART 105
ART 106
ART 118
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the depanment.
STUDIO ART
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 102
Note: All studio courses require work outside of class sessions.
W STUDIO ART FOUNDATIONS
Five courses including ART 240, ART
107, and three additional studio courses.
Studio Art Minor
Five courses including ART 105, ART
210, ART 243, ART 244 and ART 249 or
349.
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Art History Minor
Architecture Minor
Departmental Honors
94 Art
-
Drawing for Design in Architecture
Introduction to and exploration of the conceptual function of drawing in
architecture. Exploration of the history of drawing in architecture, critical
review of drawing conventions and systems, and examination of drawing
processes as modes of perception and cognition.
Design for New Media I
Exploration of the fundamental techniques and technologies used in digital
design.
Sculpture I
An introduction to sculpture and three-dimensional design in various media.
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
Calligraphy II
Advanced work in calligraphic media and design.
Design for New Media II
Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART
215 or instructor permission)
Typography
Study of the history, development, structures, and application of traditional
and contemporary typography; exploring letterfonw using digital, hand-set
type, and hand lettering. (Prereq.: Any ART course)
Fiber and Form
An introduction to hand papermaking and artist's books. Emphasis on exploration of fiber sources and book forms to create synthesis of original surface,
text, image, and sequence. (Prereq.: Any ART course)
ART 215
ART 221
ART 223
ART 224
ART 225
ART 250
ART 306
ART 315
ART 320
ART 325
$200-225.
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
ART 210
ART 132
-
Art 95
Graphic Design II
Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221)
Sculpture II
Continued exploration of intaglio, relief, and monolunique methods. Use of
larger formats, multiple plates, and an emphasis on color are encouraged.
(Prereq.: ART 223)
Print Making II
Design concepts using descriptive and experimental techniques in transparent
watercolor.
Watercolor Painting
Advanced study of painting. (Prereq.: ART 118)
Painting II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
Ceramics II
Exploration of the creation of visual images using the computer as a paint
brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course)
Digital Imaging
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Art History Survey
History of Architecture to 1750
History of architecture and city planning from antiquity since 1750, as illustrated by Western and non-Western examples.
History of Architecture after 1750
History of architecture and city planning from antiquity to 1750, as illustrated
by Western and non-Western examples.
This course addresses the designed environment, the intentionally designed
places in which we live. We will investigate architecture, landscape architecture, and urban design, both in class and in frequent site visits to prominent
local examples of design excellence. (Prereq.: None for ART 249; ENG 111
and an ART, HIS, or urban studies course for ART 349)
ART 2491349 The Designed Environment
ART 244
ART 243
Note: The following courses are oflered intermittently, usually two or three sections per year
ART 240
ART AND ARCHITECTURAL HISTORY
ART 478
ART 368
ART 360
ART 355
ART 351
ART 340
ART 330
96 Art
-
A study of early colonial through contemporary American art, architecture,
and folk arts.
American Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
19th- and 20th-Century Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
Renaissance and Baroque Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
Medieval Art
The art of the Ice Age through the Roman period to the fourth century A.D.
Prehistoric and Ancient Art
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
Scandinavian Arts
A study of the creative role of women in the visual arts, including the fine arts, the
"mditional" arts, and the work of Native American women. (Prereq.: ENG 111)
Women and Art
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
Tribal Arts and Culture
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
lnternship
See listing under East Asian Studies.
ASIANSTUDIES
ART 499
ART 399
ART 299
ART 199
Internships and Independent Study Courses:
ART 389
ART 388
ART 387
ART 386
ART 385
ART 382
ART 352
ART 290
-
Art 97
T
AUC 101
All freshman students must successfully complete the entire eight-week
Augsburg Seminar in order to fulfill the
graduation requirement, even if they drop
the linked content course. Permission to
complete the seminar after withdrawal
from the content course is at the discretion
of the instructor.
Augsburg Seminar (.25 course)
A series of fall-tern meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
Augsburg Seminar
he initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
B
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
~c~au~hlin
Biology Faculty
For many, an undergraduate major in
biology serves as a basis for further study
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
In recent decades great strides have
been made in understandmg important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
iology is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanhng
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
or CHM 351/352 Organic Chemistry
A semester course in organic chemistry
or CHM 115/116 General Chemistry
CHM 1051106 Principles of Chemistry
Required Supporting Courses
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 367 Biochemistry
BIO 476 Microbiology
5.
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
3.
B10 355 Genetics
BIO 481 Ecology
BIO 361 Plant Biology
BIO 440 Plant Physiology
2.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
and at least one from each of the five
following groups:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
Nine courses including:
Major
-
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Minor
GPA of 3.5 in biology and 3.0 overall,
one course of approved independent study
with both oral and poster presentation and
written report. Project proposals should be
made to the department by Sept. 30 of the
senior year or Feb. 28 in the case of students planning to graduate in the following
December.
Departmental Honors
A GPA of 3.7 in biology and 3.5 overall.
An original research project on a significant topic in biology with both oral and
poster presentation and written report.
Project proposals should be made to the
department by Sept. 30 of the senior year
or Feb. 28 in the case of students planning
to graduate in the following December.
Graduation with Distinction
All transfer courses, including ACTC
courses, must be approved in writing by
the chair. Only those biology courses successfully completed (2.0 or above) within
the last 10 years will be considered. No
more than two upper division courses from
other institutions may be applied toward
the major.
Transfer course policy for majors and
minors
or MAT 163 Introductory Statistics
or MAT 145 Calculus I
or h4AT 122 Calculus for the Social
and Behavioral Sciences
MAT 114 Precalculus
or PHY 121/122 General Physics
PHY 116 Introduction to Physics
100 Biology
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
Teaching Licensure Major
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Graduate and Professional Training
Students should consult members of
the biology faculty for information specific
to medical school application.
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Biology for Pre-Medical Students
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and BIO 215 and Organic Chemistry
in the second year. Students should complete their math requirements early in their
college careers. A GPA of 2.0 for BIO 113,
114, and 215 is a prerequisite for enrollment in upper division biology courses. A
grade of 2.0 or above is required for all
upper division courses applied toward the
major.
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3)
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Prereq.:
MPG 2. Three one-hour lectures, three hours laboratory. Does not apply to the
major or minor)
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (WEC only
Three one-hour lectures. Does not apply to the major or minor. Spring)
SCI 111
BIO 101
BIO 102
BIO 103
BIO 105
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
Cooperative Education
to those students who bave completed at
least one upper division biology course and
have a GPA of 3.0 in biology.
SCI 110
Membership in the Augsburg Chapter of
this national biology honor society is open
Beta Beta Beta
consult with the Augsburg Department of
Education to idenbfy current Minnesota
teacher licensure requirements. All upper
division biology requirements for secondary
licensure must be completed before beginning student teaching.
-
Biology 101
BIO 369
BIO 361
BIO 355
BIO 353
BIO 351
BIO 215
BIO 185
BIO 114
BIO 113
lntroductory Organismal Biology
An introductory consideration of biological macromolecules and their components, energetics, and intermedialy metabolism and its integration. (Three
one-hour lectures, four hours laboratory. Prereq.: BIO 215, CHM 223 or 352.
Fall)
Biochemistry
of structure, physiology, life histories, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
A survey of the major groups of algae, fungi, and plants, including the study
Plant Biology
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215 and junior standing.
Spring)
Genetics
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, four hours laboratory. Prereq.: B10
113, 114. Spring)
Comparative Vertebrate Morphology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
Invertebrate Zoology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 351. Fall)
Introductory Cellular Biology
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes. Does not apply to the major or
minor. (WEC only)
The Biology of Aging
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
lntroductory Cenetics, Evolution, and Ecology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall)
Plant Physiology
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Seminar (0.0 course)
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratoly, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
Ecology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, four hours laborator. Prereq.: BIO 215,
CHM 351, junior standing. Spring)
Microbiology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
Developmental Biology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception aswell as neural and hormonal control of these functions, empha-sizing vertebrates. (Three one-hour lectures, four hours laboratoly. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
Animal Physiology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratoly. Prereq.: BIO 215. Fall)
Advanced Cellular and Molecular Biology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life histoly. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 499
BIO 399
BIO 299
BIO 199
See description on page 92. (Prereq.: B10 215. P/N only)
Independent Study/Research
See description on page 91. (Prereq.: B10 215. P/N only)
Internship
See description on page 92.
Directed Study
See description on page 91. (Prereq.: B10 113, 114. P/N only)
Internship
Internships and lndependent Study Courses:
BIO 491
BIO 481
BIO 476
BIO 474
BIO 473
BIO 471
BIO 440
-
Biology 103
John C. Cemto (Chair), Nora M.
Braun, C. Lee Clarke, Jay Dobberstein,
Amin E. Kader (International Business
Coordinator), Ashok K. Kapoor (Finance
Coordinator),Jim Kattke, Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas Morgan, Magdalena M. PalecznyZapp (Management Coordinator), Milo A.
Schield, David G. Schwain, Kathryn A.
Schwalbe (MIS Coordinator), Stuart M.
Stoller
Faculty
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
0
BUS, ACC, MIS, MKT
To graduate without intentionally taking courses in excess of the minimal number required (see page 73), students must
avoid taking too many electives or exceeding the 13-course lirmt per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
MIS, and MKT are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
Graduation Requirements
Certificate programs in the Department
of Business Administration are designed to
meet the needs of working people looking
for specific skills to help them in their job,
or to pursue a new career. The Department
offers certificates in information technology, business management, and business
finance through the Weekend College program.
Certificate Programs
Within the business administration
major there are three specializations: management, finance, and international business. Within the accounting major there
are three specializations: general accounting, public accounting, and managerial
accounting.
Specializations
The Department of Business
Administration offers four majors: business
administration (BUS), accounting (ACC),
management information systems (MIS),
and marketing (MKT).
Majors
Students who plan to major in business
administration, accounting, MIS, or marketing are strongly encouraged to select a
departmental adviser who teaches in their
major. This should be done by the end of
the sophomore year at the latest. In addition to advising, departmental faculty can
counsel majors on their careers, assist
majors in obtaining internships or jobs,
and provide letters of recommendation for
prospective employers or graduate programs.
Advising
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Transfer Students
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation. Exceptions are noted in the
major.
t
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Entrepreneurship
The international business faculty
actively support international study
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business or other overseas opportunities.
International Business
Students are strongly encouraged to
work with the Center for Service, Work,
and Learning and department faculty to
obtain an internship (BUS/ACWMIS/MKT
399) during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
Internships
Business Administration 10:
T
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
or PHI 300 Business Law and Ethics
BUS 331 Financial Management
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The three specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Financial Theory: Policy
and Practice
Investment Theory
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
MKT 252 Principles of Marketing
BUS 379 Quantitative Methods for
Business and Economics
or BUS 331Financial Management
Combined Major in Business
Administration and Economics
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
and one additional upper division course in
either international business or international economics.
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
MKT 466 International Marketing
and one of
EC0 3 11
ECO 312
ECO 313
ECO 315
BUS 479
BUS 438
BUS 433
The Music Business: Marketing, Promotion, Publishing, Recording
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as MUS 105.
Personal Finance
Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement and estate
planning.
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.
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 214
BUS 242
BUS 254
BUS 295
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
MKT 252, and three courses in international business (one may be in international economics).
This minor is automatically completed
while completing a major in accounting,
MIS or marketing.
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242, MKT 252, BUS 331 or BUS 379.
Other configurations may be permitted
with the approval of the department chair.
BUS 105
To quai*, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Departmental Honors
To qual*, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
and one other upper division business
administration, accounting, MIS or marketing course.
-
Business Administration 10
-
-
BUS 433
BUS 424
BUS 379
BUS 368
BUS 362
BUS 340
BUS 331
BUS 301
This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management,
corporate restructuring, and corporate governance. (Prereq: Bus 331)
Financial Theory: Policy and Practice
To incorporate and learn the techniques of creatinga controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 331,
379; MIS 175, MKT 252)
Internal Audit and Management Consulting
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 360 or 370 and
either MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are required, usually on a weekday evening.)
Quantitative Methods for Business and Economics
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
Responding to the Challenge of Japan
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or MKT 252, consent of instructor)
International Business
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 or consent of instructor)
Human Resource Management
This course includes Financial Statement Analysis, Risk and Return, Security
Valuation, Capital Budgeting, Capital Structure and Working Capital
Management. (Prereq: ECO 112 or 113, ACC 221, and MPG 3)
Financial Management
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Law
(See Department of Philosophy for course description)
BUSIPHI 300 Business Law and Ethics
08 Business Administration
Investment Theory
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. Fall: evening)
Intermediate Quantitative Methods for Business and Economics
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242)
International Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
Strategic Management
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and BUS 379)
Risk Management and Insurance
This is an introduction to investment decision making and portfolio management theory and practice. Other topics include Valuation principles and practices, risk and return analysis, and derivatives. (Pre-req: Bus 331)
BUS 499
BUS 399
BUS 299
BUS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
BUS 495
BUS 479
BUS 465
BUS 440
BUS 439
BUS 438
Business Administration lo
Effective May 2006, students will need
to complete the equivalent of 150 semester
hours of education to be licensed as
Certified Public Accountants (CPAs). This
can be completed in four years through
accelerated undergraduate work. Another
option is to complete a four-year Bachelors
degree plus a Masters degree.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
T h e major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has two tracks: general
accounting and professional accounting.
The general accounting specialization is
adequate for a wide variety of positions.
The professional accounting track includes
two specializations: public accounting and
managerial accounting. The public
accounting specialization is recommended
for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies.
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in General Accounting
No additional courses required.
Students are encouraged to take the
courses in the sequence given above.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 242 Principles of Management
MKT 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law or PHI 300
Business Law and Ethics
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice I1
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
ACC 326
ACC 324
ACC 323
ACC 322
ACC 295
ACC 222
ACC 221
Minor in Accounting
This minor is recommended for majors
in MIS and finance.
Six
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, BUS
379, ECO 112, or 113.
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
Tax Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 379,
MKT 252, or consent of instructor)
Managerial Cost Accounting
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322)
Accounting Theory and Practice II
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
Accounting Theory and Practice I
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
Topics
A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and
controlling processes, decision-making, and behavioral considerations.
(Prereq.: ACC 221)
Principles of Accounting II
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
Principles of Accounting I
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Departmental Honors
Accountinq 1
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
Advanced Accounting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242,331,
379, MIS 175 or 360 or 370, MKT 252)
Internal Audit and Management Consulting
Internal and external auditing procedures. Emphasis on the C P k role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
Auditing
ACC 499
ACC 399
ACC 299
ACC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
ACC 495
ACC 425
ACC 424
ACC 423
12 Accounting
-
A. 12 courses in business, accounting,
marketing, and MIS:
BUS 242 Principles of Management
BUS 33 1 Financial Management
BUS 379 Quantitative Methods for
Business and Economics
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MKT 252 Principles of Marketing
MIS 360 Problem Solving for Business
MIS 370 Data Management for Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Management Information Systems
Major
he major in management infonnation systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, accounting, and marketing as well as from MIS. If students have a
weak computer background, they should
also take MIS 175 for the major.
T
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Graduation with Distinction
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Honors Major
Note: Completion of MIS 360 or MIS 370
satisfies any requirement for MIS 175.
Seven courses including:
MIS 175, ACC 221, BUS 242 or MKT 252,
MIS 360 or 370, MIS 375, ECO 113, and
one of the following: MIS 376 or ECO 318.
Minor in MIS
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 170 Structured Programming
or CSC 240 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
MIS 376
MIS 375
MIS 370
MIS 360
MIS 295
MIS 175
14 MIS
-
Principles of Computing for Business
Develops project management skills needed to initiate, plan, execute, control,
and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175,360, or 370)
Project Management
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or MKT 252, and one computer course such as
MIS 175,360,370, or CSC 160)
Management Information Systems in the Organization
This course applies database management systems software capabilities to support the design and implementation of databases and related applications for
the purpose of business data management. Students will write, test, and debug
event-driven code in developing relational database applications. Students will
also learn the fundamentals of multi-user data management in network and
web environments. (Prereq.: MPG3, CSC 160, and MIS 175 or strong computer background. Completion of MIS 370 satisfies any requirement for MIS 175)
Data Management for Business
This course applies advanced software capabilities like macros, Solver and
Scenario Manager in Microsoft Excel as well as other simulation and decision
support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3, MIS 175 or CSC 160 or strong computer background. Completion of MIS 360 satisfies any requirement for MIS 175)
Problem Solving for Business
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
Topics
An introductoly course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background should take MIS 360 or 370 instead of MIS 175.
(Prereq.: MPG 3)
Systems Analysis and Design
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Topics
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375, 376, and 475)
Information Systems Projects
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375,376, and either MIS 370 or CSC 352. Note: MIS 376 may be taken
concurrently with MIS 475)
MIS 499
MIS 399
MIS 299
MIS 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MIS 495
MIS 476
MIS 475
-
MIS 11:
T
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.
Consumer Behavior
Consumer behavior theories and principles as they apply to the consumer
decision-makingprocess. Impact of attitudes, values, personality, and rnotivation on individual decision processes. Analysis of cultural, ethnic, social class,
family, and purchase situation influences. Application to everyday purchasing
situations. (Prereq.: MKT 252 or consent of instructor)
Marketing Research and Analysis
Research process as an aid to decision making. Emphasis on development of
research proposal, methodology, and collection and analysis of data. (Prereq.:
MKT 252, BUS 379, ECO 113, or consent of instructor)
MKT 350
MKT 352
6 courses including
MKT 352 Marketing Research/Analysis
MKT 450 Marketing Management
MKT 466 International Marketing
INS 325 Building Working Relationships
MKT 350 Consumer Behavior
or MKT 354 Sales Management
MKT 355 Marketing Communications
or MKT 357 Advertising
B. Required Marketing Courses
MKT 252
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
A. Business Administration Core
Requirements
Marketing Major
he marketing major prepares students for professional careers in a wide
variety of marketing functions within both
business and not-for-profit organizations.
Career avenues include marketing
research, product management, marketing
communications (e.g., advertising, public
relations, sales promotion), and sales.
Marketing courses focus on integrating
both theory and practical applications,
with an emphasis on hands-on projects. In
addition, a unique course in the major,
"Building Working Relationships," provides an opportunity for students to examine interpersonal, group, and organizational relationships.
Principles of Accounting I
Principles of Accounting I1
Principles of Management
Principles of Marketing
Business Law and Ethics
Financial Management
Principles of Computing for
Business
or MIS 360 Problem Solving for Business
or MIS 370 Data Management for
Business
BUS 379 Quantitative Methods for
Business and Economics
ACC 221
ACC 222
BUS 242
MKT 252
PHI 300
BUS 331
MIS 175
Sales Management
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Topics
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: MKT
252.)
International Marketing
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of marketing plans.
(Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor)
Marketing Management
An introduction to print, broadcast, and Web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Advertising
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note:
Either MKT 355 or 357 can be taken for graduation credit, but not both.
Marketing Communications
Formulation, implementation, evaluation and control of sales force programs
designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas
and compensation. (Prereq.: MKT 252 or consent of instructor)
MKT 499
MKT 399
MKT 299
MKT 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
MKT 495
MKT 466
MKT 450
MKT 357
MKT 355
MKT 354
-
Marketing 111
c
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
hemistry is the science that examines and works toward understanding
changes in matter. Chemistry has been
described as the central science because
matter includes the entire physical world,
such as the things we use, the food we eat,
and even ourselves. Correlating the
insights of chemistry with physics, mathematics, and molecular biology opens vistas
that excite and offer opportunities to better
the entire world.
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
Graduation Major in Chemistry
CHM 115, 116 General Chemistry I, I1
or CHM 105, 106 Principles of Chemishy
I, I1
CHM 351,352 Organic Chemistry I, I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar (4 semesters)
BACHELOR OF ARTS
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
Chemistry Faculty
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To provide an atmosphere of leamhg
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
12 courses including:
CHM 115, 116 General Chemistry I, I1
or CHM 105,106 Principles of Chemistry
I, I1
CHM 351,352 Organic Chemistry I, I1
American Chemical Society Approved
Major
BACHELOR OF SCIENCE
Pre-medical students should plan to
take at least three courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
Chemistry for Pre-Medical Students
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of b s catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure in Physical Science
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
General Physics I, I1
Calculus I, I1
Advanced Organic Chemistry
Advanced Analytical Chemistry
Advanced Inorganic Chemistry
Principles of Medicinal
Chemistry
Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
BIO 367
CHM 464
CHM 481
CHM 482
CHM 470
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Graduation with Distinction in
Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency
One course from:
CHM 367 Properties of Polymers
CHM 470 Principles of Medicinal
Chemistry
CHM 495 Topics in Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory I
CHM 364, 365 Physical Chemistry and
Laboratory 11
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Departmental Honors
-
Chemistry 11!
CHM 115
CHM 106
CHM 105
CHM 101
CHM 100
SCI 111
SCI 110
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
General Chemistry I
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
Principles of Chemistry II
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
Principles of Chemistry I
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistly courses. (Prereq.: CHM
100, MPG 3. Spring)
Chemistry for Changing Times II
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
Chemistry for Changing Times I
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratoly. Prereq.: SCI 110)
Natural Science II
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
Natural Science I
Any course taken as a prerequisite for another course, including the first course in a two-term
sequence, must be completed with a grade of P, or 2.0 or higher.
20 Chemistry
-
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Physical Chemistry II
CHM 364
Properties of Polymers
CHM 367
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years)
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 365
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
Physical Chemistry I
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
Quantitative Analytical Chemistry
CHM 363
CHM 361
CHM 353
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106
or 116. Fall: CHM 351; spring: CHM 352)
CHM 351,352 Organic Chemistry I, II
CHM 116
Chemistry 12
CHM 497
CHM 495
CHM 491
CHM 482
CHM 481
CHM 470
CHM 464
-
(.O course)
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Introduction to Chemistry Research
Study of a specific area building upon inorganic, analytical, physical, and
organic chemistry.
Topics in Chemistry
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society.Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
Chemistry Seminar
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
Advanced Inorganic Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring)
Advanced Analytical Chemistry
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate
years)
Principles of Medicinal Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (~hreehours of lecture, six hours of laboratory.
Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
Advanced Organic Chemistry
22 Chemistry
-
Directed Study
See description on page 92.
Internship
See description on page 91
Independent StudyIResearch
See description on page 92. (Prereq.: junior or senior standing)
CHM 299
CHM 399
CHM 499
he Augsburg computer science
department strives to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
T
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
Computer Science Major
BACHELOR OF ARTS
.
Charles Sheaffer (Chair), Lany
Crockett, Jim Moen, Noel Petit, Larry
Ragland, Karen Sutherland
Computer Science Faculty
See listing under Speech/Communication and Theatre Arts.
lnternship
See description on page 91
CHM 199
Internships and Independent Study Courses:
-
Two courses from:
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 451 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Computer Science Major
BACHELOR OF SCIENCE
At least one elective must be an upper division course.
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
MAT 355 Numerical Mathematics
Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 114 Precalculus (or MPG 4)
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
CSC 450
!24 Computer Science
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
Major in Computational Economics
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Computational Economics
At least two electives must be upper division courses.
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
MAT 355 Numerical Mathematics
MAT 271 Discrete Mathematical
Structures (recommended)
CSC 160
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145.
Computer Science Minor
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Departmental Honors
One upper division elective in philosophy
Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111: Early
Modem and 19th Century
Philosophy
PHI 344 History of Philosophy IV
Twentieth Century Philosophy
PHI 365 Philosophy of Science
PHI 385 Introduction to Fonnal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
CSC 373
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
14 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Smctures
CSC 320 Algorithms
Major in Computational Philosophy
Coordinators
David Apolloni, Department of Philosophy,
Charles Sheaffer, Department of Computer
Science
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and seven from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Computational Philosophy
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computer Science 12
-
CSC 352
csc 345
CSC 320
CSC 273
CSC 272
CSC 270
CSC 240
csc 210
CSC 170
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
Database Management and Design
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
Principles of Computer Organization
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 145 or MAT 171)
A systematic study of algorithms and their complexity, including searching
Algorithms
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Computer Science: An Alternative Scheme I
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
UNIX and C
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
FORTRAN
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
Introduction to Networking and Communications
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
145 or MAT 171)
Data Structures
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
Structured Programming
126 Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Advanced Topics in Computer Science
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
Programming Languages and Compilers II
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320 and PHI 385 or concurrently)
Programming Languages and Compilers I
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
Advanced Networking and Operating Systems
Robot components, robotic paradigms, mobile robots, task planning, sensing,
sensor fusion, basic control concepts. (Prereq.: CSC 210)
Introduction to Al Robotics
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
Computer Science: An Alternative Scheme II
CSC 499
CSC 399
CSC 299
CSC 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
CSC 495
CSC 451
CSC 450
CSC 440
CSC 431
CSC 373
Computer Science 12
Martha Johnson, Director
East Asian Studies Faculty
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
A
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
Language Courses
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Nine courses are required for the major.
Courses in the major must be preapproved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Major in East Asian Studies
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson,
612-330-1715; Hamline-Richard Kagan,
651-641-2433; Macalester-Yue-him Tam,
651-696-6262; St. Catherine-Helen
Humeston, 651-690-6651; St. ThomasYoung-Ok An, 651-962-5621.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Five courses, no more than two of
which may be in the language. Courses in
the minor must be pre-approved by the
campus adviser. A minor in East Asian
studies provides exposure to an area of
East Asia that would complement other
disciplines.
Minor in East Asian Studies
-
Responding to the Challenge
of Japan
Topics: Introduction to AsianAmerican Literature
The Modem Non-Western
World
Asian Philosophy
Understanding Asian America
Russian and Chinese Foreign
Policy
History of Religions
Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
REL 356
THR 245
PHI 355
POL 282
POL 363
HIS 104
ENG 282
BUS 368
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
East Asian Studies 12
T
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economics/business administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
and three other upper division courses also
required:
MIS 175 F'rinaples of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
Finite Mathematics
or MAT 121
Calculus for the Social
or MAT 122
and Behavioral Sciences
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
Jeanne Boeh (Chair), Keith Gilsdorf, Stella
Hofrenning
Economics Faculty
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
mation systems, political science, histoly,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
and one other upper division business course.
and one other upper division economics
course, and six accountinglbusiness
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
See Computer Science, page 124.
Combined Major in Economics and
Business Administration
Minor in Economics
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Departmental Honors
See Political Science, page 229.
Teaching Major in Political Science
and Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teacher Licensure Major
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted
with the approval of the department chair.
Major in Computational Economics
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
EC0 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
or ECO 315
Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC03 18 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120 Ethics
or PHI 125 Ethics and Human Identity
Economics 131
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2 )
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
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. Spring)
ECO 110
ECO 112
ECO 113
ECO 295
ECO 31 1
ECO 312
ECO 313
132 Economics
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity Emphasis placed on monetary theory and policy (Prereq.:
ECO 112. Fall: alternate years)
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
ECO 315
ECO 317
ECO 318
ECO 360
ECO 365
ECO 413
ECO 414
Economics 13
-
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Topics
ECO 499
ECO 399
ECO 299
ECO 199
See description on page 92.
Independent StudyIResearch
See description on page 91. (Prereq.: Completion of 50 percent of major or
consent of instructor)
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
ECO 495
134 Economics
Students in all degree andlor licensure
programs must apply for acceptance into
the education department prior to begin-
Beginning Fall 2002, a graduate level
licensure option will be available in weekend format to those already holding a B.A.
degree. Graduate courses taken for licensure can be applied to a Master of Art in
Education degree. Contact the Education
Department for information.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artdliterature, social
studies, and visual arts. Additional teaching majors are available through the weekday program and open to weekday and
weekend students who can take courses on
a weekday schedule. All prerequisite, elementary core, and professional education
courses except field work and student
teaching are available on a weekend or
weekday late aftemoonlevening schedule.
Fieldwork and student teaching must be
completed during regular weekday hours.
All students must have some time available
each term for field experiences.
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendation for licensure to the
State of Minnesota for elementary (grades
K-8),secondary (grades 5-12) in biology,
chemistry, communication arts~literature,
health, mathematics, physics, and social
studies, and K-12 licenses in visual art,
health, physical education, music, and
dancdtheatre, and special education: E/BD.
T
Note: Major changes in Minnesota teacher
licensure were implemented in the fall of
2000. Students who entered the College
under a previous catalog and who will
complete their licensure after August 31,
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Student Teaching Abroad
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
ning 300-400 level courses. State law
requires completion of the PPST-PRAXIS I
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing three
exams prior to recommendation for licensure: PPST, Principles of Learning and
Teaching Test, and a subject matter test.
-
Non-departmental core courses (requirements subject to change-see Education
Department for most current list):
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
MAT 131 Math for the Liberal Arts
( W C T ) (if math specialty
area: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math: MAT
122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
l), (if science specialty area:
PHY 116)
PHY 114 Earth Science for Elementary
Teachers (If science specialty
area: PHY 116 and geology)
BIO 102 The Biology World (NW 2)
Elementary education majors are
required to complete the following nonmajor and major courses. To be licensed
hey must also complete an approved middle school specialty area and student teaching.
Elementary Major and Licensure
Requirements:
2003 must comply with the new program.
No one will be licensed under programs
described in previous catalogs after August
31, 2003.
136 Education
Student Teaching Block
EDC 481,483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Societv (WlISW)
Methods Block I1
EED 341 K-6 Methods: Visual Arts (.25)
EED 342 K-6 Methods: Music (.25)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
StudiestThematic Studies (.5)
EED 380 Kindergarten Methods (.5)
Methods Block I
EED 310 K-6 Methods: Health/PE (.5)
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsIChildren's Literature
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 3 10 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Major Courses
Vicki Olson (chair), Joy Bartlett, Joseph
Erickson, Jeanine Gregoire, Gretchen
Irvine, Mary Jacobson, Anne Kaufman,
Lynn Lindoy Susan O'Connor, Ron
Petrich, Linda Stevens, Barbara West
Education Faculty
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artditerature, dance/theatre, health, mathematics, music, physical
education, physics, and social studies.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the specialty area, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of
two full courses graded P/N, plus student
Under new licensure rules, the state of
Minnesota will require middle school specialty areas as a part of all elementary
teacher licenses. Teachers will be able to
teach at the middle school level in their
specialty area. Students must complete a
coursework program in one of the following areas: communication artshterature,
mathematics, science, or social studies. See
Education Department for specific courses
required in each area.
Methods Block I
ESE 300 ReadingMriting in the Content
Area
Foundations Block I1 (Courses beyond this
point require admission to the education
department.)
EDC 310 Learning and Development
(HI)
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Non-departmental requirements:
ENG 111 Effective Writing
HPE 11'5 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA)
Beginning Fall 2002, a graduate level
elementary licensure option will be available through Weekend College. Licensure
will be obtained through a combination of
graduate and undergraduate credits.
Contact the Education Department for
information.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 overall GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
teaching, is the maximum allowed within
the elementary education major.
Secondary Education 13:
Creating Learning
Environments
Diversity in the Schools (.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.
Educational Technology (.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachindearning situations.
Computer training will be included in this course.
Learning and Development in an Educational Setting
EDC 210
EDC 220
EDC 310
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
A survey of educational psychology topics as applied to teaching and learning.
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.
Fieldwork experience. (Prereq.: ENG 111,sophomore standing)
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend college. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for
Students may no longer license in a
minor field of study
Art, dancdtheatre, music, and physical
education teacher education programs lead
to licensure for grades K-12.
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
EDC 200
Students preparing for licensure in one
of these areas follow the secondary educa-
Art, DanceITheatre, Music, and
Physical Education Licensure (K-12)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, non-departmental
requirements, and education program
courses must have a grade of 2.0 or better.
Student Teaching Block
ESE 481,483,485,487 Student Teaching
(3.0-4.0). (S)
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl/SW)
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
ESE 325
38 Secondary Education
-
-
-
The Special Needs Learner
The study of students with disability, special needs, and gftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of instructor)
School and Society
Emphasis on points of view about the role of school in modem society, relationships with parents and community collaborative models, leadership and
professional development. Serves as final theoretical preparation for student
teaching. Fieldwork experience. (Prereq.: PPST and admission to department)
K-6 Methods: HealthIPhy Ed (.5 course)
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department)
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
Middle School Methods: Communication ArtsILiteratureWriting (.5 course)
Introduction to the teaching of writing at the middle school level. (Prereq.:
PPST and admission to department)
K-6: Methods: Visual Arts (.25 course)
Examination and preparation of materials and resources for visual arts at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
K-6: Methods: Music (.25 course)
Examination and preparation of materials and resources for music at the
kindergarten and elementmy levels. Fieldwork experience. (Prereq.: PPST
and admission to department)
K-6 Methods: Mathematics
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and
admission to department)
EDC 410
EDC 480
EED 310
EED 320
EED 330
EED 331
EED 341
EED 342
EED 350
Elementary Education 13!
-
-
K-6 Methods: Social StudiesIThematic Studies (-5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380)
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 370
EED 380
ReadingIWriting 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.: PPST and admission to department)
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department)
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies taught
concurrently as ESE 311 Middle School Methods: Social Studies (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics taught
concurrently as ESE 331 Middle School Methods: Mathematics (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 300
ESE 325
ESE 310
ESE 320
ESE 330
EED 481, 483, 485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and
admission to department)
EED 360
140 Secondary Education
5-12 Methods: Science
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to department)
K-12 Methods: Music
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and cumculum development. Fieldwork experience.(Prereq.:
PPST and admission to department)
K-12 Methods: Visual Arts
Introduction to the teaching of media literacy in middle school and high
school. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. (Prereq.: PPST and admission to department)
5-12 Methods: Media Literacy (.5 course)
Introduction to the teaching of speaking and listening in middle and high
schools. Emphasis on instructional strategies and cumculum development.
Required for communication artsfliterature license. Fieldwork experience.
(Prereq.: PPST and admission to department)
5-12 Methods: Speaking and Listening (.5 course)
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and cuniculum development.
Required for elementary concentration in communication araiterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication arts/literature license do not need to
take ESE 300.)
5-12 Methods: Literature and Reading
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science taught
concurrently as ESE 341 Middle School Methods: Science (.5 course).
Fieldwork experience. (Prereq.: PPST and admission to department)
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
ESE 481, 483, 485, 487 Student Teaching
ESE 370
ESE 360
ESE 352
ESE 351
ESE 350
ESE 340
P
-
Secondary Education 14
SPE 400
Teaching Students with Emotional/Behavioral Disabilities
This course presents an overview of learners with emotional and behavioral
disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual
models as they relate to this category of disability. (Prereq: PPST and admission to the department)
HPE 115 Chemical Dependency (.5)
ENG 111 Effective Writing
INS 105 Introduction to American
Indian Studies
or INS 260 Contemporary American
Indians
Required Non-major Courses:
Beginning Fall 2002, a graduate level
licensure option will be available through
Weekend College. Licensure will be
obtained through a combination of graduate and undergraduate credits. Contact the
Education Department for information.
he special education EB/D major is
available only through Weekend College;
ideally, to people who are currently in
schools working with students with this
label. This major leads to Minnesota teaching licensure in special education with a
specialty in ernotionaVbehaviora1disabilities. Courses labeled SPE are to be taken
during the final year of coursework while
students are working in an EBD setting.
Variations on this ideal are possible; see the
Education Department for more information.
T
Required Education Courses:
EDC 200 Orientation to Education in an
Urban Setting
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
EDC 310 Learning and Development
EDC 410 Special Needs Learner
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language Arts1
Children's Literature
EED 350 K-6 Methods: Math
EED 360 K-6 Methods: Science
SPE 315 Critical Issues Seminar
SPE 400 Teaching Students with
Emotional and Behavior
Disabilities
SPE 410 Implementing Assessment
Strategies
SPE 420 Planning, Design, and Delivery
SPE 430 Instructional and Behavioral
Practices
SPE 440 Parent and Professional
Planning
Student Teaching
Summer Practicum
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: PPST
and admission to the department)
Instructional and Behavioral Practices
This course examines behavioral support options used with students who are
labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive
approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq:
PPST and admission to the department)
Parent and Professional Planning
This course examines the role of families of students with special needs,
specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with
community agencies is emphasized. (Prereq: ENG 111, PPST and admission to
department).
SPE 420
SPE 430
SPE 440
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
Interested students should contact the
director of special education at the outset
of coursework.
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Choose one from the following:
PSY 351 Developmental Psychology:
Child
pSy 352 Developmental Psychology:
Adolescent and Young Adult
pSy 353 D~~~~~~~~~~~~
Psychology~
Middle and Older Adult
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: PPST and admission to the department)
SPE 410
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
-
Special Education 14:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
University of Minnesota
ugsburg College has cooperative
arrangements with two universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; or Michigan Technological
University, Houghton, Michigan. Because
of the special requirements and opportunities of these programs, early consultation
with the Augsburg engineering adviser is
necessary. Applications for these programs
require the recommendation of the
Augsburg engineering adviser.
A
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
EDU 491
The curriculum is the same as the
B.A.B.E. curriculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cumculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
The Special Needs Learner
(see EDC course descriptions)
EDC 410
4 4 Special Education
-
Students are also encouraged to explore
opportunities for graduate work at
Michigan Technological University Further
information on these and other graduate
programs is available from the Augsburg
engineering adviser.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
This program enables students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Michigan Technological
University in a five-year period.
Michigan Technological University
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.Ah4.E.
program are not guaranteed admission to
the Institute of Technology.
Additional courses to meet general education requirements and a total of 24 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus I11
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Engineering 14:
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, or tutoring in the writing lab.
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 in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
T
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin,John Harkness, Dallas Liddle,
Roseann Lloyd, John Mitchell, Ronald
Palosaari, David Ross, John Schmit, Joan
Thompson
English Faculty
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
Special Methods (two courses)
ESE 350 5-12 Methods: Literature and
Reading
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Note: If students choose two literature
courses, one must be in American literature (ENG 350 or 351) and one must be in
British literature (ENG 331, 336, 337,
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Communication
Major Requirements (12 courses)
ENG 225 Intermediate Expository
Writing
ENG 226 Creative Writing
or ENG 227 Journalism
or one additional upper division literature course (ENG 350 or 351 recommended)
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the English
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching Writing
ENG xxx Upper division literature course
(ENG 331,336,337, or
3381438 recommended)
Prerequisite: ENG 111
Communication ArtsILiterature
Teacher Licensure Major
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
5-12 Methods: Speaking and
Listening
5-12 Methods: Media Literacy
(.5 course)
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Minor
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
early Oct. in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Departmental Honors
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
This major is only for those who seek
to be licensed in communication artslliterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Additional ESE and EDC courses are
required for licensure. They include EDC
200,210,220,310; ESE 300; EDC 410,
480; student teaching. Contact an education department adviser for information.
ESE 352
ESE 351
English 14
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
critical reviews. 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 is 2.0.
ENC 111
Note: First day attendance in all writing courses is mandatory for a student to
hold hislher place in the course.
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Prerequisites
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permission/petition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
required to enroll in ENG 101
Developmental Writing where they receive
more individual instruction than is possible
in ENG 111Effective Writing. These students must pass ENG 101 Developmental
Writing with a grade of 2.0 or higher before
enrolling in ENG 111Effective Writing.
ENC 101
A writing sample is required of students
to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in
composition must have a score of 4 or 5.
Students who do not show competence in
composition skills-such as stating and
supporting a thesis, organizing clearly, and
constructing paragraphs and sentences-are
The Enqlish
- Placement Test
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer Students
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
Concentration in Writing
48 English
-
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions.
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
ENC 223
ENG 225
ENC 226
ENG 227
ENC 236
ENC 241
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 216
English 14
ENC 338
ENC 337
ENC 336
ENC 331
ENC 282
ENC 272
ENC 271
ENC 251
ENC 245
50 English
Introduction to Literature
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
Shakespeare
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
A study of major writers of the 19th century, emphasizing Romantic and
British Literature: the Romantics and the Victorians
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: 17th and 18th Centuries
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
British Literature: Medieval to Elizabethan
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
Topics in Literature
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
European Literature: From the Renaissance to the Modern Period
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
European Literature: Homer to Dante
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
Readings in American Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
Topics
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
Studies in Modern Fiction
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
American Literature Since 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
American Literature Before 1920
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
Quantitative Journalism:Computer-Assisted Reporting and
Research
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor.)
Introduction to the English Language
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
Advanced Creative Writing
ENC 436
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: ENG 245 or consent of instructor)
Women and Fiction
All 400-level courses will involve some reading and study of literary criticism or: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENC 382
ENC 361
ENC 351
ENC 350
ENC 347
ENC 345
ENC 341
English 1s'
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and technigues for
gatheTing information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
ENC 445
ENC 480
ENC 482
Playwriting
Directed Study
See description on page 92.
lnternship
See description on page 91. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
Independent StudyIResearch
See description on page 92. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
ENC 299
ENC 399
ENC 499
See listing under Modem Languages.
See listing under Modem Languages.
See listing under Interdisciplinary Studies.
lnternship
See description on page 91.
ENC 199
Internships and Independent Study Courses:
THR 325
See department listingfor a description of the following approved elective:
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 438
s
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment. This course may not be taken by students who have passed the Critical Thinking Assessment.
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be
taken by students who have completed eight credits.
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3)
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/se~cdcooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
CST 100
CST 140
CST 200
CST 209
See listing under Modem Languages.
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 009
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty
Marilyn Florian (Chair), Brian Amrnann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Jack Osberg, Joyce Pfaff, Missy
Strauch, Eileen Kaese Uzarek
Health and Physical Education Faculty
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity In addition, the
gifted athlete as well as the recreational
participant will find ample opportunity for
athletic and developmental activities.
v
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Fall: even years)
HPE 356 Measurement and Assessment
in HPE
HPE 390 Instructional Methods and
Materials (Fall: odd years)
HPE 410 Administration and Supervision
of the School Health Program
(Fall: even years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
Must have instructor's certification for CPR
and first aid.
HEALTH EDUCATION
-
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 356 Measurement and Assessment
in HPE
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer to be completed
by December 31, 2003.
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Fall, even years)
Coaching (not a major)
Minnesota Board of Teaching Statute
35 12.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 101,115,210,223, 231,232,351.
There is no PE teaching minor in
Minnesota public schools.
HPE 101, 110,114, 115,316,320,390,
450, BIO 103.
PHYSICAL EDUCATION
Minor
Minor
Health and Physical Education 15:
-
-
HPE 450
HPE 410
HPE 390
HPE 356
HPE 320
HPE 316
HPE 115
HPE 114
HPE 110
HPE 101
personal
(.5 course)
(.5 course)
(.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
Current Health Issues (.5 course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Fall: even years)
Administration and Supervision of the School Health Program
(.5 course)
Principles and methods of instruction applied to health education grades K12. Emphasis upon teachingearning strategies and student assessment.
Evaluation and development of materials included. (Fall: odd years)
Instructional Methods and Materials in Health Education
Sunrey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standardsn and
pedagogy for health education, curriculum, and assessment included. (Fall:
even years)
School Health Curriculum
A study of the psychological, social, and biological components of human sexuality (Spring)
Human Sexuality
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and services. (Fall, Spring)
Health and Chemical Dependency Education
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
Health and Safety Education
Modem concepts and practices of health and healthful living applied to the
individual and the community (Fall)
Personal and Community Health
health and fitness. (Fall and Spring)
A course designed to provide the knowledge and skills to mod*
Fitness for Life
HEALTH EDUCATION
156 Health and Physical Education
HPE 340
HPE 335
HPE 331
HPE 323
HPE 275
HPE 254
HPE 232
HPE 220
HPE 210
HPE 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
tion and athletic programs. (Prereq.: HPE 210. Fall)
A survey of management, leadership, and decision-making for physical educa-
Organization and Administration of Physical Education Programs
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day camping/hiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falllspring, even years)
Outdoor Education
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
Individual and Dual Sports
Theory and practice in team sports including history, rules, and skill development. (Spring)
Team Sports
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Spring)
Prevention and Care of Athletic Injuries
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
A general overview of developmentalladapted physical education from early
Introduction to Developmental/Adapted Physical Education
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Spring)
Dance
The study of the processes associated with developing motor skills relative to
physical activity (Spring)
Motor Learning
History, principles, and philosophy of physical education and sport. (Spring)
Introduction to Physical Education
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
Fitness for Life
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
PHYSICAL EDUCATION
Health and Physical Education 15;
Kinesiology
(.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Physical Education Curriculum (.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
Physical Education Methods (7-12)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
Physical Education Methods (K-6)
Survey of basic statistical procedures, standards, assessment and evaluation of
tests in health and physical education. (Prereq.: MPG 111, HPE 101 and either
HPE 110 or HPE 210 and 220. Fall)
Measurement and Assessment in HPE
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Prereq.: BIO 103.
Spring)
Physiology of Exercise
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 499
HPE 399
HPE 299
HPE 199
See description on page 92. Open only to junior or senior majors.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
HPE 473
HPE 368
HPE 365
HPE 356
HPE 351
HPE 350
- Health and Physical Education
158
H
Nine courses (including HIS 495 seminar). 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
Major
History Faculty
Jacqueline deVries (Chair), Phil Adamo,
William Green, John Gregg, Don
Gustafson, Chris Kimball
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community"
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
Prerequisites
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
Departmental Honors
Five courses, at least three of which
must be upper division.
Minor
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure
medieval, modem Europe, U.S., and nonWestern.
-
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
The Modern Non-Western World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern World
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
The Shaping of Western Civilization
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
The Beginning of Western Culture
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 220
HIS 195
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
America to 1815
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
Topics in History
This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan
and Sri Lanka. Upper division students will have additional assignments and
different exams from lower division. (Prereq.: Consent of instructor required
for HIS 462)
HIS 1621462 20th Century South Asia
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America. Additional readings and written assignments will be
required for upper-division students. (Prereq.: Consent of instructor required
for HIS 350)
HIS 150/350 Cultural Conflict and Change in Latin America
HIS 104
HIS 103
HIS 102
HIS 101
Transfer students planning a major
must normally take at least three of their
Transfer Students
160 History
19th-Century U.S.
HIS 311
HIS 249
History of African American Civil Rights, 1915-1972
HIS 243
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
Topics in Women's History
(See Department of Art for course description)
The Designed Environment
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
History of African American Civil Rights, 1619-1915
A survey of the development of Afiican American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
Topics in African American History
This course examines the racial, ethnic, political and economic history of
Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the
period of British and French exploration, and to the development of statehood.
Minnesota History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
American Legal History
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
History of the Twin Cities
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
20th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 242
HIS 241
HIS 234
HIS 228
HIS 225
HIS 222
HIS 221
History 16
-
HIS 348
HIS 347
HIS 346
HIS 336
HIS 335
HIS 332
HIS 331
HIS 326
HIS 323
162 History
Modern China
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
(Prereq.: 100-level course or consent of instructor)
Russia and the Soviet Union in the 20th Century
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
MesoAmerica: Legacy of the Conqueror
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 179 in
International Studies.)
A survey of Namibia and South Africa including the experience of indigenous
Namibia and South Africa: A Historical Perspective
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
American Labor History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
American Urban History
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
History of U.S. Foreign Relations
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
Topics in U.S. History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
American Indian History
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 474
HIS 440
HIS 381
HIS 380
HIS 370
HIS 361
HIS 360
HIS 354
HIS 352
HIS 349
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
The World and the West
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
Topics in World History
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
The History of Women in the West Since 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
The History of Women in the West to 1870
emphasizing modifications of these institutions by the Italian Renaissance and'
the early years of the Reformation.
A study of the scholastic tradition and the role of the Church and state,
The Late Middle Ages to 1560s
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
Hellenistic Greece and Rome to 330 A.D.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
The Ancient Near East and Greece to 338 B.C.
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
Britain and the Commonwealth Since 1688
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
Modern Germany
(See Department of Art for course description)
The Designed Environment
History 16
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92. A maldmum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
HIS 399
HIS 499
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 160
HON 210
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
T h e r e are two ways to graduate from
the Honors Program- Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satisfylng all program requirements, a 3.5 GPA,
Directed Study
See description on page 92. A maximum of one course in directed study may
be applied to the major.
HIS 299
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board. Students
take five of the following courses and four
mini-seminars. (Four mini-seminars equal
one credit.)
Internship
See description on page 91.
HIS 199
Internships and Independent Study Courses:
HIS 495
164 History
History of Jazz
Studies not only jazz as an art form, but as an expression of culture, race, gender, creativity, and community created by jazz musicians.
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity.
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
HON 241
HON 365
HON 401
L
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 214
L
The Poverty and Wealth of Nations
Adam Smith published The Wealth of Nations in 1776 puzzling over the question of who's rich and who's poor. Do we have any more answers now than he
did then? Emphasis in the course will be placed on understanding economic
systems from around the world and how individuals make choices within this
framework. This course fulfills the Social World Area 1 or 2 perspective.
HON 217
I
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 212
For other interdisciplinary course
listings, see International Studies.
Augsburg also offers students the
oppomnity to major and minor in
Women's Studles, Metro-Urban Studies, and
American Indian studies.
dents are better prepared to become contibuting members of the global community.
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 21 1
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
students
gain greater insight and understandmg of
cultures and ~ersvectivesdifferent from
their own. Through these experiences stu-
-
Honors Program 16:
-
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language.
Five courses including INS 105. At
least two must be upper division.
Minor
In addition student must complete five
electives. At least five of the courses
toward the major must be upper division.
Major
Ten courses including;
INS 105 Introduction to American
Indian Studies
INS 260 Contemporary American
Indians
HIS 326 American Indian History
REL 370 American Indian Spirituality
and Philosophical Thought
INS 499 Capstone Project
Adjunct Faculty
Priscilla Buffalohead, Steve Chapman,
Robert Danforth, Rick Greschyk, Sophia
Jacobson, Dale Weston
American Indian Literature
(See Department of English for course description.)
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China.
ENC 216
INS 233
OJB 111, 112 Beginning Ojibwe I, I1
(See Department of Modem Languages for course description.)
INS 105
Associated Faculty
Eric Buffalohead (Sociology), John Gregg
(History)
Coordinator
Eric Buffalohead
American Indian Studies is a major h a t
gives students the opportunity to learn
about the original, indigenous cultures of
North America. Students will be provided
with a multidisciplinary understanding of
the history and present situation of
American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces,
and the legal status and sovereignty of
American Indians. This course of study
exposes students to the richness and beauty of North American Indian cultures.
6 6 Interdisciplinary Studies
INS 499
INS 495
REL 370
HIS 326
INS 332
INS 320
ART 290
INS 264
INS 260
-
An independently designed research project to fulfill the capstone requirement.
Independent ResearchICapstone Project
This course will examine the experiences of the Dakota and Ojibwe in
Minnesota from the time of contact to the present situation of both tribes.
Each group's history and experiences will be studied and compared. Major historical events will be examined as well as significant events important to each
group.
Minnesota lndians
(See Department of Religion for course description.)
American lndian Spirituality and Philosophical Thought
(See Department of History for course description.)
American lndian History
The objective of this course is to study Native American Storytelling from a
cultural perspective. An appreciation of oral traditions ill be emphasized and
studied within the broader context of world mythologies. Students will be
expected to perform storytelling and to research the various tribal storytelling
traditions.
Native American Storytelling
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today.
American lndian Women
(See Department of Art for course description.)
Tribal Arts and Culture
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
American lndians in the Cinema
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural change and religious, traditional persistence among selected American
Indian tribes today is highlighted.
Contemporary American lndians
Interdisciplinary Studies 16
-
In this two-week intensive field experience, students will travel by boat down
the Mississippi River exploring elements of the politics and policies relating to
the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.
(Prereq.: POL 241 or equivalent and passing a water safety test)
River Politics Field Seminar
This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of
the role the individual plays within the context of workplace relationships.
Emphasis is placed on interpersonal, group, and organizational relationships.
(Prereq.: Junior or senior standing and at least one of the following coursesSOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105)
Building Working Relationships
(See Department of History for course description.)
Topics in African American History
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
The African American Experience in America
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
Introduction to Islam
(See Department of Religion for course description.)
Religion in African American History
Coordinator
The
of the 'lst century demands
complex skills. It is not enough to have an
area of expertise or be a good manager.
One needs leadership skills. The Augsburg
Norma Noonan
curriculum offers a minor in leadership
studies, drawing on a wide variety of
courses across disciplinary lines. A minor
in leadership studies can enhance your
major in a wide variety of disciplines
including business, sociology, political science, communication, computer science,
economics, and psychology.
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skilk in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
INS 381I581 Qualitative Research Methods
INS 342
INS 325
HIS 241
INS 232
INS 225
REL 231
68 Interdisciplinary Studies
Metro-Urban Studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Memo-Urban Studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Select two courses from the following list.
(No more than one per department.)
BUS 340 Human Resource Management
(prereq. BUS 242)
BUS 440 Strategic Management (prereq.
BUS 242) [S]
HIS 222 20th-Century U.S. [WH, CT]
INS 325 Building Working Relationships
(WECDay) [HI, Sl
PSY 373 Industrial Organizational
Psychology (prereq. PSY 102 or
105) [Sl
SPC 321 Business and Professional
Speaking
SPC 355 Small Group Communication
(no prereq.)
SPC 410 The Self and the Organization
(WEC) [HI]
Required electives: (2)
Principles of Management (no
.
prereq.)
SOC 349 Organizational Theory (prereq.
SOC 121 or permission of
instructor) [CT]
SPC 345 Organizational Communication
(no prereq.)
POL 421 (Topics: This topic only)
Becoming a Leader (prereq. one
POL course or permission of
instructor) [S] This course will
be the only integrative course
in the minor.
BUS 242
Required courses: (4)
Major
10 courses including:
ECO 110 Economics of Urban Issues
POL 122 Metropolitan Complex
SOC 21 1 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
or HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC) ,
Michael Shock (SWK)
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The Metro-Urban
Studies major and minor also provide
undergraduate preparation for postgraduate studies in planning, architecture, law,
public administration, environmental studies, social welfare, government, community
organization, and theology.
Interdisciplinary studies 16
-
Internship
See description on page 91. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
Independent Study-Metropolitan
INS 399
INS 498
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinary field learning programs of exceptional quality, located in
Scandinavia, South America, C e n ~ a l
-4merica. and the Twin Cities.
Also see In tcmaiioml Studies listings.
Independent Study/Research
See description on page 92. (Prereq.: POL 484 or SOC 363)
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
An independently-designed course developed by a student (or group of students),
URBAN STUDIES OPTIONS
THROUGH HECUA
INS 499
Directed Study
See description on page 92. (Prereq.: POL 122 or SOC 211)
INS 299
Resources
Internship
See description on page 91.
INS 199
Internships and Independent Study Courses:
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) Twin Cities
program. Students interested in graduate
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
school are encouraged to take ECO 113
Principles of Microeconomics.
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
170 Interdisciplinary Studies
-
OR SPRING
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
Internship
(2 course credits)
See description on page 91.
INS 359
INS 399
The Politics of Artistic Expression
Studv of the social and cultural historv of urban art. the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
Internship
(2 course credits)
See description on page 91.
INS 331
INS 399
Ill. SEE HECUA UNDER INTERNATIONAL STUDIES (SUST, SAUS, CILA, AND
EECLA)
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 330
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
II. CITY ARTS-SPRING
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct obsewation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
INS 358
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
I. METRO-URBAN STUDIES TERM (MUST)-FALL
Interdisciplinary Studies 171
-
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common val-
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
equivalent competency)
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
Requirements
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
172 Interdisciplinary Studies
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Other Requirements
Minor
Four upper division courses.
Major
Eight courses, six of which must be upper
division.
Coordinator
Frankie Shackelford
ues, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
(See International Studies, Scandinavian Urban Studies Term)
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Art and Literature: Perspectives on Social Change
(See Department of Art)
Scandinavian Arts
(See International Studies, Scandinavian Urban Studies Term)
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
Norwegian Language and Culture
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century h a t i * . Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian ISynng: alternate years)
The Modern Nordic Drama
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
The Modern Nordic Novel
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
Contemporary Norden
lnternship
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
For degree and major requirements see page 275.
NAS 499
NAS 399
NAS 299
NAS 199
Internships and Independent Study Courses:
NAS 394
NAS 393
ART 382
NAS 377
NAS 372
NAS 352
NAS 351
NAS 230
Interdisciplinary Studies 17:
-
-
I
Required core courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Norma Noonan
Director
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
Two of the following:
BUS 368 Responding to the Challenges
of Japan
BUS 465 International Management
MKT 466 International Marketing
Required core courses of the international
relations major, plus the following six
courses:
BUS 362 International Business
ECO 317 Comparative Economic
Systems
International Relations Major with
International Business Concentration
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,368,465
ECO 317,360,365
HIS 346,348,352,354,440,474
MKT 466
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 241
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Also, the equivalent of four terms of
college work in a modem language.
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policies
POL 461 Topics in International Politics
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
I
GPA of 3.5 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
Departmental Honors
Note: Several of the business courses have
prerequisites. Please consult the catalog
and your academic adviser before registering for one of the advanced courses.
One elective from the list of international
relations major electives, excluding other
business, economics, and marketing courses.
One of the following:
ECO 360 International Economics
ECO 365 Environmental Economics and
Sustainable Development
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the study abroad adviser. In addition to semester and year-long programs,
summer abroad courses also provide a
number of educational opportunities.
Students interested in these or other external off-campus study experiences should
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributiodgenera1 education, and graduation requirements
when approved by the appropriate program directors and faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Minor
an honors major by the end of their
junior year.
International Studies 17;
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
INTERNATIONAL PARTNERS
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
THE CENTER FOR GLOBAL
EDUCATION
contact the study abroad adviser.
Applications are due April 1 for the fall
term or academic year, and October 15 for
the spring term. The cost for many programs is comparable to full room, board,
and tuition for on-campus study, plus airfare. Financial aid is granted on the same
basis as on-campus study.
76 International Studies
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, room, and board for one
semester on campus, plus airfare.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Study abroad through International
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, or a summer session.
Participation may be on an individual basis
or as part of a student group. For further
information, contact the International
Partners office.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SPA 356
SPA/INS/WST 399 Internship
REL/WST 366 The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and social/political transformation.
POL/WST 359 Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution.
INS/WST 31 1 Gender, Health, and Development
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are
also approved for credit in women's studies. Participation in the program will fulfill the IA
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one modem language skill credit. Application deadline is April 1.
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and leam first-hand from both women and men who are involved
in struggles for sustainable development and social change.
CROSSING BORDERS: GENDER AND SOCIAL CHANCE IN MESOAMERICA
(MEXICO)-FALL
International Studies 17
Latin American Literature: Before 20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
SPA 356
HIS 350
REL 313
Environmental Theology and Ethics
POLIWST 341 Environmental Politics
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
Conversation and Composition
Improve written and Spanish language expression through discussions,
debates, oral reports, journals, and compositions, including formal letters,
newspaper articles, and position papers on key topics in Mexican current
events.
SPA 317
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit, and
a Spanish course will fulfill one modem language skill credit.
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
SPA/REL/INSIWST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 100 hours of community service
required.
78 International Studies
-
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
Internship
INS 312
REL 346
HIS 346
POL 353
INS 399
Participation in the program will fulfill the LA general education perspective credit. REL
346 will fulfill one CF3 perspective credit.
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL
REL/INS/WST 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
SPAIINSIWST 399 lnternship
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 100 hours of community service
required.
Learn about different approaches to environmental ethics in Latin America,
including indigenous, Jewish and Christian perspectives, liberation theology
and ecofeminism.
international Studies
17
-
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
ECO 495
REL 366
RE1 346 will fulfill one CF3 perspective credit.
Participation in the program will fulfill the IA general education perspective credit and
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Oct. 15.
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
Cultural Conflict and Change in Latin America
An exploration of selected topics and case studies in Latin American history
from Pre-Columbian times through the conquest and colonial periods up to
modem Latin America.
HIS 350
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
Participation in the program will fulfill the IA general education perspective credit. REL
366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one modem
language skill credit.
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua. Application deadline is April 1.
SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL OR SPRING
180 International Studies
Religion and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
Political and Social Change in Namibia: Liberation,
Decolonization, and Nation Building
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
Internship
REL 346
POL 353
HIS 440
INS 399
Norwegian Language
Scandinavia in the World
Scandinavian Art and Literature: Perspectives on Social Change
Urbanization and Sustainable Development in Scandinavia
Independent Study (Students may choose either INS 372 or 499)
INS 372
INS 377
INS 393
INS 394
INS 499
Participants will gain a deep understanding of contemporary Norway, using the welfare
state and the notion of citizenship as the focus for investigation. The cuniculum consists
of three interrelated seminars that together give participants an understanding of how the
welfare state has evolved and how it is practiced in the context of social democracy.
Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the
option of Norwegian language study or an independent study project. April 1.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
INS 312
International Studies 1
Wealth, Poverty, and Community Development: Critical Social
Issues
Independent Study
INS 363
INS 499
Internship
Independent Study
INS 399
INS 499
Environment and development issues are examined by looking at market and community economy models and their respective practices and ethical implications. Participants
will conduct a variety of field projects in small groups to learn about the environment and
development efforts. Students gain hands-on experience field placements with organizations working in the Guatamalan Highland, exploring the limits and possibilities of classroom theories and concepts in the context of complex real-life experiences in the community. Each student carries out an independent study project on a topic of personal choice,
which includes field research. Oct. 15.
ENVIRONMENT, ECONOMY, AND COMMUNITY IN LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)-SPRING
(2 course credits)
Community Participation for Social Change
INS 366
The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship
designed to meet the learning goals of the student is combined with a seminar, independent project and a home stay for an intensive immersion into Latin American daily life and
culture. Models of community participation, organization, development, and social change
are compared and contrasted. Students learn first-hand about the social problems in
Eduadorian communities and explore ways in which communities are addressing these
challenges. All lectures, internships, and field projects are in Spanish, with discussions in
Spanish and English. Readings are mostly in Spanish. Papers may be written in English or
Spanish. April 1.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
Development in the Latin American City
INS 362
INS 2611386 Spanish in the Field
The "Politics, Development, and the City" program explores historical and current
issues related to rural-urban migration, industrialization, government policies, and effects
on human communities. Students engage in dialogue with Latin American faculty, activists,
and leaders from local communities to understand local conditions and efforts at social
change. Learning is made vivid through field projects and interactions with organizations
working on urban issues. A "Spanish in the Field course facilitates language learning
directly related to content. April 1.
POLITICS, DEVELOPMENT, AND THE CITY: GUATEMALA AND ECUADOR-FALL
82 International Studies
-
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
Independent Study Project (students chooses topic)
INS 385
INS 386
INS 499
Politics o f Conflict and Transformation
Internship
INS 317
INS 399
See listing under Department of Business Administration.
MARKETING
See listing under Department of Business Administration.
MANAGEMENT
INFORMATIO
SYSTEMS
(2 course credits)
Northern Ireland: Building a Sustainable Democracy
INS 316
The "Northern Ireland: Democracy and Social Change" program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace
and the progress being made. Through a seven week internship, students get hands-on
experience with organizations working for social change. Field seminars focus on human
rights, conflict transformation, and education for democracy. The program is located at the
UNESCO Centre at the University of Ulster in Coleraine. Oct. 15
NORTHERN IRELAND: DEMOCRACY AND SOCIAL CHANGE- SPRING
Social Dynamics and the Environment
INS 384
International Studies 18
M
Students may choose coursework supporting study of mathematics as a liberal
art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in
preparation to teach. Augsburg's urban
Students majoring in mathematics
acquire the skills necessary to serve society
through a variety of careers. In addition to
acquiring computational and problem-solving skills, mathematics majors at Augsburg
develop their abilities to reason abstractly;
to conjecture, critique, and justify their
assertions; to formulate questions; to investigate open-ended problems; to read and
comprehend precise mathematical writing;
to speak and write about mathematical
ideas; and to experience working in teams
on mathematical projects. Students can
prepare for graduate school, for work in
business, industry, or non-profit organizations, or for teaching mathematics in
grades K-12. Students majoring in many
disciplines find it helpful to acquire a
minor or a second major in mathematics.
athematics is the study of smcture and relationships and provides tools
for solving a wide variety of problems.
Mathematical language describes our world
from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the
problem solving and quantitative reasoning
skills that are increasingly expected of
every member of contemporary society.
Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts
education.
Students may petition the department
to substitute alternative mathematics or
mathematics-intensive courses for one or
two MAT courses numbered above 200.
Such substitutions must be justified by a
compelling academic rationale defending a
coherent program of study, typically relating mathematics to another discipline.
A minimum of three upper division MAT
courses are required. Note that MAT 331
does not apply toward the major but is a
recommended general education course for
majors.
Nine mathematics courses:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 271 Discrete Mathematical
structures
MAT 324 Analysis
MAT 373 Probability and Statistics I
MAT 3 14 Abstract Algebra
or a modeling course, either MAT 247 or
MAT 385
MAT elective numbered above 200
Mathematics Major
Suzanne Doree (Chair), Nicholas Coult,
Rebekah Dupont, Matthew Haines,
Kenneth Karninsky
Mathematics Faculty
location allows students to gain experience
working with mathematics through internships, cooperative education, and the
practicum and colloquium courses.
For distinction: GPA of 3.5 in MAT
courses numbered above 200,3.5 overall
GPA, a project, and approval of the mathematics department. For departmental honors: GPA of 3.5 in MAT courses numbered
above 200, 3.0 overall GPA, a project or
independent study course, and approval of
the mathematics department. Specific
requirements are described in "Guidelines
for Graduation with Distinction and
Departmental Honors in Mathematics"
available from the department.
Three supporting courses:
CSC 160 Introduction to Computer
Science and Communication
or another CSC course with departmental
approval
The State of Minnesota has specific
licensing requirements for teachers, and
state requirements are subject to change
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Department to identify current Minnesota teacher licensure
requirements. At the time of publication,
the mathematics requirements for licensure
to teach mathematics in grades 5-12 are
the same as the major, with the MAT electives specified as MAT 252 Exploring
Geometry and MAT 314 Abstract Algebra
and the additional course of MAT 331
History of Mathematics required. At the
time of publication, the mathematics
requirements for a concentration in mathematics to teach in grades K-8 are MPG 4 or
MAT 114 Precalculus, MAT 145 Calculus I
or MAT 122 Calculus for the Behavioral
and Social Sciences, MAT 163 Introductory
Statistics or MAT 373 Probability and
Statistics I, MAT 252 Exploring Geomeq,
MAT 271 Discrete Mathematical
Structures, and MAT 331 History of
Mathematics.
Teaching Licensure Major
Also required:
MAT 491 Mathematics Colloquium during junior and senior years.
Before enrolling in any mathematics
course, students must have the required
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may
have their MPG determined by the registrar's office. Students who have passed the
College Board Advanced Placement Exam
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
Math Placement Croup (MPC)
-
At least one MAT course numbered above
200 must be taken at Augsburg.
Three electives numbered above 200, at
least one of which is numbered above 300,
other than MAT 331. Alternatively students
may complete a minor by taking the six
courses: MAT 145, MAT 146, MAT 163,
MAT 252, MAT 271, and MAT 331.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
Graduation with Distinction and
Departmental Honors in Mathematics
At least two MAT courses numbered above
250 must be taken at Augsburg.
Two additional supporting courses from
the following list or substitutes with
departmental approval: BUS 331, CSC 170,
CSC 320, ECO 112 or ECO 113 (not
both), ECO 318, MAT 163 or MAT 173
(not both), PHY 121, PHY 122.
-
Mathematics 185
-
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only.
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business, and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. Students in MPG 3 or
higher may not register for credit. (Prereq.: MPG 2 and a year of high school
algebra. WEC-additional sessions are required)
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.:
MPG 3)
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 105
MAT 114
MAT 122
MAT 131
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
Prerequisites
student's MPG. Students are also permitted
to retake the Math Placement Exam during
their first term of enrollment at Augsburg
College.
MAT 103
which is administered by Academic
Advising. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from Academic Advising. Students in
MPG 1may take MAT 103 to advance to
MPG 2. Students in MPG 2 may take MAT
105 to advance to MPG 3. Students in
MPG 3 may take MAT 114 to advance to
MPG 4. No other MAT course changes a
186 Mathematics
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 163
MAT 171
MAT 173
MAT 245
MAT 246
MAT 247
MAT 252
MAT 145, 146 Calculus I & II
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 132
-
MAT 385
MAT 374
MAT 373
MAT 355
MAT 331
MAT 327
MAT 324
MAT 314
MAT 271
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of
instructor)
Mathematics Practicum
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
Probability and Statistics II
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics I
Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modem computers, and applications. (Prereq.: MAT 146 and CSC 170 or consent of instructor.)
Numerical Mathematics and Computation
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
History of Mathematics
(See PHY 327)
Special Functions of Mathematical Physics
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
Analysis
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
Abstract Algebra
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, and formal logic with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146 or two of the following courses: MAT 145/122, MAT 163,
MAT 252, MAT 331)
Discrete Mathematical Structures
188 Mathematics
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.
Independent StudyIResearch
Selection and study of an advanced topic outside of the offered curriculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 92.
See listing under Interdisciplinary Studies.
METRO-URBAN
STUDIES
MAT 499
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 91.
MAT 1991399 Internship
Internship and Independent Study courses:
MAT 491
Study of an advanced topic such as complex analysis, mathematical biology,
operations research, chaotic dynamical systems, fractal mathematics, knot theory, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional
upper division MAT course depending on the particular topic may also be
required)
MAT 395/495 Topics in MathematicdAdvanced Topics in Mathematics
Mathematics 1
-
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, Donald
Steinmetz
Modern Languages Faculty
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in international business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
he Department of Modem Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
T
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See majorlminor above for limits on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Transfer Students
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Graduation with Distinction
The minor consists of four courses
above 21 1 (Norwegian only: 21 1 and
above), including one in language and one
in literature or culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Minor
The major consists of nine courses
above 21 1 (Norwegian only: 211 and
above), including two courses in culture,
two courses in language, two courses in literature and three electives (from any of the
three areas above). At least seven of these
courses must be taught in the target language of the major and at least four of
them must be taken on the Augsburg campus.
Major
Since spring term 2001, Augsburg
College no longer offers a licensure program in modem languages.
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulaly
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 295
FRE 31 1
FRE 211, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulaly building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 211; spring: 212)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovely of French culture and way of life. Four
class meetings per week. (Fall: 111; spring 112. WEC-additional sessions
required)
FRENCH (FRE)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people.
AMERICAN SIGN LANGUAGE (ASL)
Teaching Licensure
Study Abroad
Modern Languages 191
-
French Civilization: Historical Perspective
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
French Civilization Today
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
A study of the diversified development of the French from their beginnings to
Topics in Literature, Culture, or Linguistics
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
Advanced Conversation and Composition
FRE 499
FRE 399
FRE 299
FRE 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
FRE 495
FRE 41 1
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 351, 353 Survey of French Literature I, II
FRE 350
FRE 332
FRE 331
192 Modern Languages
CER 351
CER 350
CER 332
CER 331
Conversation and Composition
CER 31 1
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
Survey of Literature: Cerman Literature from Chivalry to
Romanticism
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
Introduction to Literature for Language Students
Survey of cultural currents that have shaped Germany. Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
German Civilization and Culture II
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
German Civilization and Culture I
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
Topics in Literature, Culture, or Linguistics
CER 295
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 211, 212 Intermediate Cerman I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. (Fall: 111; spring: 112. WEC-additional sessions
required)
CER 111, 112 Beginning Cerman I, II
GERMAN (CER)
P
Modern Languages 19
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 3 11 or consent of instructor. Fall)
Topics in Literature, Culture, or Linguistics
CER 41 1
CER 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent StudyIResearch
See description on page 92.
CER 299
CER 399
CER 499
NOR 21 1
Intermediate Norwegian I
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. (Prereq.:
NOR 112 or equivalent. Fall)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NORWEGIAN (NOR)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
JAPANESE(JPN)
lnternship
See description on page 91.
CER 199
Internships and Independent Study Courses:
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Marx, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age.
CER 354
-Modern Languages
194
Conversation and Composition
NOR 311
Introduction to Literature for Language Students
Topics in Literature, Culture, or Linguistics
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
31 1.Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
Advanced Conversation and Composition
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
Survey of Norwegian Literature
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 499
NOR 399
NOR 299
NOR 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
NOR 495
NOR 41 1
NOR 353
NOR 350
A two-tiered approach allows students to place contemporary cultural developments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
Norwegian Civilization and Culture
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 21 1 or equivalent. Spring)
Topics in Literature, Culture, or Linguistics
NOR 295
NOR 331
I
I
_
Modern Languages 195
OJIBWE(OJB)
Spanish and Latin American Culture Through Film
SPA 312
Conversation and Composition
SPA 31 1
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice with emphasis
on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor.
Spring: odd years)
Spanish Expression
Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
Topics in Literature, Culture, or Linguistics
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
SPA 295
SPA 248
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 21 1; spring: 212)
SPA 211, 212 Intermediate Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. (Fall: 111 and 112; spring: 112. WEC-additional sessions required.)
SPA 111, 112 Beginning Spanish I, II
Courses in addition to those below are offered through various programs listed under
International Studies.
W SPANISH (SPA)
An introduction to the language and culture of the Ojibwe (Chippewa)
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
(Alternate years: 111 fall of odd years; 112 spring of even years.)
OJB 111, 112 Beginning Ojibwe I, II
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
W
-Modern Languages
196
Latin American Civilization and Culture
Topics in Literature, Culture, or Linguistics
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
Advanced Conversation and Composition
An introduction to Hispanic literature. Lectures, discussions, and written and
oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note:
Students who have taken SPA 356 taught in Mexico may not take 354. Spring:
even years)
Representative Hispanic Authors
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
Introduction to Literature for Language Students
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: odd years)
SPA 499
SPA 399
SPA 299
SPA 199
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 91.
Internship
Internships and Independent Study Courses:
SPA 495
SPA 41 1
SPA 354
SPA 350
SPA 332
-
Modern Languages 19
M
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Part-time Faculty
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp, Sonja Thompson
Participation in a variety of Music experiences including music ensembles, musictheater productions, private lessons, some
music courses, and additional Interim
courses or special performances is open to
students in any major area of study, with
permission from the instructor.
In Addition, we offer a Music minor and a
Music Therapy equivalency certificate.
Bachelor of Arts (Music Major)
Bachelor of Music (Music Education or
Performance Major)
Bachelor of Science (Music Therapy
major)
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). The Music
Department offers three degree programs
and four majors as follows:
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
All students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Plus fulfillment of recital requirements as
given under each specific degree and major
Materials of Music I
Materials of Music I1
Aural Skills I
Aural Skills I1
Materials of Music 111
Materials of Music IV
Aural Skills 111
Aural Skills IV
History and Literature of Music
I
MUS 232 History and Literature of Music
I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
MUS 101
MUS 102
MUS 111
MUS 112
MUS 201
MUS 202
MUS 21 1
MUS 212
MUS 231
Core Curriculum for all Music Degree
ProgramsIMajors
Fine Arts Coordinator
Cathy Anderson
Rick Penning, Nicholas Raths, Angela
Wyatt
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. In addition to applying to the
music department, bachelor of music education major candidates must also apply to
the Department of Education for acceptance into the music education licensure
program. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Music Education M a j o r
H BACHELOR OF MUSIC
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury
For acceptance to any music major degree
program, students must:
submit an application for admission
prior to spring juries of the sophomore
year or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and any transferred credits
with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency
requirement
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
One of the following two areas of emphasis:
Vocal emphasis-MUS 251,252,253,
254
Instrumental e m p h a s i ~ n course
e
credit
of music elective
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
Requirements
Core cuniculum plus:
MUS 341 Basic Conducting (.5)
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
INS 105 or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 220 Educational Technology
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 Readinwriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/Percussion (.25)
MUS 357 Music Methods: Woodwinds
(25)
MUS 355 Music Methods: Strings (.25)
Music 19!
-
Two quarter course credits and six half
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrurnentlvoice
Improvisation competency on major
instrurnentlvoice (may be fulfilled by MUS
129)
Pass piano proficiency test
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional perfonning ability who are selected on
the basis of an audition/interview application
process. The bachelor of music performance
program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions.
Music Performance Major
BACHELOR OF MUSIC
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrumentlvoice
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
instrumentlvoice
Pass three music repertoire tests
Pass piano proficiency test
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Or, for piano or guitar emphasis:
Instrumental emphasis-one and one half
course credits of music electives, one methods course for major inshument
Four semesters in a non-credit small
Augsburg ensemble on the major instrumentlvoice
Pass three music repertoire tests
Piano or organ emphasis-MUS 436,456,
one course credit of music elective
One of the following three areas of emphasis:
Vocal emphasis-MUS 251, 252, 253, 254,
435, EDS 359, one course credit of music
elective
Requirements: 14.5 course credits
Core curriculum plus:
MUS 358
Full junior recital
MUS 459
Full senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
ins trumentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Two full course credits of performance
studies in the major instrumentlvoice
(fourth year)
Four half course credits of performance
studies in the major instrumentlvoice (second and third year)
!00 Music
Requirements: 23 course credits
Core cumculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or I1
MUS 372,373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDC 4 10 The Special Needs Learner
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Music Therapy Major
BACHELOR OF SCIENCE
Eight quarter course credits in a major
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits of
performance studies in the major
instrumendvoice
Core curriculum plus one full credit music
elective plus MUS 458 (Senior Recital) and
two additional music credits
Requirements
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Music Major
W BACHELOR OF ARTS
Achieve a minimum grade of 2.5 in all
music therapy courses
Pass three music repertoire tests
Pass piano, guitar, and vocal proficiency
tests
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumendvoice and residency at
Augsburg
Eight quarter course credits of
performance studies in the major
instrumendvoice
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Strongly recommended:
MUS 359 Music Methods: Vocal
Music 201
--
-
Requirements: 8 credits
MUSBUS 105 The Music Business:
Marketing, Promotion,
Publishing, Recording
The music business minor is a course
of study designed both for the music major
desiring additional preparation in business
and for the non-music major interested in
pursuing a career in the music industry.
With the Music Business Minor, students
are given the opportunity to enroll in
coursework and participate in on-site field
experiences that address specific professional skills necessary to enter today's
music indusq. The minor is a collaborative program between the Music and
Business Departments.
Music Business Minor
Candidates must submit an application for
admission prior to spring juries of the
sophomore year.
Pass one music repertoire test
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrumendvoice
One additional music course.
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
Requirements: 6 course credits
Materials of Music I, I1
MUS 101, 102
MUS111,112
AuralSkills1,II
MUS 341
Basic Conducting
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
Music Therapy Equivalency/
Certification Program
All of the above courses plus two additional Music course credits beyond MUS 105
and MUS 295 (maximum of 1 credit in
MUE andlor MUP courses).
One of the following:
MUSBUS 295 Topics: Arts Management
and Concert Promotion
BUS 301 Business Law
BUS 254 Entrepreneurship
Music Minor
Pass three music repertoire tests
Pass piano proficiency test
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
MUSBUS 399 Internship Approved for the
Music Business Minor
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
202 Music
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Ensembles (MUE)
An honors project could include but is
not limited to one of the following: writing
and defending a senior thesis; presenting a
recital beyond that required by a degree;
composing a work not less than 15 minutes duration; conducting a concert; or a
project that combines any or all of the
above listed projects in a manner appropriate to a student's degree area.
A transcript showing a cumulative GPA
of 3.0 or higher in all music courses
An outline of the student's participation
in departmental activities demonstrating
leadership, musical goals and high musical
standards.
A proposal for an honors project
Students may qualify for departmental
honors by submitting a petition to the
music faculty before the end of the first
semester of the senior year. The petition
for honors should include:
Departmental Honors
submit the studio insmctor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-l/2 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
1/2 course credit-1 hour lesson,
8 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Performance Studies (Private Lessons)
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
Masterworks Chorale, Men's Chorus, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121,141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
Music 20
-
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrument/voice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Student Recitals
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
instruction for credit is graded traditionally
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
!04 Music
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Music Repertoire Tests
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Piano Proficiency
EXAMINATIONS
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
MUS 31 1
MUS 212
MUS 21 1
MUS 202
MUS 201
MUS 112
MUS 111
MUS 102
MUS 101
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
Composition 1
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
Aural Skills IV
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
Aural Skills 111
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
Form and Analysis
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
Materials of Music 111
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Aural Skills 11
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. (Prereq.: Aural Skills Placement Test to be given in the
first week of class)
Aural Skills I
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a grade of 2.0 or
higher)
Materials of Music 11
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test to
be given in the first week of class)
Materials of Music I
THEORY AND MUSICIANSHIP
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
Music 20
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
The Music Business: Marketing, Promotion, Publishing, Recording
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102,201)
History and Literature of Music II
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
History and Literature of Music I
Relationship between music of each period and the other fine arts. For nonmusic majors.
Introduction to Music and the Fine Arts
An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and
theatre, arts administration, copyright, licensing, and recording. This course is
also offered as BUS 105.
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
MUSITHR 235 Skills of Music Theatre
MUS 232
MUS 231
MUS 130
MUS 105
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
Choral Conducting
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
HISTORY AND LITERATURE
MUS 344
MUS 342
Basic Conducting
MUS 341
(.5 course)
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporaly techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 312
!06 Music
Worlds of Music
MUS 320
Music o f the Romantic Period
(Prereq.: MUS 231, 232)
Music o f the 20th Century
(Prereq.: MUS 231, 232)
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
Voice Repertoire
(.5 course)
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 333
MUS 334
MUS 432
MUS 435
(.5 course)
(.5 course)
(.5 course)
Music of t h e Classical Period
(Prereq.: MUS 231, 232)
MUS 332
(.5 course)
Music of the Baroque Era
(Prereq.: MUS 231, 232)
MUS 331
Thefollowing four half courses are extensive studies of special eras in the history of music:
A survey of non-Western musical cultures.
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 241
Music 20
Independent Study
(-5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
MUS 498
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent StudyIResearch
See description on page 92. Open only to advanced students upon approval of
the faculty.
MUS 299
MUS 399
MUS 499
Class Voice
(.25 course)
Fundamentals of tone production and singing.
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 152
MUS 155
MUS 158
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
Improvisation in Music
(.O course)
Basic improvisational skills within a jazz combo format. Open to
Instrumentalists and vocalists.
MUS 129
TECHNIQUE
lnternship
See description on page 91.
MUS 199
INTERNSHIPS AND INDEPENDENT STUDY COURSES
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 436
108 Music
Junior Recital
MUS 358
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
Senior Recital
MUS 459
Human Identity through the Creative Arts
MUS 272
MUS 373
MUS 372
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical
talent, and performance.
Psychological Foundations of Music II
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Psychological Foundations of Music I
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 274, 275 Music Therapy Practicums
A study of the aesthetic expression and experience as they relate to human
identity with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
MUS 271
MUSIC THERAPY
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
(.O course)
Senior Recital
MUS 458
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
(.O course)
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 456
Music 20
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
Human Identity through the Creative Arts
MUS 479
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
Music Therapy Clinical Internship
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
(.25 course each)
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
Music Therapy Senior Seminar
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 474,475 Music Therapy Pradicums
MUS 473
MUS 472
MUS 374, 375 Music Therapy Practicums
110 Music
Augsburg Choir ( 2 5 course)
Riverside Singers o f Augsburg (.25 course)
Vocal Chamber (.O course)
Masterworks Chorale (.25 course)
Orchestra (.25 course)
String Ensemble (.O course)
Woodwind Chamber Music (.O course)
Concert Band (.25 course)
Brass Ensemble (.O course)
Jazz Ensemble (.25 course)
Percussion Ensemble (.O course)
Piano Ensemble (-0 course)
MUE 112
MUE 113
MUE 114
MUE 121
MUE 122
MUE 131
MUE 141
MUE 142
MUE 143
MUE 144
MUE 145
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appro-priate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
ENSEMBLES (MUE)
Music 21
-
Baritone
Tuba
Percussion
Organ
Harp
Improvisation
MUP 142-442
MUP 143-443
M UP 144-444
MUP 152-452
MUP 159a
MUP 161-461
MUP 171-471
MUP 181-481
MUP 191-491
MUP 192-492
MUP 122-422 Viola
MUP 123-423 Cello
MUP 124424 Bass
MUP 131-431 Oboe
MUP 132-432 Bassoon
MUP 133-433 Clarinet
MUP 134434 Saxophone
MUP 135-435 Flute
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
A semester of study is 14 weeks of
lessons and coaching.
Note carefully the following provisions:
Trombone
MUP 141-441
MUP 121-421 Violin
Credit is granted only for study with
members of the Augsburg
Department of Music.
the lesson, the student will forfeit the
right to a make-up lesson.
Guitar
Piano accompanying
Piano
Trumpet
MUP 137-437
Horn
are individualized to meet the experience,
ability, background and goals of the student. Students may register for 0.00 credits; 0.25 credits; or 0.5 credits in accordance with their specific degree requirements (see Music Department Student
Handbook for music degree and variable
credit performance studies requirements.)
MUP 111-411 Voice
H LESSONS
Performance Studies courses are available to music majors and non-majors and
Performance Studies at Augsburg
College provide a unique opportunity for
students to study on an individual basis
with artistlteachers who are active performers in this region and beyond.
PERFORMANCE STUDIES (MUP)
!12 Music
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements. All
upper division courses required for the
biology major must be completed before
student teaching.
Teaching Licensure Major
Coordinators
Karen Ballen (Biology), Sandra Olrnsted
(Chemist~y),Jeff Johnson (Physics)
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
he natural science licensure program
- for teachers is designed to provide smong
preparation for science teaching and to satisfy Minnesota licensure requirements.
T
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistq I, I1
One math course: MAT 114, 122, 145, or
163
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisma1Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, 11
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
-
121,
See listing under Modem Languages.
NORWEGIAN
See listing under Interdisciplinary Studies.
One year of general physics-PHY
122
Two courses from:
CHM 364,367,464,470,481,482
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry I, I1
or CHM 115, 116 General Chemistry I, I1
CHM 351 Organic Chemistry I
CHM 352 Organic Chemistry I1
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar (4 semesters)
MAT 145, 146 Calculus I, I1
Physical Science Broad Base
Requirement
BIO 113, 114,215
PHY 101,106
Geology
One year of general chemistry-CHM
105,106 or CHM 115,116
Two additional physics courses above 122;
PHY 261 recommended
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
'14 Natural Science Teaching Licensures
Nursing Faculty
Cheryl Leuning (Chair), Ruth Enestvedt,
Meny Beth Gay, Sue Nash, Pamela Weiss,
Linda Holt, Beverly Nilsson (Emerita)
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
he Augsburg Department of Nursing
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
T
Courses in the nursing major are
offered on weekends with practicum courses requiring additional weekday time.
More time may be required to complete the
total course of study depending on the
number of credits transferred from other
colleges or universities. Students in nursing may take non-nursing courses in both
day school and Weekend College. Students
interested in pursuing the nursing major
should consult with the program coordinator from the Department of Nursing for
program planning.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 405 Leadership and Management:
Theory and Practice
NUR 410 Community Health Nursing I
NUR 411 Community Health Nursing 11:
Practicum
PHI 380 Ethics of Medicine and Health
Care
-
NUR 305
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 1/2 hour time block. Clinical
practice usually occurs on weekdays.
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Options for Completing the Degree
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
Augsburg or at another accredited college
or university.
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, sociology, and psychology. These courses may be taken at
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
Departmental Honors
!16 Nursing
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
Community Health Nursing II: Practicum*
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teaching~learningtheory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 350
NUR 403
NUR 405
NUR 410
NUR 41 1
Independent StudyIResearch
See description on page 92.
* This course involves an additional clinicalfee.
Note: I f NUR 41 1 is not taken immediatelyfollowing NUR 410, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more thanfive years may be asked to audit courses already taken. There is afee to
audit courses.
NUR 499
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 330
NUR 432
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 306
Nursing 21
P
Philosophy Major
Eight courses including:
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111: Early
Modem and 19-Century
Philosophy
PHI 344 Twentieth-Century Philosophy
Philosophy Faculty
David Apolloni (Chair), Markus Fuehrer,
Bruce Reichenbach
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, the Christian ministry, or journalism.
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning, assisted by philosophers
from the past and present.
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Philosophy Minor
Five courses, including two from
PHI 241,242,343, and 344.
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Departmental Honors
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing
on page 118.
Major in Computational Philosophy
A 400-level course (other than PHI 499)
Two elective courses in philosophy
Four courses must be upper division.
PHI 242
PHI 241
PHI 175
PHI 125
PHI 120
PHI 110
Introduction to Philosophy
studen& will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy Topics include: the nature of being,
human understanding in relation to faith, and the place of the image of God in
the human condition. (Suggested prior course: PHI 241. Spring)
History of Philosophy II: Medieval and Renaissance Philosophy
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
History of Philosophy I: Ancient Creek Philosophy
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
Philosophy of Love and Sex
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
A philosophical study of the role of human understanding, emotions, and
Ethics and Human Identity
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
Ethics
This course introduces students to typical philosophical questions (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically
Philosophy 21
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 365
PHI 355
PHI 350
PHI 344
PHI 343
PHI 300
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
Philosophy of Science
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. We focus on analyzing diverse views of
reality, the self, and recommendations on how to live.
Asian Philosophy
We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible?
Philosophy of Religion
A survey of major philosophical schools in the twentieth century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modem philosophy.
History of Philosophy IV: Twentieth-Century Philosophy
The major rationalists of the 17' century (Descartes, Spinoza, Leibniz), the
major empiricists of the 18' century (Locke, Berkeley, Hume), Kant's synthesis
of rationalism and empiricism, and 19' century Idealism and the reaction to it
(Marx, Kierkegaard, Nietzsche).
History of Philosophy Ill: Early Modern and l%h-Century
Philosophy
Laws concerning property, contracts, agency, negotiable instruments and business organizations under the Uniform Commercial Code. Ethical concepts and
principles underlying individual rights and responsibilities in business.
Business Law and Ethics
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 2851385 Introduction to Formal Logic and Computation Theory
PHI 260
220 Philosophy
Existentialism
The course lays out some fundamental ethical theories, which it then carefully
applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia.
Ethics of Medicine and Health Care
Studies in the writings--both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
Topics in Philosophy
Advanced studies. covering either an individual philosopher or a specific topic
in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internship
See description on page 92.
Independent StudyIResearch
See description on page 91.
Internship
See description on page 92.
Directed Study
See description on page 9 1.
See listing under Health and Physical Education.
PHYSICALEDUCATION
PHI 499
PHI 399
PHI 299
PHI 199
Internships and Independent Study Courses:
PHI 410
(See description for PHI 285/385)
PHI 3851285 Introduction to Formal Logic and Computation Theory
PHI 380
PHI 370
Philosophy 22
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
p
hysicists
. . are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
BACHELOR OF ARTS
Jennifer Posch
Physics Research Staff
Stuart Anderson, Mark Engebretson,
Kenneth Erickson, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Faculty
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs
through its Center for Atmospheric and
Space Sciences and the Sverdrup
Laboratory for Solid State Physics, with
support from the National Science
Foundation, NASA, and other private and
public sources. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
BACHELOR OF SCIENCE
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Graduation with Distinction
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
18 course credits. It is the same as the
B.S. major, with the addition of PHY 330
and PHY 430, and the omission of the elective physics course.
Physics Major with Concentration in
Solid State Physics
BACHELOR OF SCIENCE
Physics 22
Introductory Astronomy
PHY 101
PHY 103
Natural Science II
The second semester of a two-semester survey of Natural Science. This course
focuses on major concepts of Earth Science and Biology. Laboratory work will
complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110)
SCI 111
Conceptual Physics
An introductory course (with a hands-on intuitive approach) in which the
applications, problems, and experiments are selected to illustrate fundamental
principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3.
Fall, spring)
the course traces the development of scientific thought from early civilization
to the present day Night viewing is required. (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
A descriptive course covering our solar system, stars, and galaxies. In addition
Natural Science I
The first semester of a two-semester survey of Natural Science. This course
focuses on the nature of science and major concepts of Physics and Chemistry.
Laboratory work stressing experimentation and measurement will include the
use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3 )
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics, have a
GPA of 3.0 in physics and overall, and
rank in the upper third of their class.
SCI 110
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
physics society and of participating in the
physics community on a professional basis.
Membership in the society is open to all
students interested in physics.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Sigma Pi Sigma
Society of Physics Students
Teaching Licensure Major
- Physics
224
PHY 261
PHY 245
PHY 122
PHY 121
PHY 116
PHY 114
PHY 106
lntroductory Meteorology
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
Electronics
An introduction to modem physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory.
Prereq.: PHY 122. Fall)
Modern Physics
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
General Physics II
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
General Physics I
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 3 . Fall)
Introduction to Physics
admitted to the elementary education program. Topics covered include the
solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle
and the effect of water on the planet; and the changing climate of Earth. (Two
three-hour laboratoflecture periods. Prereq.: elementary education major and
MPG 3 . Fall, spring)
A practical and hands-on approach to earth and space science for students
Earth Science for Elementary Education Teachers
A survey of the basic principles of the Earth's weather and climate. Topics
include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2.
Fall, spring)
Physics 22
Introduction to Space Science
pheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
A survey of Earth's space environment including solar, planetary, magnetos-
PHY 363
PHY 362
Mechanics II
PHY 352
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace's and Poisson's equations, and
electric properties of materials. (Three one- hour lectures. Prereq.: PHY 122,
MAT 247 or PHY 327. Fall)
Electromagnetic Fields I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and
noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 247 or PHY 327. Spring)
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
the preparation of the thin films to their structural and magnetic characterization. Many different experimental techniques and methods will be discussed,
including Molecular Beam Epitaxy, Sputtering, Diffraction methods, finnel
and Force Microscopy and various magnetomew methods. (Three one-hour
lectures. PHY 245 and PHY 351. Spring)
A study of the physics of thin (magnetic) films, covering the entire range from
Thin Films: Preparation Techniques and Methods for Structural
and Magnetic Characterization
PHY 351
PHY 330
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHYIMAT 327 Special Functions of Mathematical Physics
PHY 320
!26 Physics
Plasma Physics
PHY 420
Introduction to Solid State Physics
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245,351. Spring)
Quantum Physics
Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be
explored at a very detailed level, taking realistic parameters of materials into
account. (Three one-hour lectures. Prerequisite: PHY 351, PHY 362; PHY 486
strongly recommended. Fall)
PHY 499
PHY 399
PHY 299
PHY 199
See description on page 92. Open to juniors and seniors with departmental
approval.
Independent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91.
lnternship
Internships and Independent Study Courses:
PHY 486
PHY 430
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 396
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 395
Physics 22
F
Providing work in several subfields of
political sciene, the major suppIies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy psychology, economics, history, and
sociology to the study of politics.
irmly
in the liberal arts tra. grounded
dition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
Departmental Honors
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Required elective-ne
of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Milda Hedblom (Chair), Andrew Aoki,
Mary Ellen Lundsten, William Morris,
Nonna Noonan, Joseph Underhill-Cady
Political Science Faculty
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 3 12 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
Teaching Major in Political Science
and Economics
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Minor
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
See the class schedule for precise listing
of terms in which courses are offered.
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Political Science Areas
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science 22!
-
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy Includes case studies of the Twin
Cities metro area.
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
Environmental and River Politics
This course explores the politics of the communities and ecosystems of the
Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and Ostakeholders are trying to achieve sustainability in the watershed.
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
Politics and Public Policy
The domestic policy making process, emphasizing how elected officials,
bureaucrats, and interest groups shape government policies in various areas,
including taxes, the environment, and social welfare policy. How public policies are formulated and implemented.
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 121
POL 122
POL 124
POL 241
POL 323
POL 325
POL 326
POL 342
I. AMERICAN GOVERNMENT AND POLITICS
!30 Political Science
Media Law
(See Section IV for description.)
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
POL 375
POL 421
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries valy. (Prereq.: one course in political science or consent of
instructor)
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
POL 350
POL 351
POL 359
POL 459
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
Russian and Chinese Foreign Policies
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 160
POL 363
Ill. INTERNATIONAL POLITICS
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 158
II. COMPARATIVE POLITICS AND ANALYSIS
Constitutional Law
(See Section IV for description.)
POL 370
Political Science 23
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An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. .(Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
Political Analysis Seminar
Origins and evolution of Manrist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Manrist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
Marxist Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
Topics in Democratic Theory
Lower Division Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Seminar
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
Seminar in Political Statistics and Methodology
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 499
POL 399
POL 299
POL 199
See description on page 92.
Independent Study/Research
See description on page 91.
lnternship
See description on page 92.
Directed Study
See description on page 91. P/N grading unless internship supervisor grants
exception.
lnternship
Internships and Independent Study Courses:
POL 495
POL 483
POL 295
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 484
POL 382
POL 381
Political Science 23
-
~
Bridget Robinson-Riegler (Chair),
Grace Dyrud, Emily Hause, David Matz,
Nancy Steblay
Psychology Faculty
Faculty members in the Department of
Psychology have varied professional specializations including clinical, counseling,
physiological, developmental, social, cognitive, and industrial/organizationalpsychology as well as expertise in psychological
applications to health, law, and public policy. Students may tap this expertise through
a variety of learning experiences including
group and individual projects, association
with Augsburg's active Psychology Club,
Psi Chi Honor Society, and faculty-student
research teams.
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior. The
study of psychology equips students to
understand and use the scientific method
to think creatively and critically beyond
the classroom. To prepare students for
graduate study and work in psychology,
the major emphasizes the complementary
components of a strong foundation in
research and theoretical work with the
application of knowledge and skills in
coursework, research experiences, and
internships within the community The
curriculum's emphasis on the experiential
dimensions of learning and the integration
of liberal arts and professional domains
prepares students for careers in many settings including business, education, social
services, research, law, government,
church, and medicine.
P
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
*For WEC students, PSY 360 is recommended, not required, hence the WEC
major is 10 courses not 10.5
Majors are strongly encouraged to take
more than the rninimuml0.5 required psychology courses; no more than 13 course
credits can count for graduation.
Electives (3 courses in psychology)
At least one course from the following:
PSY 357 Behavioral Analysis
PSY 359 Assessment
PSY 363 Sports Psychology
PSY 368 Behavioral Healthcare
PSY 373 Industrial/Organizational
Psychology
PSY 385 Counseling Psychology
Professional Perspectives (2 courses)
PSY 399 Internship
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
At least one course from the following:
PSY 325 Social Behavior
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
Foundations of Psychology (5.5 courses)
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 215 Research Methods: Design,
Procedure, and Analysis I
PSY 315 Research Methods: Design,
Procedure, and Analysis I1
PSY 360* Psychology Laboratory (.5)
The major is 10.5* courses
Major
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 105
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
Minor
PSY 102
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific coursework to strength-
Concentration in Social Psychology
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Successful completion of departmental
honors in psychology automatically qualifies the student for graduation with distinction from the college.
Departmental Honors/Craduation
with Distinction
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
en a cross-disciplinary social psychological
perspective. Students will participate in
internship and research experiences specific to their social psychology interest.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific
requirements.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
Psychology 23'
-
PSY 355
PSY 354
PSY 353
PSY 352
PSY 351
Psy 335
PSY 325
PSY 315
PSY 215
PSY 201
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 215)
Biopsychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215)
Cognitive Psychology
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 102 or 105)
Aging and Adulthood
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
Adolescent and Young Adult Development
Theory and scientific methods of examining development and behavior.
Practical implications of data and theory are stressed. (Prereq.: PSY 102 or
105)
Child Development
Application of psychological principles and research to legal processes, policy,
and problems. Emphasis on three content areas: eyewitness issues, courtroom
procedures, and forensic clinical practice. (Prereq: Psy 102 or 105)
Psychology and Law
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 215)
Social Behavior
Part I1 of a two-term sequence. See PSY 215. PSY 315 should be taken in the
term immediately following PSY 215. PSY 215 may be taken for one course
credit without taking 315. (Prereq.: PSY 215 with a grade of 2.0 or higher,
ENG 111)
Research Methods: Design, Procedure, and Analysis I1
Part I of a two-term sequence. Scientific method as practiced in psychology.
This sequence emphasizes skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted data
analysis, and APA-style presentation of research findings. PSY 215 must precede PSY 315. (Prereq.: PSY 102 or 105, MPG 3)
Research Methods: Design, Procedure, and Analysis I
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
Health Psychology
236 Psychology
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
Behavior Analysis
Principles of lea&ing/behavior change and their application to self-management, family work, school, and clinic settings. ~ndihdualizedprojects.
(Prereq.: PSY 102 or PSY 105)
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 215)
Psychology Laboratory (.5 credit)
Laboratory research experience under the supervision of a faculty member.
Concurrent enrollment in a full credit upper-level course (designated courses
will vary depending on the semester) and approval by the instructor are
required. (Prereq: Psy 102 or 105)
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
Abnormal Psychology
An introduction to psychological disorders and treatment. (Prereq.: PSY 102 or
105)
Sports Psychology
Foundations of sports psychology. Psychological concepts applied to sports
and enhancement of athletic performance. Topics include motivation, team
development, leadership, psychological skills training, and goal setting.
(Prereq: Psy 102 or 105)
Behavioral Health Care
Application of psychological theory, research, and clinical principles to health
care practice. Emphasis on developmental health issues and a biopsychosocial
health model. (Prereq.: PSY 102 or 105)
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-rnaking, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 356
PSY 357
PSY 359
Psy 360
PSY 361
PSY 362
PSY 363
PSY 368
PSY 371
PSY 373
Psychology 23
Historical Perspectives
Discussion and exploration of contemporary professional issues and social
policy from a psychological viewpoint. Faculty-supervised student research.
(Prereq.: PSY 215 and junior standing)
Seminar: Contemporary Issues
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy.
Recommended for students headed for graduate school and those electing an
honors major. (Prereq.: PSY 315 or comparable course approved by instructor)
Advanced Research Seminar
Specific topic will be published prior to registration. (Prereq.: PSY 215 and
consent of instructor)
Current Topics in Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Two PSY
courses plus PSY 102 or 105)
Counseling Psychology
Focus on the people in psychology's history their questions and positions,
from the early Greek period to the present. Emphasis on the 20thlcentury,
inclusions of women and minorities, and contextual histoly. (Prereq.: PSY
102 or 105)
PSY 499
PSY 399
PSY 299
PSY 199
See description on page 92. (Prereq.: PSY 330)
Independent StudyIResearch
See description on page 91. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
lnternship
See description on page 92. (Prereq.: PSY 102 or 105)
Directed study
See description on page 91. (Prereq.: PSY 102 or 105 and one other
psychology course).
Internship
Internships and Independent Study Courses.
PSY 493
PSY 491
PSY 490
PSY 385
PSY 381
,313 Psychology
~e1i~i;i.i111, 221, or 33 1is prerequisite to all other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
I
Prerequisites
The Religion Department offers two
majors: Religion ( E L ) and Youth and
Family Ministry (YFM).
Majors
Beverly Stratton (Chair),Janelle Bussert,
Nancy Going, Lori Brandt Hale, Bradley
Holt, Rolf Jacobson, Lynne Lorenzen,
Philip Quanbeck 11, Mark Tranvik
Religion Faculty
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from?What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
R
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Departmental Honors
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Graduation with Distinction
All majors must have an adviser in the
department.
Advising
All h-ansfer courses for majors and
minors, including ACTC courses, must be
approved in writing by the chair. Only
courses successfully completed (2.0 or
above) within the last ten years will be
considered. In general, courses that meet
the transfer guidelines may only be applied
to elective or REL 111 credit for the major.
Transfer Courses
Courses designated REL and YFM are
offered by the religion department. A maximum of 13 total REL and YFM courses
may be applied toward the 32-course
requirement for graduation. Taking extra
electives in REL or YFM may require students to complete more than the minimum
32 courses required for graduation.
Graduation Requirements
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Through the study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
Note: Not all courses that meet
Christian Faith Perspectives are REL
courses and do not count toward the religion major or minor.
Five religion courses including REL 111 or
331. At least two upper division courses
must be taken at Augsburg College.
Students are required to have at least a 2.0
GPA in courses counted toward the minor.
Religion Minor
Note: Seminar, especially for majors,
should be taken in the junior or senior
year. One New Testament Greek course
may be applied to the major.
or Option B:
REL 221 Biblical Studies
and three additional religion courses, two
of which must be upper division.
Option A:
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
and two additional religion courses, one of
which must be upper division.
and
Eight courses including:
REL 111 Introduction to Theology
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Religion Seminar
Religion Major
BACHELOR OF ARTS
REL 309
REL 308
REL 306
REL 302
REL 301
REL 231
REL 221
REL 111
Religions themes such as good and evil, morality and ethics, human nature,
holiness, faith and belief, salvation and redemption, and forgiveness and mercy
will be explored through the medium of popular film.
Religion at the Movies
A study of poetry from the Christian tradition and its interpretation, focusing
on biblical psalms and poems, religious poetry, and Christian hymns and
songs.
Psalms, Songs, and Religious Poetry
A study of Christian belief and paitice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the
deep questions of the relationship of culture and religion, and the ethnic and
cultural location of Christianity.
NonWestern Christianity
Historical, literary, and theological interpretation of Paul's letters, the gospels,
and other New Testament writings as persuasive literature for ancient and
modem communities. Prerequisite REL 111.
Interpreting the New Testament
An investigation of the Torah, Prophets and Writings, including forms, genres,
historical contexts, portrayal of God, and interpretation of these texts by
ancient and modem Jewish and Christian communities. Prerequisite REL 111
and entry level critical thinking.
Interpreting the Old Testament
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
Religion in African-American History
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church. Not accepted for credit for students who have taken REL 301 or
302.
Biblical Studies
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine. Open
only to freshmen and sophomores. Not accepted for credit for students who
have taken REL 331.
Introduction to Theology
REL 111, 221, or 331 is a prerequisite for a17 other religion courses.
Religion 2
-
REL 363
REL 362
REL 357
REL 356
REL 353
REL 346
REL 343
REL 331
REL 320
REL 313
:42 Religion
Environmental Theology and Ethics
A study of the history 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.
Religion in America
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
Theology of the Reformers
ures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
Giants of Christian Faith
Christian history is examined through the lives and theology of notable fig-
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
World Religions
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
Denominations and Religious Croups in America
This course examines the changing role of the church in the midst of political
transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious
organizations. Taught in Namibia semester program.
Religion and Social Change in Southern Africa
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
Theology of Marriage and Family
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
Foundations in Bible and Theology
An examination of Buddhism and the interface of Buddhism and Christianity
in Thailand, with attention to the plurality of religions, the role of Christian
mission, and religious responses to some of Thailand's contemporary problems
such as AIDS and the sex industry. Short-term travel seminar.
Buddhism and Christianity in Thailand
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program.
REL 471
REL 441
REL 425
REL 390
REL 386
REL 383
REL 374
REL 370
REL 366
The Church and Social Change in Latin America
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
Jesusand His Interpreters
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
Feminism and Christianity
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
Christian Spiritual Practices
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
Theology of Death and Dying
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
Speaking of Genesis
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
Process Theology
larly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
A study of the implications for Christian theology of modem science, particu-
Science and Religion
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENG 111, junior standing, and
REL 111, 221,' or 331)
American Indian Spirituality and Philosophical Thought
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociavpolitical transformation. Taught in Mexico in short-term travel seminar or fall semester and in Central America fall or spring semester programs.
Religion 24
Paul the Apostle
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics vary by
instructor. Students will improve writing abilities through writing a major
research paper. (Prereq.: ENG 111. Fall)
Seminar
Selected topics in religion.
Topics in Religion
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.
Religion in Psychological Perspective
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
Christian Ethics
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. (Prereq.: ENG 111and REL 111,
221, or 331)
Contemporary Theology
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community
Judaism
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
(Prereq.: Pass or waiver of critical thinking entry level skills test)
Internship
See description on page 92.
Independent StudyIResearch
See description on pages 91 and 246.
Internship
See description on page 92.
Directed Study
See description on page 91. Limited to special cases
Philosophy of Religion
Religion and Society
PHI 350
SOC 360
See department listing for a description of thefollowing approved elective:
REL 499
REL 399
REL 299
REL 199
Internships and Independent Study Courses:
REL 495
REL 490
REL 486
REL 483
REL 481
REL 475
REL 472
44 Religion
Youth and family ministry core:
YFM 207 Contextual Education
[required non-credit field experience]
YFM 232 Peer Ministry: Principles and
Leadership
YFM 235 Basics in Youth and Family
Ministry
YFM 358 Life and Work of the Church
or YFM 316 Church and Culture in
Context
Theology core:
REL 111 Introduction to Theology
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
REL 362 Theology of the Reformers
REL 495 Religion Seminar
Eleven courses including
Youth and Family Ministry Major
This major requires 150 hours of supervised contextual education (YFM 207) as
preparation for a 150-hour internship
(YFM 399) with a congregation or ministry
organization. Students may satisfy the City
perspective by taking GST 209 in conjunction with either of these experiential education components.
Students are accepted into the program
through a two-step candidacy process. Contact the youth and family ministry coordinator in the religion department about
when and how to apply for candidacy
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College.
Youth and Family Ministry Major
one formal, supervised field work experience:
YFM 207 Contextual Education (noncredit requirement)
YFM 399 Internship
or field work with youth and families,
supervised through another major and
approved by the Religion department
youth and family ministry coordinator.
one upper division YFM course from:
REL 343 Theology of Marriage and
Family
YFM 316 Church and Culture in Context
YFM 358 Life and Work of the Church
one Bible survey course from:
REL 221 Biblical Studies
REL 301 Interpreting the Old Testament
REL 302 Interpreting the New Testament
The minor consists of the following six
courses
REL 111 Introduction to Theology
YFM 235 Basics in Youth and Family
Ministry
YFM 232 Peer Ministry
Youth and Family Ministry Minor
Note: A student with a youth and family ministry major or minor may not also
major or minor in religion.
and three supporting courses
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
YFM 399 Internship
REL 343 Theology of Marriage and
Family
REL 425 Christian Spiritual Practices
-
YFM 399
YFM 358
YFM 316
YFM 235
YFM 232
YFM 207
Supervised practice of youth and family ministry during 150 hours in an
approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2)
Internship
faith through Christian education and cuniculum, youth and family ministry,
and parish life.
A study of the role of congregations and families in shaping and nurturing
Life and Work of the Church
situation in Norway. Emphasis will be on the role of congregations and families in both Norway and the United States in shaping and nurturing faith
through Christian education and curriculum, youth and family ministry, and
parish life. Short term travel seminar, offered in the summer.
A study of Norwegian culture and church life and the contemporary religious
Church and Culture in Context
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
Basics in Youth and Family Ministry
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
Peer Ministry: Principles and Leadership
Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during
150 hours in an approved congregational setting. They discuss ministry issues
with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two
to three semesters. (Prereq.: Candidacy step #1)
Contextual Education (.O course)
:46 Youth and Family Ministry
T
Adviser
Magda Paleczny-Zapp
Courses are offered at Augsburg
College, Harnline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 612-330-1761;
Hamline, Karen Vogel, 651-523-2973;
Macalester, Gary Krueger, 651-696-6222;
and St. Thomas, Sr. Mary Shambour,
651-962-5164.
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
Faculty Advising
ECO 317 at Augsburg Comparative
Economic Systems is equivalent to:
ECON 25 M Comparative Economic
Systems
ECON 349 C Comparative Economic
Systems
ECON 349 T Comparative Economic
Systems
HIS 348 at Augsburg Russia and the Soviet
Union in the 20th Century is equivalent to:
HIST 333 T Eastern Europe, 1914 to the
Present
HIST 373 H The Heart of Europe: Central
& Eastern Europe in the 20th Century
HIST 351 C Russia: The Last of the
Romanovs, Bolshevik Interlude, and the
Russian Republic
See Nordic Area Studies under Interdisciplinary Studies.
SCANDINAVIAN STUDIES
(Lettersfollowing course numbers designate location: H=Hamline; MzMacalester;
C=St. Catherine; T=St. Thomas)
Students may not receive credit for the
same course taken on different campuses.
Since courses with similar content may not
always have similar titles, students are
strongly encouraged to pay careful attention to the list below. The following courses are considered to be equivalent to one
another:
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in CommunistlPost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
HIST 60 M State and Society in Tsarist
Russia is equivalent to:
HIST 337 H Modem Russia from the
Empire to Revolution
4 8 Russian, Central, and East European Studies
7
s
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 241 Foundations of Cultural
Anthropology
One course in geography
(human or cultural)
Coordinator
Don Gustafson
tudents -preparing
- to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
T
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The social, cultural, ethnic, and
economic diversity in this metropolitan
area enriches opportunities for social work
students to learn to understand, appreciate,
respect, and work with people different
from themselves.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
he social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work (B.S.W.) program is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, organizations, and
communities building on strengths, and to
develop, analyze, and influence social policy. The mission of the department 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.
Anthony Bibus (Chair), Vern Bloom, Laura
Boisen (MSW Field Coordinator), Lois
Bosch (MSW Program Director), Francine
Chakolis, Sumin Hsieh, Barbara Lehmann,
Rosemary Link, Sharon Patten, Curt
Paulsen, Karen Robards, Nancy Rodenborg
(BSW Program Director), Glenda
Dewbeny Rooney, Michael Schock (BSW
Field Coordinator), Maryann Syers (Field
Education Coordinator)
Social Work Faculty
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to apply their talents and skills to address the needs of society, always emphasizing social justice and
the central importance of diversity in the
social fabric of our world.
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Race, Class and Gender
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Race, Class and Gender
Social Welfare Minor (for other
majors)
Consult the social work department
student manual for graduation with distinction requirements.
Graduation with Distinction
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Candidacy
Social Work 251
-
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
Social Ministries Minor in Religion
Required course+hoose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
SWK 403 Research 11: Evaluation of
Social Work Practice and
Programs (.5)
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 230
SWK 257
SWK 260
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 3 17 Field Work 11:
Integrative Seminar
SWK 402 Research I: Fundamentals of
Social Work Research and
Evaluation (.5)
Social Ministries
252 Social Work
History and the Analysis of Social Policy
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community. (Prereq.: senior
standing or consent of instructor)
Social Work Practice Ill: With Communities and Policies
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
Social Work Practice I: With Individuals
Field Work II: lntegrative Seminar
SWK 317
SWK 402
Social Work Practice 11: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 316
This is the first part of a sequence introducing students to basic research
methods that social workers commonly use in their practice. Students learn
not only to become knowledgeable consumers of social work research but also
to develop beginning skills in evaluating social work practice and social service programs using quantitative and qualitative methods.
Research I: Fundamentals of Social Work Research and Evaluation
(.5 course)
Progressively-responsible, s u p e ~ s e dprofessional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
Field Work I: lntegrative Seminar
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (concurrent &th
SWK 301 in day program and SWK 306 in day and WEC. P/N grading only)
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar and with SWK 301 in
the day program, and junior standing)
SWK 307
SWK 306
H COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 406
SWK 301
Social Work 25
This course reviews professional ethical practice, organizational analysis,
strategies for agency change, and client empowerment, and social work career
planning. (Prereq.: Senior and candidacy status)
The Social Worker as Professional
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
Field Work IV: lntegrative Seminar
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
Field Work Ill: lntegrative Seminar
This is the second part of a sequence in which students learn to use evidence
in evaluating whether their practice and programs are helping or harming
clients. Since these courses cover the graduation skill of Quantitative
Reasoning, students learn to apply techniques of statistics and data analysis in
research and evaluation. (Prereq.: SWK 402 and MPG 3)
Research II: Evaluation of Social Work Practice and Programs
(.5 course)
SWK 499
SWK 399
SWK 299
SWK 295
SWK 199
See description on page 92.
lndependent StudyIResearch
See description on page 91.
lnternship
See description on page 92.
Directed Study
Special themes in social work specified in subtitle.
Topics:
See description on page 91.
lnternship
Internships and lndependent Study Courses:
SWK 419
SWK 41 7
SWK 407
SWK 403
!54 Social Work
s
Diane Pike (Chair), Eric Buffalohead,
Lars Christiansen, Gany Hesser,
Michael O'Neal, Tim Pippert, James
Vela-McConnell
Sociology Faculty
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, and field studies. The
department urges students to use
Augsburg's metropolitan setting as a laboratory for learning. Internships, service
learning, and cooperative education enable
majors to apply the theories and research
skills of sociology while they explore
career alternatives. Augsburg alumni who
have majored in sociology are currently
employed in the human resources departments of both government and private corporations, in the criminal justice field, and
as professors of sociology. Others have
used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
ociology is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
Students interested in community
crime prevention as well as the traditional
aspects of criminal justice-courts, prisons, probation, and law-will be served by
this concentration in the major. Additional
courses required for the concentration are:
SOC 211, SOC 231, SOC 265, SOC 277
and an upper division Internship approved
by the department. See Diane Pike for
advising and visit the department Web site
for details.
Concentration in Crime and
Community
This concentration is designed to give
sociology majors a concentration in urban
community studies, which includes an
applied sociology focus emphasizing city
and community planning with a required
internship. In addition to the seven core
courses, students are required to take four
additional courses: SOC 211, SOC 381,
SOC 399 and one additional elective. See
Gany Hesser for advising and visit the
department Web site for details.
Concentration in Community Studies
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Organizational Theory
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Sociological Theory
SOC 495 Senior Seminar
and three additional sociology courses.
-
A course of study designed for students
who plan to work in organizational settings including corporate, government, and
non-profit sectors. Students will learn how
organizations are structured, function, and
change, how people relate in organizational settings, and how organizations succeed
and why they sometimes fail. The concentration both theoretically and experientially equips students with skills to effectively
lead and manage organizations, and to succeed within organizations while achieving
their personal career and professional
goals. Courses required beyond the core
major requirements are: Work and Society
(SOC 222), a practicum in Advanced
Organizational Analysis and Development,
and three courses in related fields-one
from BUS 242 or ECO 113, one from
PSY 373 or BUS 340, and one from
SPC 345 or SPC 410. See Professor Lars
Christiansen for advising and visit the
department Web site for details.
Concentration in Organizational
Analysis and Development
This concentration offers sociology
majors an opportunity to examine and
develop the methods and theoretical perspectives used by cultural anthropologists
to study and understand the dynamics of
culture. To complete the concentration, the
sociology major must complete five additional courses beyond the seven core
courses. Two of those courses must be
SOC 241 and SOC 499. The remaining
three courses must be selected one each
from three course groupings: World
Cultures, Anthropological Research, and
Theoretical perspectives. See Eric
Buffalohead for advising and visit the
department Web site for details.
Concentration in Cultural
Anthropology
256 Sociology
To complete departmental honors in
sociology and graduate with distinction
from the college, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, students must: (1)
successfully complete an internship, independent study, or cooperative education
experience; (2) submit a portfolio including an honors essay and completed papers
and projects. See department chair and
website for specific requirements. An appli-
Departmental Honors/Craduation
with Distinction
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Teaching Licensure Major
The intent of the social psychology
concentration is to provide sociology
andlor psychology students with a solid
disciplinary foundation along with specific
coursework to strengthen a cross-disciplinary social psychological perspective.
Coursework will emphasize research skills,
theoretical analysis, and applied work in
areas intended to prepare students for
careers in law, consulting, research, and
social policy, as well as many other areas.
In addition to the seven required sociology
major courses, students must take:
PSY 105, PSY 325, SOC 399, and PSY 491.
See James Vela-McConnell for advising and
visit the department Web site for details.
Concentration in Social Psychology
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
Community and the Modern Metropolis
How is community possible in the context of multicultural, social, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this theme.
(Fall, spring)
Work and Society
Through a sociological analysis of the social and technical organization of
work in capitalist society, this course explores the various meanings of work,
the work ethic, the functions and schools of management, social relations at
work, and the character of past and contemporary occupations and industries.
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modem cultural and social
patterns. (Fall, spring)
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring)
Race, Class and Gender
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 21 1
soc 222
SOC 231
SOC 241
SOC 265
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are required to
have at least a 2.0 GPA in courses counting
toward the minor.
Minor
SOC 121
cation for departmental honors/graduation
with distinction must be completed by
spring of the junior year. Successful completion of
honors in socioloqualifies
the student for
gy
graduation with distinction from the college.
Sociology 25
Cultures of Violence
What are the dynamics underlying different forms of violence? This course
takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on
rotating schedule)
SOC290
Organizational Theory
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
Religion and Society
An examination of the interaction of religion and society in tenns of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
or consent of instructor. Fall)
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
Research Methods
Good research40 you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
Social Psychology
How does society construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 349
SOC 360
SOC 362
SOC 363
SOC 375
SOC 381
SOC 300, 301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 277
258 Sociology
-
Topics: Senior Seminar
This capstone experience provides the opportunity for majors to integrate the
sociology program and general education, develop an understanding of the
applied value of sociology, and articulate a sense of vocation and professional
identity. Pass/No Pass grading. Seniors only. (Spring)
SOC 495
Directed Study
See description on page 92.
lnternship
See description on page 91.
lndependent Study-Metropolitan Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
lndependent StudyIResearch
See description on page 92. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SOC 299
SOC 399
SOC 498
SOC 499
See listing under Modem Languages.
SPANISH
lnternship
See description on page 91.
SOC 199
Internships and Independent Study Courses:
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
SOC 485
Social Problems Analysis
How do social problems develop? What can be done about them? This course
engages the sociological imagination in an attempt to draw connections
between micro-level analysis and macro-level analysis, linking our own private
troubles with public issues. (Prereq: Soc 121 or consent of instructor)
Sociology 259
O
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
ur quality
.
. of life, both personally
and professionally, depends in large part
upon the quality
of our communication. A
.
.
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Five additional electives from the following:
SPC 329, SPC 345, SPC 399, SPC 495, SPC
499; THR 350, THR 360; BUS 301. BUS
302; PHI 120, PHI 241, PHI 260; POL 380,
POL 326, POL 342, POL 370, POL 375;
PSY 325, PSY 371; REL 383; SOC 362,
SOC 363
Professional Communication Studies
Emphasis
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Business and Professional
Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226,227
12 courses overall-seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Communication Major
BACHELOR OF ARTS
Five electives from: BUS 242, 340, 440;
INS 325; MIS 175,379; PSY 373; SOC 349;
SPC 329,345,399,410
Supervisory Management Emphasis
Five electives from: INS 325; PSY 373,485;
SOC 231,265,349,375; SPC 329,345,
399,410,480
Human Relations Emphasis
Five electives from: BUS 252, 352, 355,
357,450; SPC 329,399,410,480; POL
342
Marketing Communications Emphasis
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,410,480; POL
342
Students interested in this emphasis are
strongly urged to take ENG 227
Journahsm as part of the major.
Public Relations and Advertising
Emphasis
Mass Communication and journalism
Emphasis
Five electives from the following: SPC 343,
347,348,399,495,499; ART 132,225,
330; ENG 226,227,241,327,347; POL
342,375; THR 232,325,350,360;
SPClTHR 333
Five additional electives from the following: SPC 329,345,399,410,480,495,
499; ART 132,225,330; SPC 345; BUS
340,355 or 450; CSC 160; INS 325; PSY
325,371,373; SOC 265,349,375
Organizational Communication
Emphasis
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Departmental Honors
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or depament chair.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly
For All Seven Emphases
Option #2: A 20 page research paper with
complete documentation (using M U
Handbook as a style sheet)
Option #1: A 30-40 page research paper
with complete documentation (using M U
Handbook as a style sheet)
The project must result in one of the following options:
Criteria for project: the graduation with
distinction project must:
be centered on a topic in the SCT majors
be original and distinguished "by depth
of insight, by thoroughness of research,
by creativity;"
build on previous coursework in the
major as well as demonstrate proficiency
in General Education graduation skills of
writing, critical thinking, and speaking;
have an outcome made public through
public forum, symposium or performance;
result in the product or copy of the product retained by the college and archived
in the library
Eligibility: Students graduating with distinction in SCT must:
be a senior
maintain a 3.5 GPA in the major;
maintain a 3.5 GPA overall;
complete an individual project that is
departmentally approved according to
departmental criteria for graduation with
distinction;
have appropriate coursework for this
project;
register for 499 either in the fall or
spring of their senior year.
Please consult with your department
adviser regarding guidelines and procedures.
Graduation with Distinction
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group Communication
ENG 223,225,226 or 227
Communication Minor
Note: The department will make
attempts to provide some budget and
resources (equipment, space) for graduation with distinction candidates on a firstcome, first-serve basis. However such
arrangements must be made early and are
purely up to discretion of the department,
depending on resources available at the
time. Availability of equipment, supplies,
budget and other resources cannot be guaranteed.
AND:
the carrying out of a substantial directing
project with a director's notebook, or
the execution of a substantial stage or
lighting design project including design
renderings and models, or
the execution of a substantial acting
recital including role analyses; notebook,
or
the execution of a substantial video or
film project including video scripts, story
boards of video/film project
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
Forensics Practicum
SPC 112
SPC 188
SPC/THR 216 Introduction to 16 mm Film
This course demonstrates the basics of 16 mm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111and 112 for credit, but not both. Fall, spring)
This major, which includes secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools
and allows them to become licensed to
teach at the middle school through the secondary level. Recommendation for teacher
licensure is granted only to students who
complete the requirements for this program with a minimum grade of 2.0 in
major courses and with a minimum cumulative GPA of 2.5 in the major. All requirements in the major must be completed
prior to student teaching. The course
requirements for this program are listed in
the Department of English section of the
catalog.
Communication Arts/Literature
Teacher Licensure Major
SPC 111
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Plus one of the following:
SPCJTHR 295 Topics: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCJTHR 216 Introduction to 16mm Film
SPCJTHR 333 Acting for Camera
SPC 343 Broadcast Production I
SPCJTHR 420 Issues in Contemporary
Cinema
Film minor
Business and Professional Speaking
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
Intercultural Communication
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or
112)
SPC 352
SPC 351
SPC 348
SPC 347
SPC 345
SPC 343
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
Persuasion
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: SPC
111 or consent of instructor. Fall)
Argumentation
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
Broadcast Production II
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
Documentary Video
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall alternate years)
Organizational Communication
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
Broadcast Production I
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
SPCITHR 333 Acting for Camera
SPC 329
SPC 321
Interpersonal Communication
The Self and the Organization
Understanding through 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. Collateral readings, open dialogue, and individual projects. (WEC only)
,A
leadership styles and conflict management. (Spring)
A study of g o u p dynamics and leadership with emphasis on decision making,
Small Croup Communication
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Spring)
A study of the dynamics of human interaction through verbal and non-verbal
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
SPC 495
lnternship
See description on page 91.
Directed Study
See description on page 92.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
SPC 199
SPC 299
SPC 399
SPC 499
Internships and Independent Study Courses.
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
SPC 480
SPC/THR 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways; and to
provide a sophisticated critical apparatus to help them read film as texts and
to interpret the cinema's larger societal value and impact. (Prereq: ENG 241
and JR/SR standing)
SPC 410
SPC 355
SPC 354
See department listings for the following
approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENC 226
ENC 241
ENC 347
INS 325
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
T
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
he study of theatre is firmly
grounded
. in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speecWcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modern, contemporary, and multicultural theatre.
Ten theatre practicum units distributed as
follows: 1-5 Practicum Units in the performance area from THP 111 or THP118; 4-8
Practicum Units in the production area
from THP 112, THP 113, THP 114, THP
115 or THP 116; 1-2 Practicum Units in
the artistic area from THP 117, THP 119 or
THP 120.
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theahical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Ten THR courses-eight required core
courses and two courses chosen from THR
electives, plus 10 theatre practicum units
taken as THP courses.
Theatre Arts Major
BACHELOR OF ARTS
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speecWcommunication, art,
English, education, music, or religion.
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPAin the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candi-
Departmental Honors
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Note: Some courses are offered alternate years only.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245, 361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Unless you are a transfer student, all
eight core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Students may take a maximum of 13
credits in the major.
The following cross listed and capstone
courses are encouraged, but not required:
THRIMUS 235 Skills of Music Theatre
THRENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
THR 002 or 005 is recommended to fulfill
one of the lifetime sports requirements.
Please note that all Theatre Practicum
courses count as one theatre practicum
unit except for THP 116, Stage
Management (3 practicum units) and THP
115 Assistant Stage Managements (2
practicum units), because of the exceptional time requirement of these two practicum
areas.
Theatre Arts
Plus one of the following:
SPCITHR Topics 295: Screenwriting
THRENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Six courses including:
ENG 241 Introduction to Cinema Art
SPCrrHR 216 Introduction to 16mm Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
SPCrrHR 420 Issues in Contemporary
Cinema
Film Minor
Five theatre practicum units including
THP 111plus 4 theatre practicum units
from THP 112, 113, 114, 115, or 116. See
note above about THP 1151116.
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Theatre Arts Minor
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Please refer to departmental guidelines
and procedures under Speech/Communication.
Graduation with Distinction
dates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
11 required theatre (THR) courses (nonpracticum) :
THR 116 Creative Drama
THR 222' Introduction to Theatre
THR 228 Introduction to Stagecraft
This major, combined with secondary
education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of theatre and
dance in public schools and allows them to
become certified to teach at the elementary
through the secondary level. The major is
limited to licensure for teachers of dance
and theatre arts with a theatre specialization and does not include licensure with
dance specialization. All theatre courses
are taught in Day School only. Recommendation for teacher licensure is granted
only to students who complete the requirements for this major with a minimum
grade of 2.0 in major and practicum courses, and with a minimum cumulative GPA
of 2.5 in the major. All theatre requirements must be completed prior to student
teaching. For additional education requirements, see the secondary education section
of this catalog and consult with the education department.
Dance and Theatre Teacher Licensure
Major
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Theatre History and Criticism
Dramaturgy Minor
One recommended, but not required, theatre course:
THR'h4US 235 Skills of Music Theatre
'THR 222 is linked to an AUG SEM course,
but may be taken separately
'THR 295 has the following two prerequisites: THR/HPE, 002, Introduction to
Dance and THR/HPE 005, Modem Dance
and Improvisation (non-credit Lifetime
Sports classes) or an approved ACTC
dance course or consent of instructor.
For secondary education licensure coursework, see the secondary education section
of thls catalog and consult with the education department.
Also required:
ESE 320 Special Methods in Teaching
Theatre and Dance
Five total practicum units:
THP 111, 112, 113, 114 (light board operator); and one of the following: THP 115,
116, 117 (Assistant Director, Choreographer or Assistant Choreographer), or 120.
THR232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 2952 Topics: Modem Dance,
Improvisation and
Choreography
THR/ENG 325 Playwriting
THR 328 Theatre Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction
Theatre Arts 26
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. Teaching and instructional methods of creative drama are included in course content.
lntroduction to Theatre
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review live productions. (Spring)
Acting
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
lntroduction to Stagecraft
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
An interdisciplinary approach to the topic using music and theatre techniques
to develop the student's basic skills of Music-Theatre. Concepts of diverse
music-theatre forms are introduced. Course includes reading, writing,
research, class discussion, exercises, small and large group participation, memorization and public performance. Students will attend and review live productions.
THRIMUS 235 Skills of Music Theatre
THR 232
THR 222
This course demonstrates the basics of 16 rnm. filmmaking. The student will
make short films that demonstrate the art and process of shooting in B/W.
THRISPC 216 lntroduction to 16 mm Film
THR 116
Dance and Improvisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor's permission. NOTE: Students are allowed to use only one of THR/HPE 002,003, 004,
or 005 to fulfill the lifetime sports requirement.)
THRIHPE 005 Lifetime Sports-Modern
(.O course)
to Dance (.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 002 Lifetime Sports-Introduction
!70 Theatre Arts
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
Theatrical Design
Voice for Speech, Stage, and Screen
Theatre History and Criticism II
THR 362
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Spring: alternate years)
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall: alternate years)
Basic principles of oral interpretation of prose, poetry, and drama. Study written analysis, discussion, practice, and performance of readings before small
and large groups. (Prereq.: ENG 111. Spring)
Interpretive Reading
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Alternate years)
THR 361
THR 360
THR 350
An exploration of acting principles and techniques as it enhances and applies
to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. Students are strongly encouraged to take SPC 343 concurrently or prior to taking this course. Alternate
years. Prereq: THR 232
THRISPC 333 Acting for Camera
THR 328
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Alternate years)
THRIENC 325 Playwriting
THR 245
Theatre Arts 27
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring,
alternate years)
THR 366
Theatre Topics
Selected topics in theatre.
Directed Study
See description on page 92.
lnternship
See description on page 91.
THR 299
THR 399
THP courses involve practicum teaching and learning in the 'Ontext of play Productions and are required for the Theatre
Arts Majorminor and the Dance-Theatre
Licensure Major. All THP Theatre
Practicum Courses are taken for non-credit
with Pass/No Pass grading. Evaluation by
the faculty mentor will be based on: 1. successful and timely completion of practicum
area for which student is registered, 2. pos-
THP courses require:
' Supervision by theatre faculty
' C ~ n ~ eof
n tinstructor
itive and professional attitude and work
ethic demonstrated by the student and 3.
demonstrated competency in practicum
area. The positive evaluation of each of the
areas must be sufficient enough to lead to a
minimum grade of 2.0 in order to receive a
P grade.
Independent StudyIResearch
See description on page 92.
lnternship
See description on page 91.
THR 199
Internships and Independent Study Courses:
THR 495
THRISPC 420 Issues in Contemporary Cinema
This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both
contextualize the cinema they see in appropriate and insightful ways, and to
provide a sophisticated critical apparatus to help them read films as texts and
to interpret the cinema's larger societal value and impact. Prereq: ENG 241
and JWSR standing
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neocl&sicism,~estorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or spring)
THR 365
!72 Theatre Arts
Theatre Practicum: Acting/Performance
1 Practicum unit (.O course)
Participation as performer (or as orchestra member) in a main stage theatrical
production; in a main stage dance performance or recital (for DancdLicensure
majors only); or substantial participation as an actor in a Senior Directing
Project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at 2 Forensics tournaments (at least 20 hours coaching and competition).
Theatre Practicum: House Management
1 Practicum unit (.O course)
Substantial participation (20 hour minimum) in house management, ushering,
or box office.
Theatre Practicum: Set, Lights, Costumes
1 Practicum unit (.O course)
Set or costume building, light hanging, for main stage production.
Theatre Practicum: Running Crew
1 Practicum unit (.O course)
Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes
from Stage Direction class.
Theatre Practicum: Assistant Stage Management
2 Practicum units (.O course)
Assistant stage management for main stage production.
Theatre Practicum: Stage Management
3 Practicum units (.O course)
Stage management for main stage production.
THP 112
THP 113
THP 114
THP 115
THP 116
tively because of the extraordinary
amount of time required of the student.
All other THP courses count as one
practicum unit each.
Transfer students are still responsible for
the full unit requirements (10 major/5
minor.) Six practicum units (major) or
three units (minor) must be completed
while at Augsburg, and units to be credited from previous schools should have
program verification or a letter from a
previous theatre adviser.
THP 111
Please note:
THP courses may be repeated.
Crew work required for classes/coursework does not count towards Practicum.
Work-study hours do not count towards
Practicum.
Completion of THP 115 and 116 count
as two and three practicum units respec-
A minimum of 20 hours of assessed participation by the student
Registration for THP course for semester
when practicum is completed
Registration for practicum before deadline dates set by the registrar's office
Theatre Arts 27
-
Theatre Practicum: Senior Directing Project
1 Practicum unit (.O course)
Must be taken with THR 499.
See Metro-Urban Studies listing under Interdisciplinary Studies.
URBAN
STUDIES
THP 120
Theatre Practicum: Senior Design Project
1 Practicum unit (.O course)
Must be taken with THR 499. A senior design project may be done in the area
THP 119
of scenery or lights in collaboration with another student's Senior Directing
Project if the student carries the design project out as a THR 499TTHP 119
combination.
Theatre Practicum: Senior Acting Recital
1 Practicum unit (.O course)
Must be taken with THR 499.
Assistant to the designer (scenery, lights, costumes, sound), assistant to the
director (dramaturgy, choreography/assistant choreography for main stage production).
Theatre Practicum: Artistic Assistance
1 Practicum unit (-0 course)
THP 118
THP 117
274 Theatre Arts
Cass Dalglish (Coordinator),Kristin M.
Anderson, Janelle Bussert, Candyce
Clayton, Jacqueline devries, Grace B.
Dyrud, Darcey Engen, Doug Green, Milda
Hedblom, Sophia Jacobsen, Barbara
Lehrnann, Lynne Lorenzen, Anita
Luttennan-Aguilar, Kathleen McBride,
Norma Noonan, Michael O'Neal, Timothy
Pippert, Judy Shevelev, Beverly J. Stratton,
Kathryn Swanson,Joan Thompson, James
Vela-McConnell
Women's Studies Faculty
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
he Women's Studies Program provides students with the oppo&nityto
examine critically women's contributions
and experiences in various historical and
cultural contexts. his is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences.
T
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordnator.
Minor
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been preapproved for women's study credit:
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Ten courses that must include WST 201
Foundations in Women's Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
women's studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three courses must be upper division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Major
Foundations in Women's Studies
WST 481
WST 366
WST 359
WST 341
INS 320
WST 313
Gender, Health, and Development
WST 311
in Latin America
Topics in Women's Studies
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
The Church and Social Change in Latin America
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Women in Comparative Politics-Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Politics
(See American Indian Studies for course description.)
American Indian Women
(CGE Course. See International Studies, Social and Environmental Justice in
Latin America.)
Environmental Issues in Latin America: Environmental Theology
and Ethics
(CGE Course. See International Studies, Crossing Borders: Gender and Social
Change in Mesoamerica.)
Topics in Women's Studies
U.S. culture including various disciplinary perspectives and theory. The course
includes guest speakers, a service-learning component at local glbtlsupporting
agencies, and some travel and experiences in the T e n Cities, including an
immersion experience outside of class time. Required experiential education
fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s).
A study of basic issues surrounding sexual orientation in the contemporary
lssues in Cay and Lesbian Studies
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
Women: A Cross-Cultural Perspective
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
WST 281
WST 305
INS 233
WST 201
276 Women's Studies
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
lnternship
See description on page 91.
Independent Study/Research
See description on page 92.
WST 399
WST 499
Women and Art
Women and Fiction
Criticism
Topics in Women's History
History of Women t o 1870
History of Women Since 1870
Human Sexuality
American Women and Politics
Topics in American Politics
Topics in Comparative Politics
Psychology of Gender
Family Systems
Gender, Race, and Ethnicity
Feminism and Christianity
ART 352
ENC 236 or
436
ENC 480
HIS 311
HIS 380
HIS 381
HPE 316
POL 124
POL 421
POL 459
PSY 371
SOC 231
SOC 265
REL 441
See department listingsfor descriptions of thefollowing approved electives:
Any must be approved in writing by the women's studies coordinator
Directed Study
See description on page 92.
WST 299
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 91.
WST 495
women's Studies 277
1
Campus Maps - 301,302
Faculty Emeriti - 298
Faculty and Administration - 282
Officers - 282
Administration - 282
Faculty - 284
ELCA, Division for
Education - 281
Board of Regents - 280
Treasurer
Ron Nelson '68
Vice Chair
James E. Haglund
"Philip Sty'lmd '79 (2006)
MVP-Channels, ADC Telecommunications,
Minneapolis, MN
Dean C. Kopperud (2004)
Senior Vice President, National Sales:
Director for Oppenheimer Funds, New
York, NY
"Jean M. Taylor '85 (2006)
President, ~ a ~ l Corporation,
or
Eagan, MN
Glen J. Skovholt (2006)
President, Government and Community
Strategies, St. Paul, MN
*Dr. Ruth Johnson '74 (2006)
Assistant Professor of Medicine, Mayo
Clinic; Mayo Breast Clinic, Rochester, MN
David J. Larson (2002)
Retired Businessman, Golden Valley, MN
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, MN
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, MN
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, Minneapolis, MN
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, MN
Jennifer Martin (2007)
Senior Vice President Corporate and
Human Resources, Lutheran Brotherhood,
Minneapolis, MN
Rev. Jose Antonio Machado (2004)
Pastor, El Milagro, Minneapolis, MN
Gloria C. Lewis (2005)
Director, Office of Minority and
Multicultural Health, Minnesota
Department of Health, St. Paul, MN
Beverly Thompson Hatlen (2005)
Founder and Board Chair, Minnesota Life
College, Richfield, MN
James E. Haglund
PresidentIOwner, Central Container
Corporation, Minneapolis, MN
"Michael R. Good '71 (2007)
Executive Vice President, NRT, Parsipanny,
NJ
,
*H. Theodore Grindal'76 (2002)
AttorneyFartner, Lockridge Grindal Nauen
EL.L.P, Minneapolis, MN
Michael 0.Freeman (2006)
Attorney, Lindquist & Vennum,
Minneapolis, MN
*Tracy Lynn Elftmann '81 (2002)
President, Customized Employer Solutions,
LCC, Edina, MN
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, MN
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
Secretary
Joan Volz '68
Chair
Kathryn H. Tunheim
*Joan L. Volz '68 (2006)
Welch, MN
Rev. Harold Usgaard ex oficio (2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, MN
Executive Director
Leonard G . Schulze
Secretary, Board of Directors
Dr. Dean Baldwin
Chair, Board of Directors
Raymond E. Bailey
Asst. Director for Colleges and
Universities
Sue Edison-Swift
Director for Colleges and Universities
Dr. Arne Selbyg
Director for Administration and
Planning
Vacant
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERAN
CHURCH
IN AMERICA
(ELCA)
Kathryn H. Tunheim (2004)
President and General Manager, GCI
Tunheim, Minneapolis, MN
"Dr. P. Dawn Taylor '78 (2002)
Des Moines, IA
Board of Regents 28
Came Carroll (1997). Co-director, Weekend College Admissions. B.A., Hamline
University.
Peggy Cemto (1991). Director of Academic Enrichment. B.A., University of Minnesota;
M.A., Hamline University.
Emiliano C h a d (2000). Director, HispanicLatino Student Services. M.A., St. Paul
Seminary School of Divinity-University of St. Thomas.
Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College;
M.A. University of Minnesota; Ph.D.; University of Washington.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Robert Doljanac (1999). Director, Center for Learning and Adaptive Services. B.A., Indiana
University; M.A., Western Michigan University; Ph.D., University of Michigan.
Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D.,
University of Minnesota.
Marilyn E. Florian (1980). Women's Athletic Director. Assistant Professor of Health and
Physical Education. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Garvey (1998). Associate Dean for Student Affairs. B.A., College of St. Catherine;
M.A., Loyola University;J.D., University of Minnesota.
Orval J. Gingerich (2001). Associate Dean for International Programs. B.A., University of
Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia.
Paul H. Grauer (1979). Men's Athletic Director. Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska;
M.A., Ph.D., University of Minnesota.
Administration
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certdied Public Accountant.
Christopher W. Kirnball (1991). Vice President for Academic and Learning Services and
Dean of the College. Associate Professor of History. B.A., McGill University; M.A.,
Ph.D., University of Chicago.
Susan J. Klaseus (2001). Vice President for Institutional Advancement and Community
Relations. B.A., Metropolitan State University; M.P.A., John F: Kennedy School of
Government, Haward University; M.A., Hamline University.
Thomas E Morgan (1983). Vice President for Enrollment and Market Development.
Professor of Business Administration. B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Betty A.Wade (2000). Chief Operating Officer. Director of Human Resources. B.A., M.P.A.,
Hamline University.
Officers of the College
Beginning year of service of faculty is indicated with parenthesis.
AND
Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D.,
L.P., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Daniel E Jorgensen (2000). B.A., M.S., South Dakota State University.
Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of
Southern California.
Adrienne Kaufmann (2000). Program Director, Academic Program Development, Center
for Global Education. B.S., Mundelein College; M.A., Antioch University; Ph.D.,
George Mason University.
Benjamin G. Kent (1996). Director, Academic Advising. B.A., University of WisconsinMadison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University
Liz Knight (1994). Co-director, Weekend College Admissions. B.A., Augsburg College.
Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A.,
St. Pius X Seminary; M.A., Mt. St. Mary Seminary.
Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education.
B.A., Earlham College; M.Div., Yale University.
Janeen McAllister (2001). Program Director, International Travel Seminars, Center for
Global Education. B.A., Macalester College, M.A., University of Minnesota.
Kathleen McBride (1988). Co-site director, Central America, Center for Global Education.
B.A., George Mason University; Ed.M., Harvard University.
Regina McGoff (1992). Director of Marketing and Administration, Center for Global
Education. B.S., University of Minnesota; M.B.A., University of St. Thomas.
Phoebe Milliken (2001). Acting site director, Namibia, Center for Global Education. B.A.,
Bates College; M.A., George Washington University.
Barbara E Nagle (1998). Director, Marketing. B.S., Ohio University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment Center. B.A., Augsburg College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University.
Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of
Minnesota.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., University of
Texas.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modem Languages. B.A., Texas Christian University; Ph.D., University of Texas.
Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A.,
University of California at Davis; M.A., Columbia University.
Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University.
Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St.
Olaf College; Ph.D., University of Minnesota.
Augsburg College Administration 28
-
Nancy J. Baker (2000). Consulting Medical Director, Assistant Professor, part-time,
Physician Assistant Studies. B.A., St. Olaf College; M.D., University of MissouriColumbia.
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio ArtistRercussion, part-time, Music. B.M., University of
Michigan.
Carol E. Barnett (2000). Studio Artist/Composition, part-time, Music. B.A., M.A.,
University of Minnesota.
Joy E. Bartlett (2000). Assistant Professor of Education. B.A., West Virginia State College;
M.A., University of Minnesota.
B
Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and
Ph.D., Ohio State University.
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech, Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Beth J. Alexander (2000). Assistant Professor, part-time, Physician Assistant Studies. B.S.
and D.Pharm., University of Minnesota.
Thomas M. Allen (2001). Instructor, part-time, Art. B.EA., Wayne State University; M.EA.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestem Seminary.
Sheldon M. Anderson (1988). Instructor, part-time, History. B.A., Augsburg College; M.A.,
College of St. Thomas; Ph.D., University of Minnesota.
Trudi J. Anderson (1990). Studio ArtistFlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota.
A
Faculty
Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The
American University.
Donald M. Warren (1978). Director, StepUP Program. B.A., M.A., University of Minnesota.
David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Joe Young (1998). Director, Pan-African Center. B.A., University of Minnesota.
284 Augsburg College Faculty
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
Tami M. Carpenter (2001). Instructor, part-time, Mathematics. Two B.S. degrees,
University of Minnesota.
C
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William I! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W, University of
Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; MIA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech, Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Heman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.P.A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration. B.S.B.A., University
of Missouri-Columbia; M.B.A., University of Minnesota.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eileen M. Bruns (2000). Instructor, part-time, Modem Languages. B.S., M.S., Florida State
University.
Eric L. Buffalohead (1997). Assistant Professor of Sociology, Director of American Indian
Studies. B.A., M.A., A.B.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of Speech, Communication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
Ralph J. Butkowski (2001). Instructor, part-time, Biology. B.S., St. Cloud State University;
M.S., PbD., University of Minnesota.
Marcia M. Byrd (2000). Instructor, part-time, Nursing. A.A., Mount St. Mary's College;
B.S., M.S., University of Minnesota.
Augsburg College Faculty 28
-
Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine;
MIA., Vermont College; Ph.D., The Union Institute.
Robert J. Danforth (2001). Instructor, part-time, Sociology, American Indian Studies. B.A.,
M.S., M.A., Ph.D., University of Wisconsin-Madison.
Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio
State University; PA., Bowman Gray School of Medicine.
Jacqueline R. deVries (1994). Associate Professor of History. Director of A.C.T.C. Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Jay D. Dobberstein (2000). Assistant Professor of Business Administration. B.A.,
University of St. Thomas; M.B.A., University of Minnesota.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College; M.A.
coursework completed, University of Minnesota.
D
John C. Cemto (1983). Assistant Professor of Business Administration. B.A., Rhode Island
College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business Administration. Director of
Academic Enrichment. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Nina N. Chenault (2000). Instructor, part-time, Health and Physical Education. B.A.,
University of Minnesota.
Lars D. Christiansen (2001). Assistant Professor of Sociology. B.A., Clark University; M.S.,
Ph.D., Florida State University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; M.EA., Minneapolis College of Art and Design.
C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital
University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Nicholas A. Coult (2000). Assistant Professor of Mathematics. B.A., Carleton College;
M.S., Ph.D., University of Colorado.
Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., Ph.D., University of
Minnesota.
Lany J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
286 Augsburg College Faculty
Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., Ph.D., University of Wisconsin-Madison.
Sally Gibson Dorer (1998). Studio ArtistJCello, part-time, Music. B.M., New England
Conservatory of Music.
Linda A. Dorschner (2000). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State College; M.A., Mankato State University.
Steven A. Draheim (2001). Assistant Professor of Speech, Communication, and Theatre
Arts. B.EA., University of Minnesota-Duluth; M.EA., University of Minnesota.
Susan Sacquitne Dmck (1993). Studio Artisnoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Rebekah N. Dupont (1995). Assistant Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
Barbara A. Edwards (2000). Associate Dean for Faculty Affairs. Associate Professor of
Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University
of Minnesota.
Catherine A. Egenberger (2000). Instructor, part-time, Art. B.S., St. Cloud State University;
M.A., University of Massachusetts-Amherst.
David L. 0.Ehren (2001). Instructor, part-time, Mathematics. B.A., Macalester College;
M.S., University of Wisconsin-Milwaukee.
Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey Engen (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; MIA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist~Tmmpet,part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Marilyn L. Erickson (1999). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University.
Mindy S. Eschedor (1999). Studio ArtistlFiano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.A.,
M.A., Mankato State University.
E
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Augsburg College Faculty 287
-
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Meny Beth Gay (1998). Assistant Professor of Nursing. A.L.A., Bethel College; A.N.,
Anoka Ramsey Community College; B.S., Metropolitan State University; M.S.,
University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistlClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration. B.A., St. Olaf
College;J.D., William Mitchell College of Law.
Keith E Gilsdorf (2001). Assistant Professor of Economics. B.S., Moorhead State
University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln.
Nancy Schmidt Going (2001). Assistant Professor.of Religion. B.A., Valparaiso University;
M.A., Covenant Seminary.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
C
Cherie L. Farseth (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
College of St. Thomas.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Anita L. Fisher (1991). Instructor of Modem Languages. B.A., M.A., University of
Montana.
Phillip E Fishman (1988). Instructor, part-time, Political Science. B.S., University of
Wisconsin-Madison;J.D., Washington University; M.S.W., St. Louis University.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Stacey R. Freiheit (2000). Instructor, part-time, Psychology. B.A., University of Central
Florida; M.A., Ph.D., Case Western Reserve University.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
Leola E. Dyrud Furman (2001). Instructor, part-time, Social Work. B.A., Augsburg
College; M.S.W., University of Chicago; Ph.D., The Fielding Institute.
288 Augsburg College Faculty
Matthew J. Haines (2001). Assistant Professor of Mathematics. B.A., St. John's University;
M.S., Ph.D., Lehigh University.
Lori Brandt Hale (1998). Assistant Professor of Religioin. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMoms; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
H
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at The
University of Minnesota.
John C . Gregg (2001). Assistant Professor of History. B.A., Stanford University; M.A.,
Ph.D., University of Iowa.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University.
Robert C . Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.EA.,
University of Minnesota.
Satya I?Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Augsburg College Faculty 289
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John U. Harkness (2001). Instructor, part-time, English. B.A., University of Minnesota;
Ph.D., Harvard University.
Lee Ann Hartmann (2001). Instructor, part-time, Computer Science. B.A., Augsburg
College.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A.,
J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Angela K. Hochhalter (2001). Instructor, part-time, Psychology. B.A., University of
Minneso ta-Winona.
Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of
Maryland; Ph.D., University of Illinois.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA.,
University of Iowa.
David R. Holmes, 111 (2001). Instructor, part-time, Computer Science. B.A., Carleton
College.
Bradley P Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
Linda M. Holt (2000). Instructor, part-time, Nursing. B.S.N., University of Minnesota;
M.N., University of Washington-Seattle.
James M. Honsvall (1997). Instructor, part-time, Business Administration. B.S., Bemidji
State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration. B.A.,
M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Sumin Hsieh (1999). Assistant Professor of Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Lee (Charles L.) Hurnphries (2001). Instructor, part-time, Business Administration. B.M.,
M.M., C.Ph., Indiana University
Mary A. Hunt (2000). Studio Artistmian0 Accompaniment, part-time, Music. B.A., Fort
Wright College of the Holy Names; M.M., Boston University; D.M.A., University
of Wisconsin-Madison.
290 Augsburg College Faculty
Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration. B.A.,
University of California;J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration. B.A., M.A.,
University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple
University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
W. James Kattke (1999). Assistant Professor of Business Administration. B.A., Augustana
College; M.B.A., University of South Dakota; M.S., Rensselaer Polytechnic
Institute.
Deborah D. Katz (2001). Instructor, part-time, Education. A.B., Stanford University;
Ed.M., Haward Graduate School of Education; Ed.D., National-Louis University
K
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary; Ph.D., Princeton Theological Seminary.
Sophia J. Jacobson (1999). Instructor of Sociology (American Indian Studies). B.A.,
Metropolitan State University; M.A., University of St. Thomas.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S.. University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
Daniel E Jorgensen (2001). Instructor, part-time, English. B.A., M.S., South Dakota State
University.
J
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Mark D. Isaacson (1998). Instructor, part-time, Business Administration. B.A., St. Olaf
College; M.S., Rensselaer Polytechnic Institute.
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Augsburg College Faculty 291
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Stephanie L. A. Lach (2001). Instructor, part-time, Nursing. A.A., Rochester Community
College; B.S., Augsburg College; M.B.A., M.S.N., University of Texas-Austin.
Bonita S. LaDuca (1989). Instructor, part-time, Education. B.A., Mercyhurst College; M.S.,
Ohio University.
Steven J. LaFave (1991). Associate Professor of Business Administration. B.A. Michigan
State University; M.A., University of Michigan; M.B.A., University of Minnesota.
David V. Lapakko (1986). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., PbD., University of Minnesota.
Velma J. Lashbrook (2000). Instructor, part-time, Master of Arts in Leadership. B.S., Iowa
State University; M.S., Illinois State University; Ed.D., West Virginia University.
Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College;
M.S.W., Tulane University; Ph.D., Case Western Reserve University.
Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUW, M.M., Northwestern University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S.,
University of Minnesota; Ph.D., University of Utah.
Susan Rector Li (2001). Instructor, part-time, Business Administration. B.S.N., Duke
University; J.D., University of North Carolina.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S., North Dakota State University; Ph.D., University of Minnesota.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A.,
Ph.D., University of Minnesota.
L
Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Hazel K. (Kathy) Kienzle (1999). Studio ArtistHarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Merilee I. H e m p (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
292 Augsburg College Faculty
Sara G. MacDonald (2001). Instructor, part-time, Music. B.A., Augsburg College.
Sharon B. Mahowald (2001). Instructor, part-time, Psychology. B.S., University of
Wisconsin-River Falls; M.S., Emporia State University; Ph.D., Forest Institute of
Professional Psychology.
David C. Matz (2001). Assistant Professor of Psychology B.A., Bemidji State University;
M.S., North Dakota State University; Ph.D., Texas A & M University.
Paul K. McAlister (2001). Instructor, part-time, Philosophy. B.A., Minnesota Bible College;
M.Div., Lincoln Christian Seminary; Ph.D., Bethel Theological Seminary.
John C. McCaffrey (2000). Assistant Professor of Art. B.EA., University of WisconsinMadison; M.EA., University of Miami-Coral Gables.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Jane C. Melton (1999). Instructor, part-time, Modern Languages. B.A., Lindenwood
College; M.A., Tulane University.
Laurie H. Merz (2001). Studio ArtistBassoon, part-time, Music. B.M., Eastman School of
Music; M.M., University of Minnesota.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of
Tunis; M.A., Ph.D., University of Minnesota.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration. B.S., M.B.A.,
University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
M
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center; Ph.D., Capella University.
Steven F! Lund (1982). Studio Artisflrombone, part-time, Music. B.S., University of
Minnesota.
Kyle M. Lundby (2000). Instructor, part-time, Education. B.A., University of Minnesota;
M.S., San Diego State University; Ph.D., University of Tennessee.
Dee A. Lundell (2001). Instructor, part-time, Education. B.A., St. Olaf College; M.A.,
Ph.D., University of Wisconsin-Madison.
Augsburg College Faculty 29
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Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
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Celeste M. O'Brien (1975). Studio Artisfliano, part-time, Music. B.A., Hamline University
Susan E. O'Connor (1994). Associate Professor of Education. B.S., University of
Minnesota; M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S.
University of Wisconsin; Ph.D., University of Minnesota.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin - Eau Claire; M.M., Eastman School of Music.
0
Susan K. Nash (1998). Assistant Professor of Nursing. B.S.N., M.S.N., Ed.D., University of
Minnesota.
Julie D. Naylor (2001). Instructor, part-time, Business Administration.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
N
James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of
Minnesota.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
294 Augsburg College Faculty
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Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
0.Nicholas Raths (1987). Studio ArtisdGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond (1981). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College.
Karen Robards (2002). Assistant Professor of Social Work. B.A., Beloit College; M.S.W.,
Ph.D., Washington University.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology B.S., Indiana
University; M.S., Ph.D., Purdue University.
Nancy A. Rodenborg (2000). Assistant Professor of Social Work. B.S., Indiana University;
M.S.W, University of Minnesota; Ph.D., Arizona State University.
Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of
North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
David A. Ross (2001). Instructor, part-time, English. B.A., Yale University; A.B.D., Oxford
University, St. Anne's College.
R
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
Q
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W, Barry University.
Diane L. Pike (1981). Professor of Sociology A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Augsburg College Faculty 29
Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University;
M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Associate Dean for Adult Programs. Associate Professor of English.
B.S., St. John's University; M.A., University of New Orleans; Ph.D., The University
of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W.,University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Designer-in-Residence, part-time, Speech, Communication,
and Theatre Arts. B.A., M.A., M I A , University of Minnesota.
David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A.,
University of Cincinnati; M.B.A., Harvard University.
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration. B.S.,
University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of
Minnesota.
Frankie B. Shackelford (1990). Associate Dean for Professional Development. Professor of
Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Trygve R. Skaar (2000). Studio Artist/, part-time, Music.
Katharine E. Skibbe (2001). Instructor, part-time, Education. B.A., Augsburg College;
M.A., Saint Mary's College.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John P: Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern
Colorado; MS., Mankato State University.
Stuart M. Stoller (1986). Associate Professor of Business Administration. B.S., M.S., Long
Island University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
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296 Augsburg College Faculty
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Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration. B.A., B.L.,
J.D., University of Pittsburgh.
Pamela J. Weiss (1983). Associate Professor of Nursing. B.S.N., University of Nebraska;
M.F!H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina,
Chapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
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Joseph Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University of
California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A.,
Gustavus Adolphus College; M.S., Mankato State University
James A. Vela-McConnell (1997). Assistant Professor of Sociology B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
U-v
Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A.,
Ph.D., University of Minnesota.
Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
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Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees; Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
Augsburg College Faculty 29
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Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Earl R. Alton. Professor Emeritus of ChemistryDean Emeritus. B.A., St. Olaf College; M.S.,
Ph.D., University of Michigan.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
John W. Yaeger (2001). Instructor, part-time, Social Work. B.A., University of Wisconsin;
M.S.W., Loyola University.
Larry J. Zimmerman (2000). Studio Artist, part-time, Music. B.A., St. Olaf College; M.M.,
Boston University.
Steven M. Zitnick (2000). Instructor, part-time, Business Administration. B.A., Shimer
College; M.S., University of Utah.
X-Y-z
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
MS., Winona State University; Ph.D., University of Minnesota.
J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., MS., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College; M.M., Northwestern University.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration. B.A., Calvin
coliege; M.B.A., Western ~ i c h i ~ University.
an
298 Augsburg College Faculty
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Marie 0 . McNeff. Professor Emerita of EducationIDean Emerita. B.S., M.Ed., Ed.D.,
University of Nebraska.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A.,
Ph.D., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of
Minnesota.
Patricia A. Parker. Associate Academic Dean ~fnerita.B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
~ a c d t yEmeriti 29
-
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of
Minnesota.
Edward M. Sabella. Professor Emeritus of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W.,
Columbia University.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M I A . ,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota;
Ph.D., Cornell University.
Mary Louise Williams. Professor Emerita of Social Work. B.EA., M.S.W., University of
Pennsylvania.
7
300 Faculty Emeriti
COLLEGE M A P INFORMATION
1. Admissions Weekday Program
2. Admissions Annex and Wcckcnd
Admissions
3. Air Structure Entrance
(November through March)
4. Edor-Nelson Athletic Field
and Seasonal Air Struchlic
5 . Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss, Lobeck, Miles, Center forWorship, Drama and Communication
9. Sverdrup Ilnll
10. Husby-Strom~nenTennis Courts
11. Icc Arena
12. Dcvclopment, PR/Comrnunications,
and Alumni/Parent Relations
13. Lindell Library
14. Maintennnce and Grounds Shop
15. Mortenscn Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19. Ncw Rcsidence Hall
20. Old Main
D. Faculty/Staff/Commutcr/Residcnt Parking
E. Resident Parking
F. Resident Parking
G. Admissions/Faculty/S taff Parking
H . Faculty/Staff Parking
I. Visitor Parking
J. FacultylStaff Parking
K. FacultylStaff Parking
L. Visitor Parking
M . Faculty/Staff/Commuter Parking
N. Faculty/Staff/Commuter Parking
0. Fairview-University Parking Ramp
PARKING INFORMATION
A. Visitor Parking
B. Resident Parking
C . Commutcr Parking
21. Anderson Hall
22. Quad
23. Scicncc Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. Urness Hall
Street parking on campus is posted for
one-, two-, or four-hour limits. For certain
major events on campus during evenings
and weekends, parking is also available in
the commuter and visitor lots.
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at 21st Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 21st Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 2lst Avenue South.
PUBLIC PARKING
DIRECTIONS TO CAMPUS
4 MINNEAPOLIS
d
Augsburg College, as affirmed in
its mission, does not discriminate
on the basis of race, color, creed,
religion, natlonal or ethnic
origin, age, gender, sexual
orientation, marital status, status
with regard to public assistance,
qr disability in its education
~olicies,admissions policies,
scholarship and loan programs,
athletic and/or school
administered programs, except
in those instances where religion
is a bona fide occupational
qualification. Augsburg Collegt
is committed to providing
reasonable accommodations t c
its employees and Its students.
A
About Augsburg 10, 18
Academic and Achievement Scholarships
31-32
Academic Advising 56
Academic Calendar 4-7, 54
Academic Divisions 56
Academic Information 53
Academic Internships 66
Academic Policies and Procedures 69
Academic Progress, Probation and
Dismissal 85
Academic and Learning Services 44
Academic Skills Center 44
Access Center 45
Accessibility 18
Accounting 104, 110-1 12
Accreditation and Memberships 11, 17, 18
Activities 43
Admissions 14, 20-24
Administrative Officers of the College 282
Advanced Placement Program Test (AP) 83
Advanced Transfer Students 74
African American Student Services (see
Pan-Afrikan Student Services) 47
Air Structure 44
Alumni Center 15
American Indian Studies 166-167
American Indian Student Services 47
American Sign Language 191
AmeriCorp Scholarship 32
Anderson Hall 14, 50
Application Procedures 20, 31
Applied Economics 131
Architecture Minor 94
Art 93-97
Art History 93, 96-97
Asian American Student Services (see Pan
Asian Student Services) 47
Asian Studies (see East Asian Studies) 128-129
Assessment of Previous Learning (APL)
Program 83-84
Associated Colleges of the Twin Cities
(ACTC) 59, 62
Associated Support Organizations 16
Athletic Affiliation 18
Athletic Training Internship 155
Athletics 43
Audit Fee 26
Auditing Courses 82
Augsburg Echo 43
Augsburg Experiences 73
Augsburg Seminar 73, 98
Augsburgian, The 43
Calendar 4-7, 54
Campus Location 14, 18, 301-302
Campus Map 301-302
Campus Ministry 42
Campus Tours 20
Canadian Program 69
Career Services 67
Carlson (JeroyC. Carlson) Alumni Center 1
Center for Global Education 15, 63, 176-18
Center for Global Education Courses 63-65,
177-181
Center for Learning and Adaptive Student
Services (CLASS) 44
Center for Service, Work, and Learning 66
Change of Program 71
Chemistry 118-123
Chinese 191
Chapel 15,42
Choir 43, 203, 21 1
Christensen Center 14
Class Schedule 90
Classification (Class Year) 82, 85
Coaching Endorsement 155
College Costs 2002-03 26
College Level Examination Program
(CLEP) 83
College of the Third Age 16, 69
Commencement 86
Commons 51
Communication 260-266
Communication ArtsILiterature Teacher
Licensure 147
Community Service-Learning 66
Community Studies Concentration
(Sociology) 255
Computational Economics 124
Computational Philosophy 125, 218
Computer Science 123-127
Concert Band 43, 203, 21 1
Continuing Education Program 69
Cooperative Education 67
Costs 26-27
Counseling 48
Counseling and Health Promotion 48
Course Descriptions 90-277
Credits 90
C
Biology 99-103
Board of Regents 280-281
Books and Supplies 27
Business Administration 104-109
Business Administration and
Economics Major 106, 131
B
Early Admission of Freshmen 21
East Asian Studies 128-129
East European Studies 247-248
East Hall 14
Echo 43
Economics 130-134
Economics/Business Admin. Major 106, 131
Economics/Political Science Teaching Major
229
Edor Nelson Field 14
Education 135-144
Education for Service 11
Education (Master of Arts) 68
Elementary Education 136-137, 139-140
Emotional/Behavioral Disabilities 142-143
Employment 35
Engineering 144-145
English 146-152
English as a Second Language (ESL)
Program 84-85
English Placement Test 148
Enrollment 18
Enrollment Center 8, 70
Enrollment Deposit 27
Ensembles 203, 21 1
Entry-level Skills 74
Ethnic Studies 168
Evaluation and Grading 79, 82
Evangelical Lutheran Church in America
(ELCA) 18, 281
E
Dance and Theatre Teacher Licensure Major
269
Dean's List 85
Degrees Offered 18, 54
Departmental Comprehensive Exams 83
Departments and Programs 90-277
Deposits 27
Development 8
Directed Study 92
Directory 8
Directory Information 87-88
Dismissal 85
Discrimination Complaints 52
Divisions and Departments 56
Dormitories 14, 50-51
Dual Degree Programs 59, 68, 144-145
D
Crime and Community Concentration
(Sociology) 255
Crossover Registration 71
Cultural Anthropology Concentration
(Sociology) 256
Gage Family Endowment (CLASS) 45
General Education Curriculum 72-78
General Education Requirements 72-78,
80-81
General Studies 153
German 190, 193-194
Gift Assistance 33
Global Education Center 15, 63, 176-181
Global Education Program
Courses 63-65, 177-181
Grade Point Average 73, 82
Grading 79, 82
Graduate Programs 67
Graduation (Applying for) 72
Graduation Level Skills 75-76
Graduation Requirements 72-78, 80-81
Graduation With Distinction 86
Grants 33
Gymnasium (Melby Hall) 15
C
Facilities and Housing 14, 50-51
Facts and Figures 18
Faculty 18, 55, 284-298
Faculty Emeriti 298-300
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 51-52, 87-88
Federal Work Study Program 35
Fees 26-27
Film Minor 263, 268
Finance Specialization (Business
Administration) 106
Financial Aid 18, 30-40
Financial Policies 28-30
Fine Arts 43
Fitness Center 49
Food Service 51
Foreign Languages (See Modern Languages)
Forensics 261
Former Students 23, 72
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 15
Four-Year Assurance Program 86
French 190-192
Freshmen 20, 21
F
Experiential Education Programs 66-67
Explanation of Grades 79
Exploring Our Gifts 42
Index 30
Language Courses 190-197
Leadership (Master of Arts) 67-68
Leadership Studies Minor 168-169
Leadership, Service, and Performance
Scholarships 32-33
L
Karen M. Housh Tutor Center 44
K
Japanese 190, 194
JeroyC. Carlson Alumni Center 15
john Evans Learning Laboratory 44
J
Ice Arena 15
Incomplete Grade 79, 82
Independent Studies 91, 92
lnformation Technology Resources 55
Inter-Institutional Programs 62
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 165-173
lnternational Baccalaureate Program (IB) 83
lnternational Business Minor 107
lnternational Business Specialization
(Business Administration) 106
lnternational Partners 176
lnternational Relations 174-175
lnternational Relations (International
Business) 174
lnternational Student Advising 49
lnternational Student Services 24, 49
lnternational Students 24, 49
lnternational Studies 175-183
Internships 66-67, 91
Intertribal Student Union 47
Intramural Athletics 43
I
Health and Physical Education 154-158
Health Clinic Services 49
Health Education 154-156
Health Insurance 49
Health Promotion 48
HECUA Courses 65, 181-183
Higher Education Consortium for Urban
Affairs (HECUA) 62, 65, 176, 181-183
HispanicILatino Student Services Program
48
History 159-164
History of Augsburg College 10
Honors Program 61-62, 164-165
Housing 14-16, 26, 50-51
Hoyt Messerer Fitness Center 49
H
306 Index
-
Majors and Minors 56-59, 89-277
Management lnformation Systems 113-11
Management Specialization (Business
Administration) 106
Maps 301, 302
Marketing 116-117
Master's Degrees 54, 67-68
Math Placement Group (MPG) 75, 185-18
Mathematics 184-189
McNair Scholars Program (TRIO) 45-46
Medical Refund 30
Melby Hall 15
Membershi~s17. 18
Memorial i a l l (sverdrup-~ftedalMemorial
Hall) 16
~ e t r o b r b a nStudies 170-171
Middle East Studies Minor 172
Minnesota Indian Teacher Training
Partnership (MNIlTP) 47
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 56-59, 89-277
MIS Courses 113-115
Mission Statement 10
Modern Language Skill 75
Modern Languages 190-197
Mortensen Hall 15, 50
Murphy Place (2222 Murphy Place) 15
Murphy's 51
Music 198-212
Music Business Minor 202
Music Education Major 199-200
Music Ensembles 203, 21 1
Music Hall 15
Music Performance Major 200
Music Re~ertoireTests 204
Music ~ h ' e r ~a~~u~i v a l e n ~ ~ l ~ e r t i f i c a t
202-203
Music Therapy Major 201, 209-210
M
Learning Disabilities Program 44-45
Legacy Scholarship 32
Liberal Arts Perspectives 76-78, 80-81
Library and lnformation Technology
Center 15, 18, 55-56
Licensure (Teaching) 60, 135-144
Lifetime Sports 76
Lindell Library 15, 18, 55
Loan Assistance 34-35
Location 14, 18, 301-302
Lutheran Leader Scholarships 33
Q
Paired Resources in Ministry and
Education (PRIME) Awards 32
Pan-Afrikan Student Services 47
Pan-Asian Student Services 47
Part-Time Students 26-27
Pass/No Credit 73, 79
Pastor 42
Payments 28
Performance Studies 203, 212
Performing Arts Scholarships 32
Perspective Requirements 76-78, 80-81
Philosophy 218-221
Phi Theta Kappa Scholarships 32
Physical Disabilities Program (Access Center)
45
Phvsical Education 155. 157-158
~hisicalScience ~ e a c h i nLicensure
~
119,
214
Physician Assistant Studies (Master of
Science) 68
Physics 222-227
Piano Proficiency Test 204
Policies 17, 18, 51-52, 87-88
Political Science 228-233
Political Science/Economics teaching major
229
PortFolio Assessment Program 83-84
Pre-Professional Programs 60-61
Prerequisites 91
P,
Off-Campus Programs 18
Officers of the College 282
Official Notices 51
Ojibwe 190, 196
Old Main 15
Orchestra 43, 203, 21 1
Organizational Analysis and Development
Concentration (Sociology) 256
Orientation (AUG) 73, 98
0
NASA Scholarship 33
Natural Science Teaching Licensures
21 3-214
New Hall 15, 50
No-Credit Grades 79
Nordic Area Studies 172-173
Norwegian 190, 194-195
Notification of Admissions Decision 21, 22
Number Grades 79
Numbering of Courses 90
Nursing 215-21 7
Nursing (Master of Arts) 68
N
Scandinavian Studies (See Nordic Area
Studies)
Scandinavian Urban Studies 65, 181
Scholarships 31-33, 35-40
School Year 4-7, 18
Science Hall 15
Science Scholarship 32
Secondary Education 137-138, 140-141
Service-Learning 66
Sigma Pi Sigma 224
Skills Requirements 74-76
Smiley's Point 16
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 235, 256
Social Studies 249
Social Welfare Minor 251
Social Work 250-254
Social Work (Master of Social Work) 68
Society of Physics Students 224
Sociology 255-259
Solid State Physics 223
Space Physics 223
Spanish 190, 196-197
Special Education 142-144
Special Interest Housing 51
Special Students (Non-Degree or Second
Degree) 23
Speech/Communication and
Theatre Arts 260-274
Sponsored Scholarships 35-40
Sports 43-44
5
Re-Admitted Students 72
Refunds 28-30
Regents 280-281
Regents' Scholarships 32
Registration 69-72
Religion 239-244
Religious Affiliation 18
Residence Life Program (see also
Housing) 50-51
Residence Requirements 74
Rochester Program 13, 70
~oom'bndBoard 26
ROTC 62
Russian, Central, and East European Studies
247-248
R
President's Greeting 2
President's Scholarships 31
PRIME Scholarship 32
Probation 85
P~y~h010gy
234-238
Public Relations and Communication 15
Index 30
308 Index
Teaching Licensure (see also individual
majors) 60, 135-144
Test Scores 20
Theatre Arts 267-274
Theatre History and Criticism Dramaturgy
Minor 269
T
StepUP Program 46-47
Student Activities 43
Student Affairs (see Academic
and Learning Services) 44
Student-Designed Major 57
Student Educational Loan Fund (SELF) 35
Student Employment 35
Student/Faculty Ratio 18
Student Government 42
Student Life 41 -52
Student Newspaper 43
Student Project for Amity Among Nations
(SPAN) 18
Student Publications 43
Student Rights 51-52
Student Standards of Behavior, Complaints,
Records 50
Student Support Services (TRIO) 46
Student Teaching Abroad 65, 135
Studio Art 93-96
Study Abroad 63-65, 175-183
Summer Session 8
Support Programs 44-49
Sverdrup Hall 16
Sverdrup-Oftedal Memorial Hall 16
7
Yearbook 43
Youth and Family Institute 16
Youth and Family Ministry Major 245-246
Youth and Family Ministry Partner
Scholarship 32
x, y, z
Weekend College 12-13, 21, 27-28, 70-71
Withdrawal From College 30, 72
Women's Studies 275-277
Work Study Program 35
W
Veterans 86
Vocation 42
v
Upper Midwest Association of Intercultural
Education (UMAIE) 18
Urban Studies 169-171
Urness Hall 16, 50
U
Theatre Practicums 272-274
Transcripts 20, 21, 28
Transdisciplinary Major 57-58
Transfer Regents' Scholarship 32
Transfer Students 22-23
TRIO Programs 45-46
Tuition, Fees, Room and Board 26-27
Tutor Center 44
C O L L E G E
AUGSBURG
SUPPLEMENT WITH ADDITIONS
AND CHANGE
2 0 0 2
T O
2 0 0 4
C A T A L O G
Minneapolis, Minnesota
C O L L E G E
AUGSBURG
I
I
I
Although information was current at the time of publication, it is subject to change
without notice.
It is the responsibility of each student to know the requirements and academic
policies contained in this publication and the 2002-2004 Catalog. If you have
questions about anything in this supplement or the Catalog, consult a faculty adviser,
the dean of the College, or the registrar.
Supplement information is listed under the same headings in the printed Catalog,
followed by page numbers in parentheses. Refer to these pages in the Catalog for
complete information.
This catalog supplcmun t amends inrormatiou given in the 2002-2004 Augsburg
Catalog. OnIy those sections that havc srths~rentinlchni~gesare included. Coust~ltthe
registrar's of~icror the Augsburg C a l a l online
~~
at cww.augshur~.eriu/catal~)g>
[or
inronnaltion im ncw or deleted courses, changes in course titlcs, or descriptions.
Checklist and Summary of Requirements for Graduation (page 80) . . . . . .12
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6. .
Graduation Requirements (page 72)
Transfer Students (page 22)
5
. . . . . . . . . . . . . . . . . . . . . . . . 4. .
Academic Calendar. Weekend College (page 7) . . . . . . . . . . . . . . . . . . . . . . .
Academic Calendar. Day Program (page 5)
Table of Contents
Spring Term 2004
Jan. 12Non. ................................ Classes begin
Jan. 19/Mon. .............................
Martin Luther King Day-no classes
Mar. 15/Mon. ............................. .Mid-term break begins
Mar. 22/Mon. ............................... Classes resume
.Early registration for fall
Apr. 5-16/Mon.-Fri. ....................
Apr. 9/Fri. ....................................Easter break
Apr. 23/Fri. ..................................Classes end
Apr. 26-29Non.-Thurs. .............Final exams
May M a t . ................................ .BaccalaureatdCommencement
Fall Term 2003
Summer...................................Freshman registration
Aug. 31-Sept. 2/Sun.-Tues. .........New student orientation
Sept. 3fWed. ............................... Classes begin
Oct. 24/Fri. ............................... Mid-term break (one day only)
Nov. 17-Dec. 5Non.-Fri. ............Spring term registration
Thanksgiving recess begins
Nov. 271Thurs. .............................
Classes resume
Dec. l/Mon. .................................
,.,,.Classes end
Dec. 12/Fri. ............................
Dec. 15-18/Mon.-Thurs. ..............Final exams
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
~www.augsburg.edu/enroll/registrar>.
Spring Term 2004
Class weekends: Apr. 16-18, Apr. 23-25, May 7-9, May 21-23, June 4-6, June 11-13,
June 25-27
Winter Term 2004
Class weekends: Jan. 9-11, Jan. 23-25, Feb. 6-8, Feb. 13-15, Feb. 27-29, Mar. 12-14,
Mar. 26-28, Apr. 2-4
Fall Term 2003
Class weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 17-19, Oct. 31-Nov. 2, Nov. 14-16,
Nov. 21-23, Dec. 5-7
The academic calendar is subject to change. Refer to the registrar's Web page
for updated calendar and registration information at
cwww.augsburg.edu/enrolI/registrar>.
Students transferring from the Minnesota
State College and University System who
have completed the Minnesota Transfer
Curriculum, have earned the Associate of
Arts degree from MNSCU, and have a 2.5 (on
a 4.0 scale) cumulative GPA or higher will be
given transfer status as outlined below.
Acceptance of courses submitted for
transfer is done by the registrar's office based
upon the official student transcript(s1.
Acceptance of courses presented for a major
or minor also requires approval of the
department. The major or minor department
may require certain courses or a minimum
number of courses be taken at Augsburg.
A cumulative grade point average (GPA)
of 2.5 (on a 4.0 scale) or better is required on
previous college work for admission to the
College.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 32 Augsburg credits required
for a baccalaureate degree. These courses
can, however, be used to meet Augsburg
Core Curriculum and major requirements.
Augsburg College welcomes students who
wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant credit
for courses where it considers the work
unsatisfactory, to grant provisional credit for
work taken at unaccredited institutions, and
to require that certain courses be taken at
Augsburg.
TRANSFER STUDENTS
Replaces "ALL TRANSFER STUDENTS"
on pages 22-23 of current catalog
&
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission by
the Admissions Committee after August 15
for entry in fall semester or December 15 for
entry in spring semester.
Admission to a major, as well as
admission to the College, is sometimes
necessary. Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
3. Courses with D grades will not be accepted as
prerequisites or for application to majors. Some
Augsburg majors require additional prerequisite
coursework beyond the A.A. degree. Students
are advised to consult major departments for
major requirements upon transfer.
One Foundations of Fitness or activity
course if the student has transferred
an equivalent Foundations course.
This requirement is waived for
students who have transferred in two
equivalent courses.
College algebra or Math Placement 3
One graduation skill writing course in
the major
One course that meets the Quantitative
Reasoning Graduation Skill
requirement
The Modern Language requirement
One Augsburg Experience
Senior Keystone Course
REL 300 Bible, Christian Theology, and
Vocation Course
2. All Augsburg Core Curriculum
requirements will be waived except:
1. Admission will be with junior standing
following the Minnesota Transfer
Curriculum. A maximum of 17 Augsburg
equivalent courses (64 semester credits or 96
quarter credits from a community college)
will be accepted once junior status is reached.
No additional courses may be transferred
from a community college.
The following applies only to the
MNSCU A.A. graduate:
1. Completion of 32 course creditsNo more than 13 course credits may be in
one department, except in certain approved
majors: accounting (B.A.) - 14; music
education (B.M.) - 17; music performance
(B.M.) - 20; music therapy (B.S.) - 17; and
social work (B.S.) - 15.
Degree requirements include completion of
a minimum number of credits, a major, the
Augsburg Core Curriculum, a minimum GPA
in major(s)/minor(s) and in total course work,
and residence.
Requirements f o r Undergraduate
Graduation:
All degree and course requirements must
be completed and verified in the registrar's
office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Students should apply before the start of
their last academic year to confirm remaining
graduation requirements. Application forms
are available at the Enrollment Center.
Each student must apply for graduation
at the end of his or her junior year.
Students who enter an academic program
with a baccalaureate or higher degree should
contact the registrar's office about specific
requirements for a second baccalaureate
degree or for the equivalent of a major. See
page 23 in the printed catalog in
Undergraduate Admissions-Special Students
(Second Degree).
Faculty advisers, the Academic Advising
staff, department chairs, and the registrar staff
are available for counsel and assistance in
program planning.
The responsibility for seeing that all degree
requirements are satisfied rests with the
student. All students are required to file a
graduation application with the registrar's
office one year prior to graduation.
Replaces "GENERAL EDUCATION
CURRICULUM" on pages 72-78 of
current catalog
-7
An Augsburg Experience integrates
experiential learning with academic learning.
It demonstrates enhanced learning and
reflects research and best practices in
experiential education. Approved Augsburg
Experiences meet two criteria: ( I ) Integrates
experiential learning with academic learning
and (2) Links on-campus learning to the
goals, mission, needs, or ideas of off-campus
people, organizations and/or communities,
either through community partners,
4. Augsburg Experiences-All student
must complete at least one approved
Augsburg Experience as a requirement for
graduation. Augsburg Experiences highlight
the College's commitment to experiential
education and active participation in the
broader community, both locally and globally
Five categories of approved experiential
learning opportunities are recognized as
Augsburg Experiences: internships, facultystudent research, community service, study
abroad, and off-campus immersion
experiences.
3. Completion of t h e Augsburg Core
Curriculum-Requirements for the Ausburg
Core Curriculum are listed in the next section
2. Completion of a MajorRequirements for each major are listed under
the departmental headings.
No more than these maximums may be
applied toward the 32 total course credits
required: two courses by independent1
directed study; four courses of internship; an
six course credits with a grade of Pass (P). To
graduate with Latin honors, students may
take no more than two P/N graded courses.
Each department sets its own limitations on
the number of P/N graded courses that may
be applied toward the major and minor
programs, but normally students may apply
no more than two course credits with P
grades toward a major and no more than one
course credit with a P grade toward a minor.
The Departments of Education and Social
Work are examples of departments that allow
students to apply more than two course
credits with P grades within the major
program (two in major field courses plus
student teaching or field work practicums).
Cultivates the transformative discovery of,
and appreciation for, one's place of leadership
and service in a diverse world-vocatio and
caritas.
Calls for common inquiry into questions of
Christian faith and the search for meaning;
and
-Provides a liberal arts foundation and
promotes the acquisition of intellectual and
professional skills:
The Augsburg Core Curriculum is designed
to prepare students to become effective,
informed, and ethical citizens through their
engagement in a curriculum that:
THE AUGSBURG CORE CURRICULUM
6 . Residence-The last year of full-time
study or equivalent (no less than 7 of the last
9 creditslrequirements) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the registrar's office if an official
inlerpretation is needed. Some departments
have a minimum number of courses that are
required to be taken in residence within the
major and minor. Consult the catalog
description of the majorlminor or the
chairperson of the department.
5. Grade Point Average-2.0 for most
majors. A minimum grade point average of
2.0 is required for all courses taken and
specifically for all courses that apply toward a
major or special program. Some majors,
licensure, and certification require higher
grades in each course or a higher grade point
average. (For example, see licensure in
education, music education, music
performance, music therapy, nursing, and
social work.) See the departmental section for
details.
professional activities, and/or travel. Augsburg
Experiences may be embedded in designated
courses that are part of the regular class
schedule or may be completed for zero credit
outside of the regular class schedule. The
length of time required, creditlno-credit
status, and grading options for approved
Augsburg Experiences will vary
All students must complete at least one
approved Augsburg Experience as a
requirement for graduation. Augsburg
Experiences highlight the College's
commitment to experiential education and
active participation in the broader
community, both locally and globally Five
categories of approved experiential learning
opportunities are recognized as Augsburg
Experiences: internships, faculty-student
research, community service, study abroad,
and off-campus immersion experiences.
Augsburg Experience
Transfer students entering with advanced
transfer status will take one Search for
Meaning course: REL 300 Bible, Christian
Theology, and Vocation.
In these courses students articulate and
critically reflect upon Augsburg's concept of
vocation and ils meaning; Christian
theological concepts as well as concepts from
other religious traditions; and the meaning of
the Bible in Judeo-Christian thought, its
cultural contexts, and concepts of human
identity and vocation.
Two Search for Meaning course credits are
required except for the following:
Augsburg's Signature Curriculum is centered
on its identity as a college of the Evangelical
Lutheran Church in America. As a college of
the Church, Augsburg accepts as a basis for
its educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran Church.
It consciously affirms that all students should
reflect upon the Christian scriptures,
theological concepts, ethical values, their
own faith and values, and religious concepls
outside of the Christian faith as part of
becoming educated.
Search f o r Meaning
THE AUCSBURG SIGNATURE
CURRICULUM
Skills Requirements
The Liberal Arts Foundation
The Augsburg Signature Curriculum
The curriculum has three major components:
The Liberal Arts Foundation courses
THE LIBERAL ARTS FOUNDATIOL
Engaging Minneapolis courses are specially
designed courses that make intentional and
substantial use of the resources of the Twin
Cities as they orient first-year weekday students
to the community where they will be studying,
living, and working during their college careers.
Most Engaging Minneapolis courses also fulfill
an Augsburg Core Curriculum or major
requirement. They normally are taken during the
first year, but may be taken in the second year.
Engaging Minneapolis
All students who enter the College as first-year
students in the weekday schedule program
must satisfactorily complete fall orientation
and the Augsburg Seminar. The Seminar is
attached to a first-semester major or Augsburg
Core Cuniculum course. Its purpose is to
introduce students to what it means to have
an Augsburg education and to help them
make the transition to college work.
Augsburg Seminar
In order to help them make the transition to
college and their new community, first-year
weekday program students are required to
take Augsburg Core Curriculum and
introductory major courses containing the
following components:
The Augsburg First Year
The Senior Keystone course connects the
broad liberal arts foundation with the
professional skills and in-depth study of the
major. It thus asks graduating students to
think critically, reflectively, and ethically
about their place in the world as leaders and
servants.
The Senior Keystone course provides a final
opportunity for exploring the central themes
of an Augsburg education- vocation and the
search for meaning in a diverse and
challenging world. Students will reflect upon
the meaning of their educational experiences
and consider issues of transition as they
prepare for their lives after Augsburg.
Senior Keystone
Writing
*Mathematics
Placement in writing, math, modern
languages, and critical thinking courses is
determined by the assessments. These tests
are a prerequisite for (not completion of) core
and graduation skills course requirements.
*Modern Languages
*Critical Thinking
There are entry level skills assessments in:
Entry Level Skills Assessments
SKILLS REQUIREMENTS
Art, Music, Speech/Communications and
Theatre Arts.
Two courses or approved activities from two
different departments:
Fine Arts
Note: The signature Search for Meaning
courses do not count as Humanities Liberal
Arts Foundation requirements.
English, History, Philosophy, Religion,
Modern Language (literature courses)
Two courses from two different departments:
Humanities
Economics, Political Science, Psychology,
Sociology
Two courses from two different departments:
Social and Behavioral Sciences
One course must be a lab science course.
Two courses from two different departments:
Biology, Chemistry, Mathematics, Physics.
Natural Sciences and Mathematics
Students choose two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.) The list of courses meeting the
Liberal Arts Foundation requirement is
available online and from the registrar's office.
introduce students to knowledge and modes
of inquiry across a wide range of disciplines
and subjects. The course offerings in the
traditional liberal arts provide the opportunity
for students to acquire a broad and solid
foundation for their specialized study and
professional preparation.
,
Based on the math assessment result,
students will be enrolled in the
appropriate courses or advised on
preparation for retaking the math
placement exam. Students may retake the
Math Placement Exam once during their
first term of enrollment. Students are
required to take the Math Placement
Exam before registering for the first term
and should achieve MPG 3 by the end of
their first year at Augsburg.
u
All students are required to have their
math placement group (MPG)
determined. In some cases, students who
have transferred a mathematics course
taken at another college may have their
MPG determined by the registrar's office.
All other students must take the
Augsburg Math Placement Exam, which
is administered by the Academic Advising
Office. The exam is given during college
registration sessions and at other
announced times during the year.
Practice questions and other information
are available from Academic Advising.
Mathematics Requirement
Students who have college credit for a
critical thinking or logic course are
exempt from the critical thinking
assessment.
Students who do not achieve the
minimum entry score on the placement
exam are reauired to take GST 100
Critical Thinking.
Critical Thinking
- Requirement
The Mathematics assessment and
requirement as described below.
The Modern Language assessment as
described below.
The Writing assessment and
requirement as described below.
Advanced transfer students (who enter
with 1 3 course credits or more or an A.A.
degree accepted in transfer) take only the
following entry level skills assessments and
fulfill the following requirements:
Freshmen (all students entering with fewer
than seven Augsburg course credits) and
sophomore transfer students with fewer than
1 3 course credits are required to take entry
level skills assessments and satisfy all skills
requirements.
~n
Students should complete ENG 111 by
the middle of their sophomore year since
it is a prerequisite for Writing Graduation
Skill courses.
ENG 111 Effective Writing or the
equivalent with a grade of 2.0, ,'F or
higher, is required. Attendance the first
day of class is required.
Students should complete ENG 111 by
the middle of their sophomore year since
it is a prerequisite for Writing Graduation
Skill courses.
Effective Writing
Core Skills
Students who have transferred in an
equivalent course to ENG 111 are
excused from the entry level exam.
The entry level assessment determines
readiness for ENG 111 Effective Writing.
Students who do not satisfy the entry
level skill in writing will be required to
take ENG 101 Developmental Writing
before ENG 111.
Writing Requirement
The BW-CAPE language assessment is
offered to students who have had at least
a year of Spanish, French, or German
language studies in high school. It is
designed to assess and place students at
the appropriate course level for language
study Students may waive the modern
language requirement by completing this
assessment and placing at the 311 level
or above.
Modern Language Requirement
Students are encouraged to advance
their MPG as soon as possible. Students
must achieve Math Placement Group
(MPG) 3 or higher to graduate. In
addition, many courses require MPG 2, 3 ,
or 4 as a prerequisite.
Students in MPG 1 must take MAT 103
to advance to MPG 2. Students in MPG 2
must take MAT 105 to advance to MPG
3 . Students in MPG 3 must take MAT
114 to advance to MPG 4. No other MAT
course changes a student's MPG. A grade
of Pass or 2.0 or higher is required to
advance to the next math level.
Two Foundations of Fitness courses are
required. HPE 001 Foundations of
Fitness (or a transfer equivalent) is
required of all students. The second
course may be chosen from a variety of
different lifetime activities. Students who
are not health and physical education
majors or intercollegiate athletes may test
out of one lifetime activity course.
Students may demonstrate proficiency
from a selected list of lifetime activities.
There is a fee to take the lifetime activity
proficiency test.
Foundations of Fitness
Students whose first language is not
English and whose score is below the
minimum on the ESL placement test
must fulfill the English as a Second
Language (ESL) requirement. The
requirement is satisfied by successfully
completing the ESL course(s) and
achieving a score above the minimum on
the ESL placement exam. Students who
complete the ESL requirement fulfill the
Modern Language Graduation Skill
requirement. Contact Academic Advising
or the English Department for additional
information.
Students who have demonstrated
competence in American Sign Language
by passing an approved course sequence
will have fulfilled the Modern Language
Skill.
There is a seven-year time limit on
language courses presented for transfer
and automatic waiver.
Requirements for the Modern Language
Skill are determined by placement test.
For a language previously studied,
successful completion (minimum grade of
2.0 or P) of one language course at your
placement level (112 or higher) satisfies
the requirement. For a language not
previously studied, successful completion
of a two-course sequence in the same
language with the minimum grade of
2.0P in both courses is required. Students
whose placement test is at 31 1 or higher
will be exempted from further language
study
Modern Language
All Writing Skill courses have the
prerequisite of ENG 111 or its equivalent. All
Quantitative Reasoning Skill courses have the
prerequisite of Math Placement Group 3 , and
all Critical Thinking Skill courses have the
prerequisite of passing the entry level Critical
Thinking Assessment or GST 100.
Graduation skill requirements typically
are embedded in required courses in the
major. Some departments, however, designate
courses outside the major or elective courses
in the major that fulfill this requirement.
Academic advisers will provide a list of these
courses.
An Augsburg education includes enhancement
of certain skills during the years in college.
Critical thinking, quantitative reasoning,
speaking, and writing skills are deliberate
components of certain courses. Students are
required to have one course each with Critical
Thinking, Quantitative Reasoning, and
Speaking skill components, and two courses
with a Writing Skill component. These
requirements are modified for advanced
transfer students (see page 10).
Graduation Skills Requirements
Foundations of Fitness courses are
non-credit courses and are not included in the
32-course graduation requirement.
Complete at least one Augsburg
Experience
Complete the Augsburg First Year
requirements. (Sophomore transfer
students are exempt from these
requirements.)
Complete the Signature Curriculum:
Complete two (2) Search for
Meaning courses.
Complete a Senior Keystone course.
Complete the Augsburg Core
Curriculum.
Complete a major.
Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . 15
Other maximums are described on page 7
Music Therapy (B.S.) . . . . . . . . . . 17
Music Performance (B.M.) . . . . . . 20
Music Education (B.M.) . . . . . . . . 17
Accounting (B.A.) . . . . . . . . . . . . 14
All new freshmen and all freshman and
sophomore transfer students must complete
the following requirements prior to graduation
(transfer credit may apply to these
requirements):
Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
This quick reference checklist is an
abbreviated version of the requirements for
graduation. As a summary, it is not
comprehensive and cannot substitute fully for
the complete degree requirements that begin
on page 7. Students are advised to read
carefully the full graduation requirements and
to consult frequently with their advisers to
ensure that all requirements for graduation are
met.
Replaces "CHECKLIST AND SUMMARY
OF GENERAL EDUCATION
REQUIREMENTS FOR GRADUATION"
on pages 80-81 of current catalog
One course with a Quantitative
Reasoning component.
One course with a Critical Thinking
component.
One course with a Speaking
component.
One course with a Critical Thinking
component.
Two courses with Writing
components.
Complete courses designed to fulfill the
following Graduation Skills with a
minimum grade of 2.0 or F! (Courses
meeting these requirements are designated
by the major.)
Complete HPE 001 Foundations
of Fitness and one HPE activity
course.
Complete Modern Language
requirement (0-2 courses,
depending on initial assessment.)
Complete Eng 111
Achieve a Math Placement Group
score of three.
Modern Language Assessment
Critical Thinking Assessment
Writing Assessment
Mathematics Assessment
Fine Arts
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Humanities
Social and Behavioral Sciences
Natural Sciences and Mathematics
Complete the Liberal Arts Foundation
requirements: Complete two courses
from two different departments in each
domain. (Exceptions may be made for
specially designed interdisciplinary
Connections courses.)
2. Complete an Engaging
Minneapolis course.
1. Complete the fall orientation
and Augsburg Seminar.
...........
14
Complete Modern Language
requirement (0-2 courses,
depending on initial assessment.)
Achieve a Math Placement Group
score of three.
Complete Entry Level Skill Assessments
and Core Skills Requirements:
Satisfy entry level skill requirements
in writing.
Fine Arts
Humanities
Social and Behavioral Sciences
Natural Sciences and Mathematics
Complete the Liberal Arts Foundation
requirements: Complete two courses from two
different departments in each domain.
(Exceptions may be made for specially
designed interdisciplinary Connections
courses.)
Complete one Augsburg
Experience
Complete REL 300 Bible,
Christian Theology, and Vocation
course
Complete a Senior Keystone course.
Complete the Signature Curriculum:
W Complete the Augsburg Core Curriculum.
Complete a major.
W Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Social Work (B.S.) . . . . . . . . . . . . 15
Other maximums are described on page 7.
Music Therapy (B.S.) . . . . . . . . . . 17
Music Performance (B.M.) . . . . . . 20
Music Education (B.M.) . . . . . . . . 17
Accounting (B.A.) .
All advanced transfer students (those
entering with 13 or more credits) must
complete the following requirements prior to
graduation (transfer credit may apply to
these requirements):
W Complete 32 course credits. Of these: no
more than 13 courses may be in any one
department, with the following exceptions:
Complete one Augsburg Experience
Complete a Senior Keystone course.
Complete REL 300 Bible, Christian
Theology, and Vocation course.
Complete the Signature Curriculum:
W Complete the Augsburg Core Curriculum
W Complete a major.
W Maintain minimum cumulative grade
point average in major, minor, and in
total courses completed.
Other maximums are described on page 7.
Social Work (B.S.) . . . . . . . . . . .15
Music Therapy (B.S.) . . . . . . . . . 17
Music Performance (B.M.) . . . . . 20
Music Education (B.M.) . . . . . . . 17
Accounting (B.A.) . . . . . . . . . . . 14
W Complete 32 course credits. Of these: no
more than 13 courses may be in any
one department, with the following
exceptions:
One course with a Quantitative
Reasoning component.
Students entering under the Minnesota
Transfer Curriculum with an A.A. degree
must complete the following requirements
prior to graduation:
One course with a Speaking
component.
One course with a Critical Thinking
component.
One course with a Writing
component.
Complete courses designed to fulfill the
following Graduation Skills with a minimum
grade of 2.0 or P. (Courses meeting these
requirements are designated by the major.)
Complete HPE 001 Foundations of
Fitness or one HPE activity course
(depending on transcript
assessment.)
All students are required to file a
graduation application with the registrar's
office one year prior to graduation.
One course with a Quantitative
Reasoning component.
One course with a Writing
component.
Complete courses designed to fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P (Courses
meeting these requirements are
designated by the major.)
Complete HPE 001 Foundations of
Fitness or one HPE activity course
(depending on transcript
assessment)
Complete Modern Language
requirement (0-2 courses, depending
on initial assessment.)
Complete Entry Level Skills Assessments
and Core Skills Requirements:
Complete one college algebra course
course or achieve a Math Placement
Group score of three.
AucssuR~
\IV\IVW aunchurn d
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22 1l Riverside Avenue
Minneapolis, MN 55454
C O L L E G E
Show less
2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult... Show more
2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult learner. A program in my opinion that goes unmatched!
-Ann Dejongh 02
1
MASTER OF ARTS
Attaining the MAL degree was a
transforming experience both
personally and professionally. It
increased my self-confidence, enabled
me to recognize and develop my
strengths, and also provided a
valuable networking opportunity with
fellow students and faculty.
-Luann Watson '02
IN LEADERSHIP
INTRODUCTION
The primary mission of the Center for Leadership Studies (CLS) at Augsburg
College is to develop leaders for organizations and the community. The core
program of the center is the Master of Arts in Leadership (MAL). The
program, which was launched in 1987, responds to the leadership
development needs of both profit and not-for-profit organizations. While
different in structure and purpose, most organizations seek leaders with the
following qualities: a vision that is ethically and morally responsible,
extending beyond immediate concerns; an understanding of how change
occurs and affects the immediate environment; a sensitivity to the complex
problems organizations face and an ability to achieve solutions consistent
with an organization's mission; the ability to motivate and inspire individuals
and groups to work toward a common goal; and the ability to effectively
represent the organization both internally and externally. The MAL program
provides a means by which individuals may discover and refine these and
other abilities fundamental to effective leadership.
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 careeroriented, 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. Classes meet on alternate Saturdays for four hours.
COMMUNITY OF LEARNERS
Essential to the goals of the MAL program is participation in a community of
learners gathered together on the Augsburg campus. This community is
enriched by the students, who have a variety of work and life experiences. To
facilitate community interaction, students are encouraged to make use of the
Augsburg library, computer labs , and Christensen Center. The Center for
Leadership Studies also offers some special colloquia and seminars each year
to supplement and complement the course work of the master's program.
A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM
PERIOD I
Saturday
8:00 a.m . to 12:00 noon
PERIOD II
Saturday
1:00 p.m. to 5:00 p.m.
Note: Each class taken commits a student to either Period I or Period II;
on average two meetings a month.
LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE
The MAL program promotes leadership as a process that
1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and
beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this,
individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to
persuade, and the ability to direct action. Underlying these attributes are a broad range of abilities and awareness,
outlined in the Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's
model of leadership development is designed to assess , promote, enhance, and refine these capabilities within the
individual.
Leadership
Orientation
Toward Action
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
• Curiosity
• Achievement motivation
• Self-esteem
-
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conmct
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
There are two ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/ LAP) Option,
students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis Option,
students must complete 11 credits, two papers, but no thesis.
Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to
four semester credits or six quarter credits. Each course 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.
THESIS/LAP OPTION
Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of
leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie
together" what has been learned from the study of leadership and course-related activities.
The principal distinction between the thesis and the Leadership Application Project lies in their underlying
orientation. A thesis has a more theoretical orientation, while the Leadership Application Project is based on practical
application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592,
593, and 594. Differences between these two options will be explored in ML 514 Research Methods and in ML 593
Leadership Research Seminar I.
For more information regarding the Thesis/LAP option, refer to the Information and Guidelines for the Thesis and
Leadership Application Project booklet.
Students who do not complete their thesis or Leadership Application Project while enrolled in ML 594 Leadership
Research Seminar II are required to pay a continuation fee.
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NON-THESIS OPTION
An alternative to the thesis is the successful completion of two major papers, as described below. The first of these
papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 NonThesis Independent Project. The independent research projects approved each year will be presented in an annual
colloquium. Students who do not complete their independent project while enrolled in ML 597 are required to pay a
continuation fee.
For more information regarding the Non-Thesis option, refer
Project booklet.
to
the Information and Guidelines for the Non-Thesis
CORE COURSES FOR THESIS/LAP OPTION:
(3.5 course credits)
The following core courses are required for all Thesis/LAP students in the MAL program:
ML 510
Visions of Leadership
ML 514
Research Methods
ML 592 Thesis/LAP Consultation (0.5 course)
ML 592 is taken in conjunction with ML 594.
ML 593
Leadership Research Seminar I (0.5 course)
ML 594
Leadership Research Seminar II (0.5 course)
(ML 592, 593, and 594 are to be taken in a student's last two
consecutive terms or after the student has completed at least five
electives and ML 510.)
CORE COURSES FOR NON-THESIS OPTION:
(4.0 course credits)
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Ml 510
Visions of Leadership
ML 514
Research Methods
ML 580
Contemporary Theories of Leadership
Ml 597
Non-Thesis Independent Project
ELECTIVE COURSES FOR BOTH OPTIONS: (at least 7.0 course credits)
The MAL program requires that seven elective courses be selected from the following course list:
ML 511
Creativity and the Problem-Solving Process
ML 520
Self-Identity, Values, and Personal Growth
ML 521
Methods of Critical Thought
ML 525
Personality and Systems Theory: Perspectives on Leadership
ML 527
Spirituality and Leadership in the Workplace
ML 530
Ethics in Communication
ML 531
The Dynamics of Change
ML 535
Organizational Theory and Leadership
ML 540
Political Leadership: Theory and Practice
ML 545
Decision Making and Leadership
ML 550
Communication, Decision Making, and Technology
ML 557
Language of Leadership
ML 560
Developing a Multicultural Perspective
ML 565
Women and Leadership
ML 580
Colloquium on Contemporary Theories of Leadership (elective for Thesis/ LAP Option students)
ML 598
Independent Study
ML 599
Special Topics
ML 500
Leadership Practicum
The MAL program sponsors professional development workshops
and seminars. These workshops are offered to students and
alumni who desire more applied case studies or wish to address
topics not included in the courses. (Offered occasionally)
ML 510
Visions of Leadership: A Historical and Literary journey
(1.0 course)
Introduction to selected concepts of leadership, providing a
historical and philosophical framework for the program. This
course views the nature and purpose of leadership from a variety
of disciplines and perspectives.
ML 511
Creativity and the Problem-Solving Process (1.0 course)
Exploration of creativity from the perspective of traditional
aesthetics as well as contemporary organizational thinking. This
course uses creativity as a method, and it examines techniques for
solving problems in organizations, for enhancing innovation, and for seeking an integrative world view.
ML 514
Research Methods (1.0 course)
Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice.
Qualitative and quantitative tools will be discussed.
ML 520
Self-Identity, Values and Personal Growth (1.0 course)
Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors
that influence the development of self-identity and personal values; and the effect of personal values of learning and
leadership strategies.
ML 521
Methods of Critical Thought (1.0 course)
Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The
course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical
reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A
special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot)
assist leaders in addressing problems and seeking solutions.
ML 525
Personality and Systems Theory: Perspectives on Leadership (1.0 course)
Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm,
Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson.
The theories are applied to the concrete realities of leadership in a variety of settings.
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ML 527 Spirituality and Leadership in the Workplace (1.0 course)
The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course
explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives.
ML 530
Ethics in Communication (1.0 course)
Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within
human communication. This course places particular attention on the use and abuse of communication in politics,
advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and
organizational settings.
ML 531
The Dynamics of Change (1 .0 course)
This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways
of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The
course explores these various perspectives, including areas of conflict and opportunities for leadership in social and
organizational change. Sociological, human development, and economic theories are applied to contemporary public
and private sector issues for social change.
ML 535
Organizational Theory and Leadership (1.0 course)
In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to
enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant
within various types of organizational structures and cultures.
ML 540
Political Leadership: Theory and Practice
(1.0 course)
Analysis of leadership perspectives in selected
political systems and other organizations. Special
focus on significant leadership theories and leaders,
past and present. Most theories studied are
interdisciplinary and relevant to business and nonprofit organizations as well as to politics.
ML 545
Decision Making and Leadership (1.0 course)
Review of the decision-making process-the setting,
goals, and contingencies-as it affects leaders and
leadership. Analysis of arguments and explanations;
analysis of basic statistical concepts and their
relationship to decision making. Assessment of major
social decisions, past and present-their intentions,
consequences, arguments, explanations, and
justification.
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ML 550
Communication, Decision Making, and Technology (1.0 course)
Analysis of the role various forms of digitally-mediated
communication play in our society and how communication, decision
making, and leadership have been altered by these technologies.
Students examine how they can engage and manage these processes in
their organizations.
ML 557
Language of Leadership (1.0 course)
Students analyze language from a variety of rhetorical and
sociolinguistic perspectives and learn to make judgments about
rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction;
speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of
persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across hierarchical
levels in organizations.
ML 560
Developing a Multicultural Perspective (1.0 course)
This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include
improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic
groupings, and awareness of key issues facing those groups.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An
interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to
leadership, women and careers, and women in society past and present. The course is intended to enhance the
analytical and leadership skills of the participants.
ML 580
Colloquium on Contemporary Theories of Leadership (1.0 course)
Selected contemporary theories of leadership presented by instructors
who participate in the seminar. Emphasis on critical thinking,
discussion, written analysis. Prerequisite: One-year coursework in
MAL program and ML 510.
ML 592
Thesis/LAP Consultation (0.5 course)
A series of meetings with a faculty thesis/project adviser, taken
simultaneously with ML 594 Leadership Research Seminar II. Graded
on PIN basis. Students not completing the thesis/application project
during the same term in which they are enrolled in ML 594 are
required to pay a continuation fee for each subsequent term until the
Thesis/LAP is completed.
ML 593
Leadership Research Seminar I (0.5 course)
First half of a two-course thesis capstone sequence for the MAL program to be taken in a student's last two consecutive
terms or after the student has completed at least five electives and ML 510. This course provides each individual the
opportunity to develop a research topic, to synthesize previous study and work experience, and to demonstrate an
understanding of the program's principles. Graded on a PIN basis.
ML 594
Leadership Research Seminar II (0.5 course)
Continuation of the "capstone" seminar, taken following the student's registration in ML 593 Leadership Research
Seminar I. This seminar focuses on the methods of inquiry and results of individual projects. By the completion of the
seminar, students should have made significant progress on their thesis or Leadership Application Project. Graded on a
PIN basis.
ML 597
Non-Thesis Independent Project (1.0 course)
Major written project to be completed in an area of the student's choice, 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. Students
who do not complete the project during the term in which they are enrolled are required to pay a continuation fee for
each subsequent term until the project is completed.
ML 598
Independent Study* (1.0 course)
Provides directed independent study in an area of the student's choice. Open to students who have completed at least
three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed
by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the
course.
ML 599
Special Topics (1.0 course)
Study of selected topics in leadership that are not
treated extensively through current course
offerings. Specific topics will be published prior to
registration.
*A student may count only one of the following
for credit toward the MAL degree: ML 597 or ML
598, except with permission of the MAL program
director.
Please refer to the Thesis/LAP and Non-Thesis
Project booklet for additional information.
Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must
have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum
cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Applicants
holding a master's or other advanced degree from accredited colleges or universities are admissible. Should an applicant
not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case
basis. Applicants to the program must have three years of experience (or equivalent) with one or more organizations in
a position of leadership or position demonstrating leadership potential.
Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee.
Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are
handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of
candidates will be made on the basis of an evaluation of each applicant's:
I Previous college record
I Letters of recommendation
I Experience and organizational background
I Written statement
I Interview, if requested
To apply, the following materials must be submitted to the MAL Program Office:
I Completed application form
I $35.00 non-refundable application fee
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Recommendation letter and checklist from an immediate supervisor, assessing leadership potential
I Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work-style
leadership potential
I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred
I Official transcripts from all graduate institutions attended, listing 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.
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The Augsburg College MAL Program Office encourages qualified applicants from other countries. International
applicants should keep in mind that classes meet on alternate Saturdays and that students can take only two classes for
a yearly total of six classes. With this schedule students can complete the required course work in less than two years.
See Admission Requirements for a description of the admission process, selection criteria, and work experience
requirements.
Application materials required for international applicants are:
I Completed application form
I $35.00 application fee (non-refundable) payable in U.S. dollars
I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations
I Completed Declaration of Finances (see below for further information)
I Letter of recommendation in English from an immediate supervisor, assessing leadership potential
I Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style
and potential as a leader
I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken,
marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an
evaluation center
I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 590
Applicants may be asked to participate in an interview with graduate program faculty and/or staff members, if the
applicant is in the United States.
Students and their financial sponsor must complete
a Declaration of Finances as part of the application
for admission, along with appropriate certifications.
In accordance with federal regulations, students on
F-1 visas must provide reliable documentation that
they have financial resources adequate to meet
expenses while studying at Augsburg.
NOTE: Additional information may be needed to
issue an I-20 or J-1 for students admitted to the
MAL program. Information requested for the I-20
or J-1 will not be used to make an admission
decision.
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EVALUATION STANDARDS
Evaluation of academic performance in the MAL program will
be based on number grades using a 4.0 point scale and as defined
below.
Courses not offered on the numbered grading system are noted in
the course descriptions in this catalog as being graded on PIN basis.
In order to receive a grade of P, a student must achieve at least a
grade of 2.0. No more than two courses with a grade below 3.0 will
count toward the degree. No more than two courses with a grade of
or below 2.5 can be repeated. Only the credits and grades earned the
second time are counted in the grade point average.
4.0
Achieves highest standards of excellence
3.5
3.0
Achieves above basic course standards
2.5
2.0
1.5
Achieves the minimum passing standard
1.0
Performance below basic course standards
0.5
0.0
Unacceptable performance (no credit for the course)
P
Achieves at or above the 2.0 level (not computed in grade point average)
N
Does not meet minimum course standards (no credit and non-punitive-not computed in grade point average)
W
Grade given when a student withdraws from a course after the deadline without notation on the record
Incomplete grade given when student is unable to complete course requirements for reasons beyond the
student's control. (To receive an incomplete, a student must file a petition with the MAL Program Office
stating reasons for the request, the plan
and date for removing the incomplete
grade, the signature of the instructor, and
any other necessary documentation.)
ATTENDANCE POLICY
Because leadership issues are presented, discussed
and analyzed in the classroom, regular attendance is
highly important and should be considered a
responsibility, not only to one's self, but to one's
classmates and course instructor.
ACADEMIC PROBATION AND
DISMISSAL POLICIES
Students must maintain a 3.0 cumulative grade point
average. If a student falls below a 3.0 average, the
student will be placed on probation for the following
term. A 3.0 cumulative grade point average must be
restored in order for a student to be removed from
probation. If a student receives a grade of N or 0.0 in a
course, the student must petition successfully with the
MAL Advisory Committee before being allowed to
continue in the program. A plan for the student to
follow would be outlined at that time. If a second
grade of N or 0.0 is received , the student may be
dismissed from the program by the MAL Advisory
Committee. Students may also be dismissed by the
MAL Advisory Committee for behavior detrimental to
the program, such as a gross violation of college policy
(as published in the Student Guide). Dismissal would
occur only after established procedures were followed.
CREDIT FOR PRIOR EDUCATION
Due to the interdisciplinaiy nature of the courses in the
MAL program, it is unlikely that courses taken
elsewhere may be substituted for a particular course in
the curriculum. Students may petition the MAL program
director for approval of any variation in the curriculum
including the transfer of credit. Transfer credits will be
evaluated on an individual basis.
The only courses that will be considered for transfer
credit are those earned from accredited colleges and
universities, whose course content is comparable to
those in the MAL program. No more than two courses
will be accepted for transfer credit.
CREDIT AND CONTACT HOURS
Each full-credit graduate course in the MAL program is
the equivalent of four semester credits or six quarter
credits. Students meet in class a total of 28 hours and
are responsible for a significant amount of individual
study and preparation.
ENROLLMENT POLICY/ LEAVES OF ABSENCE
Students may take either one or two courses per
trimester. Enrolling in two courses per trimester
enables a student to complete the coursework in the
program within two years. All students are required to
complete all components of the program within five
years. Extensions beyond five years will be considered
on the basis of petition to the MAL Advisory
Committee. Students who leave the program for more
than one trimester must request a leave of absence in
writing from the MAL program. A leave of absence may
be granted for one calendar year. Time spent on an
official leave of absence will not count toward the fiveyear deadline for degree completion.
LAST DAY TO WITHDRAW FROM CLASS
The last date on which students may withdraw from a
class and receive a "W" on their records is published
annually in the MAL Supplement.
STUDENT RIGTHS
The College has adopted a statement of student rights
and responsibilities and has provided for due process
in the matter of disciplinary action, grievances, and
grade appeal, as outlined in the Augsburg College
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Catalog and the Student Guide. Students have a right to experience
education without discrimination.
The Family Educational Rights and Privacy Act (FERPA) of 1974, as
amended, provides certain rights to students regarding their education
records. Each year Augsburg is required to give notice on the various
rights accorded to students pursuant to FERPA. A copy of Augsburg's
policy is published in the Augsburg College Catalog and in the
Studertt Guide distributed to students.
Augsburg College understands that no information other than
"directory information" can be released without the written
permission of the student. Students must give permission in writing
for educational information to be released to anyone outside of the
official personnel (faculty and administration) at Augsburg. This
means that faculty or others cannot write letters of
support/recommendation or nominate students for awards unless
explicit written permission is given by the student to release non"directory information." It is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's procedures with regard to
FERPA are available from the registrar's office.
ACCREDITATION AND AFFILIATIONS
Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is
accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of
the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions or
that the quality of the educational
programs would meet the standards of
every student, educational institution or
employer.
*The Higher Leaming Commission,
North Central Association
1-800-621-7440 or 312-263-0456
www.ncahigherleamingcommission.org
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A schedule of fees is published separately in the MAL
Catalog Supplement. Tuition is determined annually.
ML 592, ML 593, and ML 594 are half-credit courses
and are charged half of the current full credit tuition. A
continuation fee is charged to students who do not
complete their capstone project during the terms they
are enrolled.
PAYMENT OPTIONS
Various payment plans are available:
1)
2)
Payment in Full:
Due after registration and before the beginning of
the trimester. No finance charge or administrative
fee. Late payment fee $25 . Finance charge of 8%
APR will apply toward any unpaid balance after
the start of the term.
Payment Plan:
A three-payment plan is available each trimester
upon application and after College approval.
Payment plans will be approved only if previous
plans have been satisfactorily completed.
Payments for each trimester are due in three equal
installments. There is an administrative fee of $35
per trimester. No finance charge if paid in full by
end of payment plan. Late payment fee $25.
Finance charge of 8% APR will apply if not paid in
full by the end of the payment plan period.
3)
Company Reimbursement:
Full courses, or equivalent, that are company
reimbursed, require a deposit of $100 per course
reimbursed, with full payment due within 50 days
after the end of the term. An application for
Employer Reimbursement Payment Plan must be
filed once each academic year. Student is
responsible for payment if employer does not pay
for any reason. Finance charge of 8% APR will
accrue on the deferred balance once the term has
begun.
Registration is permitted only if the student's account
for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic
transcripts until a student's account is paid in full. This
also applies to student loans administered by the
College (e.g., Perkins Student Loan). They must be
current according to established repayment schedules.
REFUND SCHEDULE
Students who withdraw from Augsburg College may be
eligible for a refund of a portion of their charges based
on the appropriate refund schedule (except for the
minimum charge of $100 to cover administrative
costs) . Financial aid may also be adjusted for those
students who withdraw from the College or drop one
or more courses and receive financial assistance.
[NOTE: Tuition refunds and financial aid
adjustments are not necessarily made on a one-to-one
basis. For example, you could receive a 60% tuition
refund but have 80% of your financial aid returned.
Be sure you understand the financial consequences of
making adjustments to your registration.]
Students are responsible for canceling courses through
the Enrollment Center in order to be eligible for any
refund. Students who unofficially withdraw (stop
attending) but do not complete the drop/add form are
responsible for all charges. Financial aid may be
adjusted based on the student's last recorded date of
attendance. Refund calculations are based on the date
that the drop/add form is processed.
The refund schedule is effective whether or not a
student has attended classes. All refunds of charges will
be applied to the student account and all adjustments
for aid, loans, fines, deposits, etc. will be made before
eligibility for a cash refund of any resulting credit
balance is determined. Please allow two weeks for
a refund.
-
The refund is a percentage of the full tuition charged,
not a percentage of any deposit paid toward tuition,
e.g. deposits made under the employer reimbursement
payment plan.
For information about refunds and the refund
schedule, see the Payment Information Booklet or visit
<www.augsburg.edu/enroll ..
A per-course tuition refund will be made on the
following basis:
I Through the first scheduled class meeting - 100% of
tuition (less a $100 administration fee if
withdrawing from current term entirely).
I Prior to the second scheduled class meeting - 80% of
tuition.
I Prior to the third scheduled class meeting - 60% of
tuition.
I Prior to the fourth scheduled class meeting - 40% of
tuition.
I No refund after the fourth scheduled class meeting.
Financial assistance is available to degree-seeking
students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of
financial aid through Augsburg College. Two full-credit
courses per trimester are considered full time. One
course is considered half-time enrollment. The
Enrollment Center, 612-330-1046, or 1-800-458-1721,
or <www.augsburg.edu/enrolb, assists students in
assessing financial aid eligibility and offers financial aid
from available alternatives, including the following:
SPONSORED SCHOLARSHIPS
Augsburg actively pursues non-Augsburg funding for
special scholarships. The availability of such
scholarships may enable the participation of
individuals of limited financial means as well as
individuals working for volunteer agencies and other
organizations not likely to provide tuition
reimbursement.
COMPANY TUITION ASSISTANCE PROGRAMS
Many companies, agencies, and corporations offer full
or partial tuition assistance to employees who
participate in work-related or degree-related college
programs. Augsburg College offers a payment plan by
which employees may handle tuition reimbursement.
Students should contact the Enrollment Center to
make payment arrangements using the company
reimbursement payment plan.
BUREAU OF INDIAN AFFAIRS, TRIBAL, AND
STATE INDIAN SCHOLARSHIPS
American Indian students who meet federal, state, or
tribal requirements may apply for these scholarships.
Indian grants generally supplement other sources of
financial aid. For assistance in application, please
contact Augsburg's American Indian Student Services
Program director at 612-330-1144 or your tribal
agency
FEDERAL STAFFORD LOAN PROGRAM
Common Loan Provisions
Borrowing Limits: Graduate students may borrow up
to $18,500 per year with an aggregate of $138,500
(undergraduate and graduate).
A student may borrow from either the unsubsidized or
subsidized programs or a combination of both but
cannot exceed the annual loan limits.
Interest Rates: The annually variable interest rate is
determined by the 91-day T-Bills +2.3%, capped at
8.25% and changes eachJuly 1. For example, the
interest rate from July 1, 2002 to June 30, 2003 is
4.06% for repayment.
Repayment Terms: Repayment begins six months after
you cease to be enrolled at least half time in an eligible
program leading to a degree or certificate. Repayment
may extend up to 10 years.
Deferments: In most cases, deferments are granted for
continued education, disability, and unemployment.
Contact your lender if you think you are eligible for a
deferment.
FEDERAL AND STATE AID PROGRAMS
The Enrollment Center uses standard, nationally
accepted methodology to determine eligibility for
federal and state financial aid programs.
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FEDERAL PERKINS LOAN PROGRAM
A joint Augsburg College-federally funded program
administered through the College for students who
demonstrate financial eligibility No checks are issued,
but the student is required to sign a promissory note at
least once per term. Funds are put on the student
account after the note is signed.
Borrowing Limits: You may borrow up to $6,000 per
year as a graduate student with a $40,000 maximum.
Interest and Repayment: Simple interest of 5% and
repayment of principal begin nine months after you
graduate or leave school. Partial or total loan
cancellation privileges exist for certain types of
teaching, disability and, in certain circumstances,
military service.
Deferments: No interest accrues nor do payments need
to be made at any time you are enrolled at least half
time or for serving three years in the military, Peace
Corps, or VISTA. Contact the Enrollment Center if you
think you are eligible for a deferment.
SELF (Student Educational Loan Fund)
The SELF is administered through the Minnesota
Higher Education Services Offices. Applications are
available from the Enrollment Center and should be
completed by the borrower and co-signer and returned
to the Enrollment Center for further processing. Loan
proceeds are released through electronic funds transfer.
Borrowing Limits: Graduate
students may borrow up to $9,000
per year minus any other student
loan indebtedness. Maximum
graduate borrowing cannot exceed
$40,000 including undergraduate.
The minimum annual loan is $500.
Interest and Repayment: The interest rate is variable.
Interest payments begin 90 days after the loan is
disbursed and continue quarterly thereafter while the
student is enrolled. Principal payments begin in
the 13th month after you leave school.
Deferments: There are no deferments. Contact the
Minnesota Higher Education Services Office regarding
special circumstances and repayment.
TO APPLY FOR FINANCIAL AID
Financial aid application materials are available at
<www.augsburg.edu/enrolb. Applicants must be
admitted to Augsburg as regular students or be
returning students in good academic standing.
The financial aid application will be processed when
the following documents are received:
1)
The Free Application for Federal Student Aid
(FAFSA) or the renewal FAFSA. Apply online at
<www.fafsa.ed.gov>.
2)
Augsburg Financial Aid Application (for new
students)
3) Federal income tax return(s) .
FOR FURTHER INFORMATION, CONTACT
Enrollment Center 612-330-1046, 1-800-458-1721,
enroll@augsburg.edu, or <www.augsburg.edu/enrolb.
ABOUT AUGSBURG
HISTORY
Augsburg was the first seminary founded by Norwegian
Lutherans in America, named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530.
Augsburg opened in September 1869 in Marshall, Wisconsin,
and moved to Minneapolis in 1872.
CAMPUS LOCATION
Augsburg's campus is located in the heart of the Twin Cities,
surrounding Murphy Square, the first of 155 parks in the "City
of Lakes." The University of Minnesota West Bank campus and
one of the city's largest medical complexes-Fairview
University Medical Center-are adjacent to Augsburg, with the
Mississippi River and the Seven Corners theatre district just a
few blocks away.
ACCESSIBILITY
Augsburg College has made a major effort to become one of the
most accessible campuses in the region. Skyways, tunnels, and
elevators provide accessible connections among major
buildings-student housing towers, the Christensen Center,
main academic and administrative halls, the library, and the
music building. In addition, there are programs for students
with learning, physical, and psychiatric disabilities.
CHURCH AFFILIATION
Augsburg is a college of the Evangelical Lutheran Church
in America. It has a diverse community with many strong
religious traditions represented among the students, faculty,
and staff, including Lutheran, Protestant, Roman Catholic,
Jewish, American Indian spirituality and thought, Buddhist,
and Islamic faiths.
NON-DISCRIMINATION POLICY
Augsburg College, as affirmed in its mission, does not
discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status,
status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs, except
in those instances where religion is a bona fide occupational
qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity
can be directed to the Office of Human Resources, CB 79,
Augsburg College, 2211 Riverside Avenue, Minneapolis, MN
55454, or 612-330-1023.
-
LEADERSHIP STUDIES FACULTY
Faculty who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate
professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining
a faculty member with professionals from relevant fields. All of the program's faculty have extensive experience
teaching adult learners.
ANDREW AOKI, Associate Professor of Political
Science B.A., University of Oregon; M.A., Ph.D.,
WILLIAM D. MORRIS, Assistant Professor of
Political Science B.A., Oakland University; Ph.D.,
University of Wisconsin.
Carnegie-Mellon University. President, Decision
Resources, Ltd.
JOHN BENSON, Professor of Religion B.A., Augsburg
College; B.D., Luther Theological Seminary; M.A., Ph.D.,
Columbia University.
NORMA NOONAN, Professor of Political Science;
Director of the Center for Leadership Studies and
the MAL Program B.A., University of Pennsylvania;
CASS DALGLISH, Associate Professor of English B.A. ,
M.A., Ph.D., Indiana University.
College of St. Catherine; M.FA., Vermont College; Ph.D.,
The Union Institute.
JOSEPH A. ERICKSON, Associate Professor of
Education B.A., M.A., College of St. Thomas; M.A.,
Luther Northwestern Theological Seminary; Ph.D.,
University of Minnesota.
MAGDALENA PALECZNY-ZAPP, Associate Professor
of Business Administration B.A. , M.S., Academy of
Economics, Warsaw; Ph.D., Academy of Economics,
Krakow, Poland.
CATHERINE PAULSEN, Instructor of Psychology
B.A., St. Olaf College; M.A., Lone Mountain College.
ROBERT C. GROVEN, Assistant Professor of Speech/
Communication and Theatre Arts B.A., Concordia
College-Moorhead; M.A.,j.D., University of Minnesota.
CURTIS PAULSEN, Associate Professor of Social
Work B.A., St. Olaf College; M.S.W, University of
Minnesota; Ph.D., Fielding Institute.
GARRY HESSER, Professor of Sociology and Director
of Metro-Urban Studies B.A., Phillips University;
DIANE PIKE, Professor and Chair, Department of
Sociology A.B., Connecticut College; Ph.D. , Yale
M.Div., Union Theological Seminary; M.A., Ph.D. ,
University of Notre Dame.
University.
DAVID LAPAKKO, Associate Professor of Speech/
Communication, and Theatre Arts B. A., Macalester
MILO A. SCHIELD, Professor of Business
Administration B.S., Iowa State University; M.S.,
College, M.A., and Ph.D., University of Minnesota.
University of Illinois; Ph.D., Rice University.
VELMA J. LASHBROOK, Instructor
JOHNS. SCHMIT, Associate Professor of English and
Associate Dean for Adult Programs B.S., St. john's
B.S. , Iowa State University; M.S., Illinois State University;
Ed.D., West Virginia University. President, Strategy
Implementation Associates.
ROSEMARY LINK, Professor of Social Work, BA.,
B.A., University of Southampton, Post graduate diploma
& C.Q.S.W , University of London; Ph.D., University of
Minnesota.
THOMAS MORGAN, Professor of Business
Administration and Vice President for Enrollment
and Market Development B.S.,juniata College; M.B.A.,
University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
University; M.A., University of New Orleans; Ph.D., The
University of Texas-Austin.
KATHRYN SWANSON, Professor and Chair,
Department of English B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
JOSEPH VOLKER, Instructor of Psychology B.A.,
University of California-Irvine; M.A., Ph.D., University of
Minnesota. Licensed psychologist at MDA Associates.
AUGSBURG
LOCATION MAP
+
AUGSBURG CAMPUS MAP
6th Street S.
Master of Arts in Leaderhip offices
Visitor Parking
Augsburg campus buildings
Student /Staff Parking
Butler Place
~Interstate 94 West
Interstate 94 East ~
Show less
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to Augu... Show more
augsburg in the summer
Augsburg College offers a varied summer curriculum
that includes courses in 18 academic disciplines
as well as internships and independent studies.
A detailed listing of courses begins
o n page 8.
-
summer session I
May 27 to June 27
summer session I
July 7 to August 7
summer session info
Course loads in Summer Session:
Students may take up to two courses in
each session. However, W E C students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Unless otherwise
indicated, all courses carry a value of
one course credit. O n e Augsburg course
credit is the equivalent of four semester
credits and six quarter credits.
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Course levels: The first digit of the
about
augsburg
Augsburg College is a fouryear, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
The small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational
activities.
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended primarily for
freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual faculty members.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg.edu/summer
Augsburg College
Campus Box 143
2211 Riverside Avenue
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612-330-1025 (Academic Advising)
eligibility
Persons in good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Internships: In addition to those listed,
' N o ]th C s ~ t ~Association
ul
of Colleges and Schools, Cor~anissionoil h~stittitionsof Highel Ed~icutini~,
312-263-0456. Web site <wtmu.i~cociheerg>
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1148 for more information.
Students accepted for Summer Session
are not automatically granted admission
as regular students of Augsburg College.
Those wishing to begin a degree
program at Augsburg should apply to
the Office of Undergraduate
Admissions, 612-330-1001, or the
Weekend College Admissions Office,
612-330-1743.
-
calendar
I1 students may begin to register for
>ummer ~ e s s i h ncourses o n April 7.
Web registrarion will remain open
until May 2 (Session I) and June 13
(Session 11). Web registration hours
will be 9 a
p.m. daily. Augsburg
students are encou;aged to use Web
registration. Non-Augsburg stud--+.
must reglster In person at tfieF
Enrollment Center between 8:31
a.m.-4:30 p.m. M-F (extended hours to
6 p.m. o n the first and secona.day of
#classes for each session; open .Thursdays
12-4 p.m.). The Enrollment Center is
located in Sverdrup Hall. We
recommend that you schedule your
courses as early as possible.
;*
3-
If a discrepancy is found between this
catalog and course information found
through AugNet, AugNet should be
considered the most current, and thus,
correct.
Students registering for Summer
Session I must complete their
registration by May 27.
Students registering for Summer
Session 11 must complete their
registration by July 7.
Augsburg students will be billed through
Student Accounts. Non-Augsburg
students must pay 50 percent of tuition
at the time of registration. All students
must be paid in full by May 9 for
Summer Session I and June 20 for
Summer Session 11. Tuition must be
paid in full (see calendar), or you will
be dropped from your course(s).
Augsburg students who have unpaid
balances from previous terms must
pay these balances before they may
register for Summer Session.
Change in Registration: Many courses
fill early and courses with low
enrollments will be canceled one week
before the first day of the session.
Students who cancel their registration
prior to the first day of the session must
complete a drop/add form at the
Enrollment Center (this must be done
in person). There is a charge of $100.
For refund information please see
schedule of refunds o n next page.
A late fee of $75 will be assessed for
students who register after the first day
of the term. No Session I registrations
will be accepted after May 30. No
Session I1 registrations will be accepted
after July 10.
m
rn
ummer ruu3
sessZon I session I 1
map of augsburg
:UUJ aummer
Session courses is:
$1320 for full-credit courses
$660 for half-credit courses
Audits are charged at the tuition rates
listed abov
financial aid
F
No aid is given iur a u l u l l l r l Session I as
it runs concurre
with the WEC
spring trimester
dl!
led in Summer
WEC stude
Session I1 may be eligible for financial
aid if their course load is at least 1.0
-a
Eligibility for SummLL
Session attendees
Students who maintain half-time status
(as defined by the program in which they
are enrolled) are eligible to apply for
financial aid.
Day program
Students enrolled in either Session I or
11, or both sessions combined may be
eligible to apply for financial aid if their
course load is at least 1.5 credits over the
two sessions.
..b
Lig!?
---A:-
TO
*
avvlv
-- .
L
The only forms of financial aid available
for Summer Session attendees are the
Federal Pell Grant (for students who
meet eligibility requirements) and
student loans. The financial aid priority
deadline for Summer Session is April
15, 2003. Visit the Enrollment Center
Web site to download an application
form at <www.augsburg~edu/enro~~>.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2. Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
(November through March)
4, Edor-Nelson Athletic
Field and Seasonal Air Structure
5. Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss. Lobeck, Miles, Center for
Wonhip. Drama &Communication
9. Sverdrup Hall
10. Husby-Slmmmen Tennis Couris
I I. Ice Arena
12. Development, PR/Communications.
and Alumnimarent Relations
13. Lindell Library
14. Maintenance and Grounds Shop
15. Moriensen Hall
16. Murphy Place
17. Murphy Park
18. Music Hall
19.New Residence Hall
20. Old Msin
21. Anderson Hall
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Melby Hall
27. Sverdrup-Ofledal Memorial Hall
28. Umess Hall
campus location
PARKING INFORMATION
A-Visitor Parking
B. Resident Parking
C. Commuter Parking
D. FacullylStafflCommuter/Resident
Parking
E. Resident Parking
F. Resident Parking
G. Admissions/Faculty/StaffParking
H. FacultyIStaff Parking
I. Visitor Parking
J . FacultyISlaff Parking
K. FacultyIStaff Parking
L. Visitor Parking
M. Faculty/Staff/Commuter Parking
N. Faculty/Staff/Commuler Parking
0. Fairview-University Parking Ramp
3 5 W from the NorthTake Washington Avenue exit and turn left o n
Washington (turns right onto Cedar Avenue), turn left
at Riverside Avenue, right at 21st Avenue South.
1-94 East from MinneapolisAugsburg College, as affirmed in its mission, does not dtniminote o n the basis of race, color, creed, religion,
national o r ethnic origin, age, gender, sexual orientation, marital status, status with regard to public msistance, or
disability in its education policies, admissions policies, scholarship a n d loan programs, athletic andlor school
administered pmgrams, except in those instances where religion is a bonafide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees a n d its students.
Any questions concerning Augsburg's compliance with federal o r state regulations implementing equal access a n d
opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, C B 79,
Augsburg College, 221 1 Riverside Ave , Minneapolis, M N 55454. She can be reached by telephone,
612-330-1023; or by e-mail, <wadeb@augsburg.edu>.
Take 25th Avenue exit, turn left at 25th Avenue, turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside Avenue,
turn left at 2lst Avenue South.
3 5 W from the SouthFollow the 1-94 St. Paul signs (move to right lane after
each of two mergers). Take 25th Avenue exit and turn
left at Riverside Avenue, turn left at 2lst Avenue
South.
session I
Please refer t o
may 27 to june 27
http:llaugnet.augsbu~~g.edu
for
the m o s t c u r r e n t classroom i n f o n n a t i o i ~ .
Kapoor
ECO 1 1 3 - S
Principles o f Microeconomics
location
An introduction to microeconomics: the theory o f
perspcctivdskill:
and
the household, f i r m , market structures, a n d income
6-9:30
BUS 3 3 1 3
Financial Management
ART 132-S
Topicr related to theory acclulsiti
Photography
Raschke
.,<.., ~ visual
r
T h e camera u... ,
,,
,
,
,
,black a n d white
creativity and expression
and nianagcment, SOL
lncl 11:
short-term funds, can
,sts/huogetin:.,
Ieueragc,
distribution. Application o f elementary economic
Z O 112 o r 113, a n d MPC; 3)
independently o f E C O 110 o r 112. E C O 112 and
(Prereq.: A C C 221,
35 m n i , single-lens reflex camera. Estimated cost o f
6-9:30 11.m
MWF
O l d M a i n 26
113 may b e taken in either order.
(Prereq.: M P G 2 )
f i l m , etc.: $200
Perspcctive/SI
6-9:30 p i n
Old Maill 4
BUS 3794
Quantitativ
Isaacson
A n i n t r o d u c t ~ o nt o quantitative
reasoning
PerspcctivJSkill:
Social W o r l d 1, 2
8:30 a . m -noon
?; TI1
Suerdnrp 201
to assist
students i n reading and interpreting clnta Topics
Life Drawing
include descriptive measures, probability, sampling
-
T h i s course w ~ l ~l n t r o d u c et l ~ estuclent t o the
distributions, estimation, and I~ypotliesistesting
EDC 2 2 0 3 (.5 c r e d i t course)
w i t h emphasis o n a~>l>licdp r o b l c ~ n sin business and
E d u c a t i o n a l Technology
eC,IllOIlIICS.
Y o u w i l l be cxposed to basic theories o f
ART 247-S
methods anti tcchniqucs o f drawing the humar
form through tlie use o f live moilels Emphasis w i l l
bc placed o n dc\,clopnicnt o f perceptual drawing
( P r ~ r c i ~ .M: I S
skills to accurately render tlie h u m a n form i n a
6-9:30 p.m.
spatial e ~ l v i r o n m c n tTopics covered w i l l include:
MKT 2 5 2 3
gesture, prnportio11, foreshortening, skeletal and
~nusculatureanatomy, s l i a ~ l i n gand rendering, and
composition. N O T E : There w i l l be a $50 fee
model.
M, W
Erickson
Become skilled in some o f tlie digital tools used in
today's schools. Learn h o w t o choose appropriate
Meziou
Principles o f basic policy and strategy issues i n
M,W
O l d M a i r ~18
H i s t o r y o f U.S. F o r e i g n R e l a t i o n s
8:30 a m -noon
M, W
Suerd?up 2 0 4
Kader
emphasizing changing definitions o f war a n d peace,
tensions between internationalism a n d
isolationism, the emergence o f the U.S as a n
ENG 2 2 5 - S
Swanson
I n t r o i l u c t i o n to business activities, basic concepts
and f u ~ i d a m e n t a l so f accounting, the accounting
cycle, a n d preparation o f financial statements
8:30 u.111 -11uor1
M, W
O l d M o i r ~2 9
BUS 2423
Principles o f Management
Cerrito
D e w l o p n i e n t u f the theory o f management,
organization, staffing, planning, a n d control. T h e
stresses style a n d organization, the process o f
Gilsdorf
A n i n t r o J u c t i o n t n macroeconumics: national
income analysis, monetary and fiscal policy,
~ n t c r n a t i i n i a tmde.
l
Application o f clcmcntary
ecc~nomict l i e o ~ yto current economic prohlerns.
May be taken indcpendcntly o f E C O 113 o r 110.
Staff
A survey o f U.S. foreign relations f r o m the
American Re\,olution through the C o l d War,
Effective W r i t i n g ( E N G 111). Its workshop format
Principles o f Accounting I
I
H I S 33223
T h i s course builds o n the practices a n d methoils o f
..
112.
Principles o f Macroeconomics
evaluate their learning w i t h tlie Director o f tlie
Center for Service, W o r k , a n d Learning.
Satisfactory conipletion fulfills the Augsburg
Experience (AE).
educational settings.
a n d technological factors as they affect proiluct,
O l d M a i n 17
A C C 221-S
Old M a i n 23
G S T 009-S
Cooperative Education
Olson
Cooperative Education is a w o r k experience related
to a student's m a j o r / ~ n i n o r o r career interests, b u t
n o t done f o r academic credit. T h e goal is f o r
applications o f theories a n d tcchniqi~esfor
Intermediate Expository W r i t i n g
. .
?: T I \
communication, selection, e\nluation, a n d researcl~.
Suerdl.~ip 2 0 6
Principles o f M a r k e t i n g
6-9:30 p,nl.
western
it^^^
stuLlcnt\ t o n1lp.y t l i c ~ ~ rr,)) pr.I.rlLc III 1111i~~)pr<)vc.l
\vc,rk seulng. Sru.lunt> ser tmrn.ng peen ~tn.1
1
price, p r o m o t i o n a n d distribution decisions.
Perspective: Aesthctics
6-9:30 p m.
)0 o r 370 a n d M P G 3 )
marketing. Legal, ethical, competitiue, economic
payable o n tlie first day o f class for the cost o f the
to American thought by w o m e n and people o f
color.
theory t o market policy. M a y b e taken
and dividend policy
photographic processes. Students need access t o a
Stein
revision, self a n d peer evaluation, a n d the
M,W
O l d M a i n 13
0
Studies
Rrspective/Skill: W r i t i n g
T
6-9:30 p.m
I N S 105-S
Introduction to American Indian
relationship henveen reading a n d writing.
(Prcreq.: E N G 111)
4-7:30 p.m.
economic a n d military power.
TI1
Old Main 26
Weston
T h i s course is intended t o intrucluce students to
American I n d i a n Studies. Concepts and topics t o
E C O 112 a n d I 1 3 may he taken i n c ~ t l i eo~r ~ l e r
ENG 2 5 1 - S
(Prcrcq.: M P G 2)
Readings in A m e r i c a n L i t e r a t u r e
Perspecti\-e/Skill: Western Heritapc
An introduction t o selected texts o f literary and
contemporary issues, a n d tlie arts Minnesota
historical importance that yield a n ~ ~ n d e r s t a n c l i n g
Indians w i l l bc emphasized where appropriate.
1 4 3 0 p.111.
M, W
Soerdrlil~202
be covered include, alnong others, history,
Clayton
language, culture, literature, policy, images,
nature o f a u t l ~ o r i ~ accountability,
y,
responsibility,
o f o u r Western heritage a n d contemporary
Perspective/Skill: Intercultural Awareness I
a n d analysis o f thc professiunal manager
American worldviews Themes could include the
6-9:30
6-9:30 p . m
T; Th
Music 2 4
emergence o f a national identity, the shaping o f a
collective American memory, a n d the contributions
pm
M, W
Old M a i n 23
b
session
I may 27 to june 27
r
W S 1991399-S
Internship
hallenge of balancing economic development,
~ ~ I C I . Lharmony,
I
and envi~onmentalsustainability.
faculty sponsor, and site supervisor design a
learn~ngagleenient plan that links classroon~
theory, the liberal arts perspectives and graduation
skills with the opportunities inhcrent in the
internship. The student must complete a lear~iing
portfolio based on the internship. Student should
consult with the faculty sponsor regarding
requirements and get permission to register. P/N
grading
4ASL 101-S
Beginning Sign Language I
Mikkelson
An introduction to denf culture and the signs and
syntax of ASL Students obscrve the demonstration
of signs, practice their own signing, and learn the
facial expressions and hociy langi~ageneeded to
co~uniunicateclearly with denf and har<i.of.hcaring
people.
Perspective/Skill: Inrerculturnl Awareness
6 4 : 3 0 p.11~.
?; W Th
Old Maill 2 9
SPA I l l - S
Kingsley
Beginning Spanish I
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish, introduction to tlic culture of the Spanishspeaking world.
Perspccti\.dSkill: Intercultural Awareness
8:30 a in.-! 1 a.m.
T; K( TI1
Old Mnit~2 6
There will be weekly excursions to explore the river
in the Twin Cities and meet with local policy
~nakersand stakeholders. Students will report to
the class on a research project on a topic of their
choosiny.
Perspectiw/Skill:
linking, Social World 1 or 2
6-9:30 p.m.
Old Main 2 7
n
!
i
SWK 699(D)-S
Comparing Family Practice, Child
Welfare & Social Services i n the U S N K Link
This is a n international travel experience. T h e
course provides both an overview of social policy,
family, and child welfare services in England and
an opporti~nityto observe the approach to social
work practice with families and children. Students
pal ticipate in an orientation to the European
Union and British social services at Augshurg then
PSY 362.!
Abnormal Psychology
Hanson
An introduction to psychological disorders and
treat~nent.
"SY 105)
(Prereq.: PT" '^'
6-9:30 p.m
,
ww ,
Old Main
25
REL 3 7 0 3
American Indian Spirituality
and Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philosophy
of North Anierican Indians arc studied. Tribal
similarities and differences are explored, as are tribal
relationships with nature, religious o\rersight of life
cycles, sacrcd ritual ceremonies, and beliefs in an
afterlife.
(Prereq.: ENG I l l , junior standing, and REL 111,
221, or 331)
Pcrspectivc/Skill: Intercultural Awareness 1 or
Christian Faith 3, Writing
6-9:30 p,nl.
T TI1
M~rsic22
travel to Bristol University, England, for tlie
program. Participants work with American and
British students, faculty, and community
practitioners. The course inclu~lcslccturcs and
visits to a variety of agencies and student have
British tutors for in-depth analysis of policy and
practice in (their choice): healthcare, child welfare,
and family service Orientation in June, travel to
UKJuly 2-17, August debriefing. Undergraduate
students !nay apply to their department chair to
take this course as a n independent study. For Inore
information contact Rosemary Link at 612.3301147.
S P C 329-S
Intercultural Communication
implications for conimunication, including
differences in values, norms, social interaction, and
code systems.
6-9:30 p.m.
POL 2 4 1 8
Environmental and River Politics Underhill-Cady
This coursc explores thc politics and policies
relating to the communities and ecosystem5 of the
Upper Mississippi River watershed Issues co\rerecl
include controversies about river pollution, tlie lock
and clam system, rcgional water supply, flood
control, cconomic development in the river
corri~lor,farming practices, and energy production.
In r e ~ a r dto each of these, the class will examine
REL 4 9 0 3
Topics: Vocation and the Christian Faith Tranvik
What are lily gifts! What are the needs of the
comniunity! What am I called to do? In this course
we will reflect on these questions using the Bible,
the Cl~ristiantradition, literature, film, and popular
culture as our guides.
(Prereq.: REL 111, 221 or 331)
Pcrspecti\,e/Skill: Christian Faith I, 2, or 3
Lapakko
This coursc explores cultural differences and their
7: Tit
Old Main
13
S P C 4803
Public Relations/PromotionaI
Com~nunication
Hanson
Public relations in the modern world of
communication, marketing, government, and
business. An overview of public relations as a career
and a survey of basic promot~onalcommunication
in profit and non-profit organizations.
6-9:30 p m.
M,
W
Old Mair~16
session I 1 july 7 to august 7
Please refer to http:llaugnet.augsburg.edufor the most current classmom information.
'
A R T 33023
Graphic Design ,
Allen
This course is a n advanced study of the graphic
Bollman
Irawing course. Students work
This is a first
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and
design of typography and visual imagery for print
~ r o d u c t i o nusing the comuuter. Studies include
identification of
blems and presentation
B U S 4 9 5 N A L 599-S
Topics: Leadership through
Influence: Coaching and Consulting Lashbrook
The purpose of this course is to explore how to
lead through influence rather than authority. We
to client.
will examine consulting and coaching models to
determine appropriate processes and practices. You
(Prereq.: A K
will have opportunities to apply these models
critiques complete I
lrning experience.
through both consulting and coaching assignments.
Perspective/Skill A
.ire
(Prereq.: senior or graduate student status)
6-9:30 p.m
6-9:30 p.m.
A R T 11823
Painting
.S
Bollman
In this first level painting course, students learn
Principles of Accounting 11
Kader
A continuation of ACC 221. Introduction to cost
M,
W
Suerdrup 206
MIS 1 7 5 3
Principles of Computing for Business Isaacson
An introductory course to develop understanding
basic understanding of the science behind issues
present and in the future.
(Prereq,: MPG 2)
Perspective/Skill: Natural World 2
8:30 a.m.-noon
D
I
7; Th
Science 3 15
@
E D C 2061566-S
DiversityNinnesota American Indians Gresczyk
This course examines human diversity and Iiunian
relations. It fulfills the Education Department
human relations and Minnesota American Indian
requirements and is a n option within the licensure
program.
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
accounting for manufacturing. Basic concepts and
of basic computing concepts and specific skills in
fundamentals of managerial accounting, planning
using microcomputer software (Windows, Word,
critiques complete the learning experience.
and controlling processes, decision-making, and
Perspective/Skill: Aesthetics
behavioral considerations.
Excel, Access, Power Point, e-mail and the Internet).
Emphasis o n solving business related problems
E D C 4801580-S
School and Society
using software.
(Prereq.: MPG 3)
Emphasis on points of view about the role of
school in modern society, relationships with
T; Th
6-9:30 p.m.
A R T 225-S
Graphic Design
Old Main 17
(Prereq.: ACC 221)
8:30 a.m.-noon
I
Allen
1; Th
Old Main 29
6-9:30 p,m
This course is a n introduction to the principles and
B U S 24023
Personal Finance
techniques of graphic design using page layout
Introduction to personal financial planning and
software. Emphasis will be placed on designing
with text and image.
budgeting, credit management, income taxes,
Perspective/Skill: Aesthetics, Speaking
estate planning.
6-9:30 p m
M ,W
Foss 22B
Kapoor
insurance, real estate, investments, retirement, and
6-9:30 p.m
M,
W
Old Main 2 6
This course addresses the designed environment,
the intentionally designed laces in which we live.
We will investigate arcliitecture, landscape
architecture, and urban design; class sessions
consist almost exclusively of walking tours and site
visits to prominent examples of design excellence.
(Prereq.: for upper division-an art, history, or
urban studies course, and E N C 111)
Perspective/Skill: Aesthetics or City; Writing (upper
division only)
1 4 3 0 p.m.
M, W
Science 123
Foss 22A
marketing. Legal, ethical, competitive, economic,
and technological factors as they affect product,
price, promotion, and distribution decisions.
T; Th
Old Main 2 7
B U S 34023
H u m a n Resource Management
Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; effective integration of the worker
with the goals of the firm and society.
(Prereq.: BUS 242)
6-9:30 p.m.
M, W
Music 2 4
of operating functions taught from a managerial
viewpoint with examples from various industries
and sectors.
(Prereq.: BUS 242)
T; TI1
Meziou
This thought-provoking course examines those
issues and activities unique to marketing in an
international setting. Emphasis is placcd o n
adaptation of a marketing nix according to the
B U S 4403
Cerrito
Strategic Management
Concepts and principles related to the management
6-9:30 p m
M K T 466-S
International Marketing
Music 2 4
international markcting environment.
(Prereq.: MKT 252)
6-9:30 p.m.
M, W
M, W
Suerdrup 1
Erickson
parents and community, collaborative models,
leadership, and professional development. Serves as
final theoretical preparation for student teaching
Fieldwork experience.
Principles of basic policy and strategy issues in
6-9:30 p in
A R T 2491349-S (with H I S 2491349-S)
Designed Environment
Anderson
T; Th
MKT 2 5 2 3
Principles of Marketing
6-9:30 p.m.
(Prereq.: PPST and admission to department)
Perspective/Skill: Social World 1 and 2 , Writing
8:30 a in -nooil
CHM 100-S
Chemistry for Changing Times
Gyberg
This course introduces basic chcmistry concepts in
the context of numerous science-hnsed issues in our
everyday lives with the goal of students having a
Svrrdrup 17
EED 2 0 0 3
Elementary Education Earth Science
Stangl
This course is designed for elementary cclucation
majors and includes earth science "hands-on"
inquiry based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensu re.
5:30-9 p.m.
Old Main 2 7
M, W
M, W
Old Main 4
B
E N G 2821482-S
1 9 t h Century British Novel:
Investigating the Victorian Thriller
Liddle
This course studies the novel of suspense, mystery
and terror i n ~ ~ t h . c e n t l l B
ry
~fron, ~
~
~~~~k~~~~~~~
in
century to ~~~~~l~ a t its
~
~
~
ften challenging and sometimes subversive,
vels drew intense public scrutiny by raising
issues that politer domestic fiction hardly hinted at.
We will read several of the best of these thrillers,
investigate the culture that produced them, and
work to determine why they have continued to
appeal to successive generations of readers.
(Prereq.: ENG 111)
Perspective/Skill: Wester
+r
1+:3(
HIS 2 4 9 1 3 4 9 3
1
A R T 2491349.;
Designed Environment
.cimball
This course addresses the designed environment, the
INS 2 6 0 3
Contemporary American Indians
Weston
This course examines the situation of American
intentionally designed places in which we live. We
Indians in the United States since the Indian
will investigate architecture, landscape architecture,
and urban design, both in class and in site visits to
prominent examples of design excellence.
Reorganization Act of 1934. Emphasis is o n current
Underhill-Cady
A n introduction to the workings of the course
issues such as tribal sovereignty, treaty rights,
system in the United States, focused on the concepts
reservation economics and Indian education.
of power, justice, rights, and freedom. Topics include
studies course, and ENG 111)
Perspective/Skill: Intercultural Awareness
leducation.
war on terrorism, criminal and civil law, torts,
Perspective/Skill: HIS 349-City or nesrurtics;
6-9:30
(Prereq.: for upper division-an ar
.itage
^
:rdrup 206
POL 1 7 0 4
Law i n the United States
ory, or urban
p m.
M,
W
Old Main 13
Writing (Upper division only)
civil rights and civil liberties in the context of the
racism and discrimination, and environmental law.
Guest speakers will include local lawyers, judges,
civil rights activists, and police
Perspective/Skill: Social World 2 or 3
M A L 5 9 9 B U S 495-S
Topics: Leadership through Influence:
Coaching and Consulting
Lashbrook
G S T 00923
Cooperative Education
Olson
Cooperative Education is a work experience related
6-9:30
p m.
?; Th
Old Main 23
The purpose of this course is to explore how to lead
not done for academic credit. The goal is for
Internship
Olson
A work or service experience in which the student,
students to apply theory to practice in a n approved
faculty sponsor, and site supervisor design a learning
examine consulting and coaching models to
work setting. Students set learning goals and
agreement plan that links classroom theory, the
determine appropriate processes and practices. You
evaluate their learning with the Director of the
liberal arts perspectives and grnduation skills with
will have opportunities to apply these models
through both consulting and coaching assignments.
This course surveys the most important
(Prereq.: senior or graduate student status)
religiousness and spirituality. Topics include the
relationship between science and religion; the nature
to a student's majodniinor or career interests, but
Center for Service, Work, and Learning. Satisfactory
completion fi~lfillsthe Augsburg Experience (AE).
the opportunities inherent in the internship. The
student must complete a learning portfolio based o n
the internship. Student should consult with the
through influence rather than authority. We will
6-9:30
M, W
p.m.
Sverdrup 206
INS 225-S
for the abuser. Includes information about school
Introduction to Islam
Kader
The course covers the ideological foundations of
health education and services.
Islam, its basic concepts and tenets, Islamic law
p.m,
M only
Music 22
Shariff
A survey focusing on the nation's adjustment to
industrialization and urbanization, the emergence of
ASL 1023
Beginning Sign Language 11
over the life course; conversion; religion and coping
with stressful life events; religiousness, physical
Mikkelson
motivations and attitudes; forgiveness; meaning-in-
(Shariah), Islamic economic and political systems,
syntax of ASL. Students observe the demonstration
of signs, practice their own signing, and learn the
life; and gratitude.
(Prereq.: PSY 102 or PSY 105)
and lsla~nicpatterns of life.
Perspective/Skill: Intercultural Awareness I
facial expressions and body language needed to
communicate clearly with deaf and hard-of-hearing
1 4 3 00m
p m.
M,W
I N S 255-S
Paideia Seminars
Music 23
64:30
p.m
T W( TI1
Old Main 2 9
Kaufman
SPA 11223
Beginning Spanish 11
the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial
developed by Mortimer Adler. Seminar topics
and ethnic diversity, and the impact of affluence.
Perspective/Skill: Western Heritage, Critical
emphasize selections that help students to think
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
critically, understand timeless ideas, listen carefully,
and question thoughtfully.
Spanish, Introduction to the culture of the Spanishspeaking world.
Perspective/Skill: Critical Thinking
Perspective/Skill: Intercultural Awareness
6-9:30
p.m.
7; T h
Old Main 18
8:30
a.m.+ p.m.
July 21-25
Old Main 18
7; TII
Old Main 25
people.
Perspective/Skill: Intercultural Awareness
Students will participate in a series of seminar
discussions following the Paideia seminar format as
Thinking
health, and well-being; religion as culture; religious
An introduction to deaf culture and the signs and
6-9:30
HIS 2 2 2 3
2 0 t h Century United States
psychological theory and research related to personal
religiousness and spirituality; religious development
permission to register. P/N grading only.
6-9:30
Tix
and nurture of religiousness; the neuropsychology of
faculty sponsor regarding requirements and get
H P E 1153
Chemical Dependency (.5 credit)
Broek
An analysis of chemical abuse and what can be done
PSY 2953
Topics: Psychological Research o n
Religion and Spirituality
8:30-11:OO a.m.
?; W Th
REL 1 1 1 3
Introduction to Theology
Staff
An introduction to the academic discipline of
Old Main 2 6
theology and to the dialogue between the church
and the world that concerns Christian doctrine.
(Not accepted for credit for students who have taken
REL 331).
Perspective/Skill: Christian Faith 2 or 3
6-9:30
p.m.
?; Th
Old Main 10
'
center for
global education
REL 3 2 0 4
Buddhism a n o L n
(See full descriptior
nlry m 1 nailand
Holt
:r offerings through Center
for Global Educatic
:he end of this section)
SWK 6 9 9 3
Assessment a n d U~agnosisi n
Mental Health Practice
BoisenByers
T h ~ course
s
examines assessment and d~apnnslsof
rl nn
mental health in individuals. Emphasis is
--
understanding mental health disorders fr,
systems and ecological perspective as well as
understanding bio/psycho/social influences o n
incidence and course.
6-9:30 p.m.
M,W
SPC I l l - S
Introduction to Public Speaking
~ r d n r pLUL
Groven
This course teaches both the theory and practice of
creating public speeches. It focuses o n preparation,
organization, audience analysis, style, listening, and
overcoming speech anxiety.
1 4 3 0 p.m
7; TI1
SPC 3 5 1 3
Argumentation
Swcrdrup 202
Groven
Develops critical thinking skills by study of the
summer II:international courses
upcoming program:
REL 320: Buddhism and Christianity in Thailand
During this course the focus will be primarily o n the encounter of these two
world religions, Buddhism and Christianity. A special opportunity o n this
course will be participation in the international conference, "Religion and
Globalization." Representatives of many world religions will consider the
implications of globalization for religion and vice versa. We will have lectures,
class discussions, readings, and conversations with Thai people, visits to
amazing Buddhist temples, and some other experiences just for fun. As a
result of this course, students will encounter a culture and religious situation
very different from the Upper Midwest, and have a n opportunity to think
C
critically about the meaning of being Chris$n, Buddhist, or any other
*
8
tradition in a religiously and culturally plur'al worl
(Prereq.: REL 111, 221 or 331)
Perspective/Skill: Christian Faith
theory and practice of argument, evidcnce, fallacies,
and refutation. Includes how to build and analyze
arguments in everyday life.
Perspective/Skill: Critical Thinking
6-9:30 p.m,
7; TI1
For information and other possible
for Global Education at
-
summer session
application form
Summer Session applications are available online at:
<~~~.augsburg.edu/enroll/registrar~
then click o n
"Download Registrar Forms."
Show less
¡a
/¡
Those last few lazy, hazy, crazy days
reparing ths lall issue brings home
the realiLy that summer is nearly
gone. Poet Elinor Wylie described thls
time of year as "summer, so much too
beautiful to stay"; and we also must
come to grips with the ephemerality of
lhe season, as hot and ... Show more
¡a
/¡
Those last few lazy, hazy, crazy days
reparing ths lall issue brings home
the realiLy that summer is nearly
gone. Poet Elinor Wylie described thls
time of year as "summer, so much too
beautiful to stay"; and we also must
come to grips with the ephemerality of
lhe season, as hot and dry as this one
has been in Minneapolis.
Life is differenl on campus during
the summer. As most students and many
faculty depart for travel, research, work,
or vacatÌon, completely different
populations arrive to keep our residence
halls and buildings full.
In this issue, we look at life at
Augsburg during the summer, for a
couple of reasons. One is to illustrate
Augsburg's outreach to populations other
than our college-age students-junior
high and high school students, church
groups, educators, and other
þ
f
organizations. Photos from their campus
activities tell their stories.
PIus, many ol our own communit-y
who are not here these three months
miss the chance to see the campus at its
most beautiful, when flowers surround
the benches and the canopy of trees in
the quad offers a welcomed respite from
the ci.ty's heat.
After hearing a number of comments
on how especially beautifui the campus
looks this summer, we invited the
Augsburg community to wander around
with cameras and capture on film the
places or settings that were especially
appealing to them. See our feature called
"Home Sweet ... Campus."
Lest we bestow too much attentlon
on place, we are reminded on our
Auggie Thoughts page thal the real
future of this College is not in a splendid
campus, but in the "nurture of
distinctive attitudes toward truth and
life, toward God's good creation, and His
beloved human famÌ1y"
This was written by President
Emeritus Oscar A. Anderson tn a I976
column in which he eloquently discusses
the impact on Augsburg made by his
predecessor, Bernhard M. Christensen.
We reprint thls column as we mark
the t00th anniversary of the birth of
Christensen in October.
Enjoy the few remaining days of this
"too beautiful" season.
Ww
Betsey Norgard
Letters to
the editor
¡F ongratulations on your great innerL.ity involvemenl program, especially
on the Cedar-Riverside School and the
Tiinity Lutheran Church Wednesday Night
Out program. These are "textbook
examples" of the kinds of things that make
for real social change and lasting peace
and understanding in the world.
It was for the same reason that as an
Augsburg undergraduate my reaction to
the assassination of President Kennedy was
to start the Children's Groups program at
Augsburg. We went door to door in the
neighborhood signing up the children and
then met with them weekly in small
groups for crafts and games and social
interaction. I don't know how long the
program lasted after I left but I've kept up
my involvement with kids having taught
for 35 years (15 of them with gifted kids).
I'm also very involved in ecological causes,
supporl the Museum of Tolerance, and
have worked against the death penalty But
after reading the summer AugsburgNow,
I've never been so proud to be an alumna
of Augsburgl Carry on-the world needs
you. By the wa¡ what are you doing about
ecological issues?
Editor
-Cathenne
tr
(Wehner)
O sman'
65
Editor's note:
,s
We'll respond to Ms. Osman abour ecology
in our curriculum, but would also enjoy
hearing from alumni who are working
with ecology and environmental issues for
a future stor;r
s
o.
We welcome your letters!
Please
write to:
Editor
AugsburgNow
2211 Riverside Ave., CB 145
Minneapolis, MN 55+54
Many members of the Augsburg community, such as this in-line skate¿
take time out to enjoy summer's colors on the College câmpus. Turn to the
stor¡es on pages 1O and 12 to explore life at Augsburg during the summer.
E-mail: now@augsburg.edu
Fax: 612-330-1780
Phone: 612-330-llBI
Letters for publication must be signed and include
your name, class year, and da¡ime telephone number
They may be edited for length, clarity, and style.
I
AvcsBuRG Now
Vol.64 No. 1
Fall 2001
Features
Augsburg Now is published
quarterly by Augsburg College,
22ll Riverside Ave., Minneapolis,
Minnesota 55454.
Summer in the City ...
at Augsburg
Betsey Norgard
Editor
Kids and teachers, wrestlers, and musicians
Lynn Mena
1
spent their time on campus this summer.
Assistant Editor
Kathy Rumpza
Graphic Designer
llllilliam V. Frâme
President
Dan Jorgensen
Director of Public Relations and
Communication
2
Nancy Toedt'94
Director of Alumni and Parenr
Relations
Opinions expressed h Augsburg
Now do not necessarily reflect
I
rssN l058-1545
6
E
E
ü
official CoÌlege policy
Postmaster: Send correspondence,
name changes, and address
Augsburg
C olle ge, øs
ffirmed
in its mission, does not
iliscriminøte on the basis of race,
color, creed, religion, national or
ethnic origin, age, gender, sexual
orientation, mdrital status, status
with regard to public assistance,
or disability in its education
p olicie s, admissions p olicies,
scholarship ønil loan programs,
athletic andlor school
ailminis tere il pro gr ams, e xcep t
ín those instances where reli$on
is a bona fiile occupational
qualiJication. Augsburg Colle ge
is committed to providing
reøsonable accommo ilations to
its employees and íts stuilents.
www.augsburg.edu
the Augsburg campus.
The Apartment: Campus
Living for Today's Students
by Judy Petree
Campus liJe is changing as colleges seeh to heep
students on campus with new independent,
ap ar tment- style re sidenc e halls.
corrections ro: Augsburg N ow,
Office of Public Relations and
Communication, 221 I Riverside
Ave., Minneapolis, MN 55454.
E-mail: now@augsburg.edu
TÞlephone: 612-330-1 181
Fax: 612-330-I780
Home Sweet ... Campus
Aphoto essay descnbes the sumnterbeauty on
1
9 trr" Legacy of Mayo Savold
Departments
2
Around the Quad
I
Sports
21
Alumni News
23
26
32
Homecoming Preview
inside
back
cover
Class Notes
Auggie Thoughts
Calendar
On the cover:
Ph o to gr aph
e
r
Er Lh
tenb ahh en
of
conversation on the Augsburg
quad. @2000
Stenb ahhen/
str:nbahhen.com
50 percent recycled paper (10 percent post-consumer waste)
S
caught a quiet moment
t
a
I o
t ¡¡ I
Augsburg receives $500,000
from UlLM. Keck Foundation
A
a
O
The 2001
Christensen
Symposium
Augshurg College News Service
A;å::ä,1ä:.
a half
million-
dollar grant by the
WM
Keck
Foundation of Los
Angeles to support
the development of
statistical literacy
Prof'Miloschield
as an
interdisciplinary
curriculum in the liberal arts. This
interdiscipiinary project will help bridge
the gap between formal mathematical
statistics and informal critical thinking,
beiween experimental studies and
observational studies in the physical
sciences, and between the sociai sciences
and the humanities.
The goal of this project is to reform
the teachÌng of statistics to include the use
of observationaliy based statistics. Milo
Schield, business administration professor,
is the project leader and organizer of the
proposal.
This is the first time the WM. Keck
Foundation, one of the top national
science funding foundations, has awarded
a grant to Augsburg College.
John Knight, director of corporate and
foundation relations, calls this "groundbreaking" for the College. Guided and
driven by Augsburg 2004, Augsburg has the
opportunity to forward its vision through
this project, create a new dlscipline that
informs and is informed by orher academic
disciplines, and extend the value of this
work to instructors across the U.S.
During the three-year project, Schield
will be responsible for writing a statistical
iiteracy text that is useful to students and
usable by faculty in various disciplines.
There will also be a phase for training
teachers and testing materials. Elght other
faculty members will be team-teaching
wirh schield.
This project will introduce new ways
of thinking about age-old problems in
statistical education and ultimately in al1
ol undergraduate education,
Augsburg Concert Band tours lreland
StalJ photo
fhe 65-member Augsburg
I Con..tt Band toured ]reland
for 12 days in May, perlorming
aL
schools, churches, and pubs. Led
by Professor Robert Stacke'71,
the tour also included
performances by the Augsburg
JazzEnsemble and Gospel Praise.
The tour wasn't all
performances. "We really tried to
build the students not just in
performance, but educationally as
well," Stacke said. Guided
The Augsburg Concert Band performs at Colaiste
informational tours in Derry
Muire School, a secondary school for girls in Ennis,
Dublin, and Calway were just a
Augsburg student band members Brendan
few of the stops along the way
Anderson and Ben Duane were also played
This tour, "Music of the Americas,"
For photos of the Augsburg Concert
featured works by composers throughout
Band in lreland, r,rsit <www.augsburg.edu/
the Americas (including ArgentÌna, Mexico,
music/lreland>.
Cuba, and the U.S.). Compositions by
September 23-24,2001
"Global and Local Neighbors:
Christian Faith across Cultures"
o
o
T:i,13,:i,."
à
Symposium features
a leading scholar of
!
;l
Õ
U
world Chrlstianit¡
Dr. Lamin Sanneh,
the D. WillisJames .
Dr. Lamin Sanneh
Professor of
Missions and World
Christianity at Yale University
A naturalized U.S. citizen, he was
educated on four continents. He has been
actively involved in Yale's Council on
African Studies and is an editor-at-large of
the ecumenical weekl¡ The Christian
Century. His work includes more than
100 articles on religious and historical
subjects, and several books.
This year's Christensen Symposium
features a musical worship celebration on
Sunday, Sept. 23, with choirs from global
cultural traditions. Dr. Sanneh will
present the homily FollowÌng this service,
conversations about global Christianity
will continue in smaller groups.
Sunda¡ September,
23-
"Celebrating Christianity in Global Cultures"
3:30 p.m.-Hoversten Chapel, Foss Center
Musical worshlp celebration with
choirs stemming from Liberia, lndia,
Oromia, Latin America, the Hmong
tradition, and the Agora Ministries
Choir. Homily by Dr. Lamin Sanneh.
5 p.m.-Foss Center
Group conversations, "Getting to Know
Our Neighbors: A New World to
Explore." Join discussion with
Christians from different parts of the
world.
6 p.m.-East Commons, Christensen Center
Light supper-RS\? to
Monda¡ September
6
l2-330-1 160.
24-
"Race, Culture, and Chrìstian Mission"
10 a.m., Convocation-Hoversten Chapel,
Foss Center
2
,+UGSBURG NoW
Fall 2001
.1
I
The Maroon & Silver Society leads the way
Aîi*tï.ffiïTffiiî:;::T'
In appreciation for their
leadership opponunity for Augsburg
alumni and friends to help current
students. Maroon 6¡ Silver Society donors
pledge to sponsor an Augsburg
scholarship for four years, with gifts
ranging from $1,000 to more than
$10,000 per yeat.
Augsburg College has steadfastly
maintained its commitment to keeping an
Augsburg education affordable for the
broadest range of diverse and talented
students. Toda¡ 81 percent of Augsburg
students receive some form of financial
assistance, made possible in part by the
generosity,
generous financial commitment of
Maroon 6¡ Silver Society members.
"The Maroon 6¡ Silver Society is the
College's highest fundraising priority,
needed to create a solid foundation of
annual financial suppoft essential to
attracting and retaining outstandi.ng
meet students
benefiting from
students," explains Donna Mclean,
director of The Augsburg Fund, the
College's annual fund. "Charter members
of the Maroon & Silver Society encourage
others to join them Ìn building the 'living
endowment' provided by an annual
Augsburg continues to provide students
with an academic and spiritual
foundation that not oniy prepares them
for their life's work, but also to lead as
thoughtful citizens," say Maroon 6¡ Silver
Society members Philip '79 and Julia
(Davis) '79 Styrlund. "We are committed
fund."
Maroon 6¡ Silver
Society members
will be invited to
special Maroon 6q
Silver events and
receive special
updates from the
president on the
College's
progress.
Members will
also have the
opportunity to
their support at
an annual event.
"As alums,
we are proud to
watch
President and Mrs. Frame hosted the Maroon & Silver Society
inaugural event in June at Augsburg House. (L to R) Mert Johnson
'59, JoAn Johnson, President Frame, Anne Frame, Normâ Hall, and
John Paulson.
as
to doing our part to insure that today's
dynamic and talented students have the
same opportunity we had to obtain an
outstanding education at Augsburg."
For information, call Donna Mclean,
director of The Augsburg Fund, at 612330-1179 or I-800-273-0617; or send
e-mail to <mclean@augsburg.edu>.
YFI hosts church leaders
F\r. Martrn Martv
lJ*u, one of the
o
o
s.
Þ
r^
featured speakers at
the Youth and
Family Institute's
fourth annual
Augsburg and the StepUP program volunteer advisory board
will recognize Tad and Cindy Piper for their leadership gift
toward an endowed position in the StepUP program at a
special event on Oct. 26, at7 p.m. in Hoversten Chapel. Earl
Hightower, noted authority on addiction intervention and
international
ecumenical
conference this
summer, which
brought 155 people
treatment coordination, will be the keynote speaker.
Augsburg's StepUP program is one of only three such
programs in the country and unique in several aspects. lt
assists Augsburg students in recovery from alcohol and drug
addiction in achieving academic success.
For ticket information, call Kara Malmgren after Sept. 1
612-330-1405.
from nine major
denominations,
representing six
countries.
at
The Rev. Martin Marty
Fall 200f
,4ucssunc
ñrow
3
Around the Quad
The 2001 -O2 Augsburg Convocation Series
Race: Dividing and Uniting
f
he lace and shapc ol American society
I is radically ehanging. While racinl
issues have and still do drvrde us and
deserve serious attention, we look for
ways to embrace racial diversity in one
socì.ety and internationally that champion
freedom, justice, compasslon, and
Monday, October 22, 200'l
"Counting incidents or Telling Tiagedies?
Writing the History of Worklng Class Race
Relations"
10 a.m., ConvocatÌon-Hoversten Chapel,
Foss Center
equality of opportunity.
November 15*16,2001
THE 2OO1 CHRISTENSEN SYMPOSIUM
"The Influence of Afro-American Culture
on American Music"
September 23-24,2001
"Global and Local Neighbors: ChrÌstian
Faith across Cultures"
Sunday, September,23
3:30 p.m., Musical worship, Hoversten
Thursda¡ November 15
7 p.*., AugsburgJazz Ensemble Concert
Frida¡ November
16
10 a.m., Convocation-Hoversten Chapel,
Chapel, Foss Center-"Celebrating
Foss Center
Christianity in Global Cultures"
Dr. William C. Banfield, Endowed Chair in
Humanities and Fine Arls, associate
professor of music, and director of the
American Cultural Studies Program at the
UniversÍty of St. Thomas. He will use the
Jazz Ensemble to illustrate the role of
Black music in shaping American identity.
5 p.m., Group conversations, Foss
Center-"Getring to Know Our
Neighbors: A New World to Explore"
6 p.-., Light supper, East Commons,
Christensen Center
Monday, September 24
10 a.m., Convocation, Hoversten Chapel,
Foss Center-"Race, Culture, and
Christian Missìon"
Dr. Lamin Sanneh, D. WlllisJames
Professor of Missions and World
Christianity and professor of hÌstory, Yale
University, with choirs represenLing
cultural groups from around the world.
Monday, October 8, 2001
"An Evening with Maya Angelou"
7:30 p.m.-Melby Cymnasium
Dr. Maya Angelou, award-winning poet,
educator, historian, actress, p1a1'wright,
civil rights activist, producer, and
director.
General admission tickets are available
Sept. 15 from TicketWorks at
<wwwticketworks.com> or 6L2-3433390. Free admission for Augsburg
students, faculty, and staff.
4
1+UGSBURG NOW
Monday, January 21, 20Oz
"HealÌng the Violence of Racism"
Chapel, Foss Center
Nontombi Naomi Tutu is program
coordinator, Race Relations Institute at
Fisk Unlversit¡ and instrucior in the
School of Education, University of
Connecticut-Storrs, and is the third
daughter of Archbishop Desmond Tìrtu
Wednesday, February 27, 2002
"The Changing Face of Minnesota and the
Twin Cities: The Contribution and
Consequences of RaceÆthnicity from the
Census 2000"
l0
Cultural Quest"
1 1: 15 a.m., MinÌ-convocation-Hoversten
Chapel, Foss Center
Theater Mu, the premier Asian American
theatre company in the Miclwest, will
present taího, the ancient Japanese
expression ol communal unÌt¡ and a
theatre piece explorÌng issues of Asian and
Asian American identity.
THE 2OO2 BATALDEN SEMINAR IN
APPLIED ETHICS
April4-5,2002
"Affirmative Action: Rethinking the
Martin Luther King, Jr., Convocation:
I p.m.,-Hoversten
Tuesday, March 19, 2002
"Theater Mu: Drumming, Ritual, and
a.m., Convocation-Hoversten Chapel,
Foss Center
Claims olJustice"
Thursda¡ April4
"Affirmative Action: Solution or Problem?"
7
p.^., Public lecture-Hoversten
Chapel,
Foss Center
Friday,
April5
'Justice over Time: The Fathers Have
Eaten Sweet Grapes and Their Children's
Teeth Are Set on Edge"
10 a.m., Convocation-Hoversten Chapel,
Foss Center
ll
a.m., Panel discussion
Dr. Darryl Trimiew, dean of Black church
studies andJohn Price Crozer Professor of
Christian Social Ethics, Colgate Rochester
Divinity SchooV Crozer Theological
Seminary He will examine the changing
attitude toward affirmative action and why
justìce is best understood as an ongoing
process over
time.
I
Unless otherwise noted, all events are Jree
and open to the public.
F or
inf orntation, c all
6 1 2 -3 3 0 - 1 1
80.
l1
a.m., Panel discussion
Dr. Tom Giliaspy, Minnesota stâte
demographer
Fall 2OOf
I
Masterworks Chorale sings Martin Lutherthe opera
by Maria rhompson
and have worked with him. Plus, the opera
needs a good-size chorus."
Staglng the U.S. prerniere of Luther at
Central Lutheran Church is no accident.
The production was designed with Central
specifically in mind. "I have visited Central
many times while participating in past
Reformation Festivals," said Tikka. "The
congregational singing was tremendous. I
had never heard anything like it! From
1996 on I had visions of creating
something for Central. Lutlrcr ishighly
inspirecl by this wonderful church which is
at irs best when crowded with spirit-filled
1J*rongtlt to put the two together. But
spend a few minutes with Karì Tikka or
Gracia Grindal and you'll think differently.
Their passion for the Luther production lets
you know that this is something
extraordinary. lt highlights the remarkable
story of Martin Luther, his struggles, loves,
and all-out battles with Satan. The U.S.,
Englishlanguage premiere, wili be at
Central Lutheran Church in Minneapolis,
Ocl25-27.
Kari Tikka, a conductor with the
Finnish National Opera, composed,
condr¡cts, and co-wrote the libretto for
Luther. Gracia Grindal '65, professor of
rhetoric at Luther Seminary, serves as the
.translator and artistic director for the U.S.
premiere. Composed originally in Finnish,
the production prerniered in Helsinki,
Finland, to sold-out performances and
excellent reviews in December 2000.
The six Finnish National Opera
prÌncipals lrom this production will
perform in Minneapolis, joined by
Augsburg's Masterworks Chorale and a
26-piece orchestra. For Masterworks,
Augsburg's choÌr of alumni, students, and
cclnrnrunrty lriends. Lhis is a rare
opportunity. "The connection with Gracia
and our Lutheran heritage makes this a
perfectly natural ht," says Peter
Hendrickson '76, director of Augsburg
choral activrties, "and I l<now Kari Tikka
Fall 2001
<www.luthersem. edu/Luther>.
Mana Thompson is director
oJ
I
cotnmunication
at Luther Seminary.
voices."
¡F\pera. Luther. You may have never
Luther Seminary's 2001 Reformation
Festival. It is presented by Luther
Seminary, Central Lutheran Church,
Augsburg College, the Finnish National
Opera, and Lutheran Brotherhood.
Tickets can be ordered through
TicketWorks-$ 12.50 for general
admission, and $10 for students and
seniors. Visit <www.tlcketworks.com> or
call 612-343 -3390. For additional
inlormation on Luf he r, visit
Tikka had been thinking about a
production on Martin Luther for quite
some time and is convinced that Luther
has a lot to say to those of us in the 2lst
century. "This theme-Luther-has been in
my mind for more than 20 years," he said.
"Luther's theology has been vitally
important to me. Salvation is 100 percent
God's gift. Faith, too, is a gift. After reading
much of Luther 7 realized I had gone
through similar tnals and tribulations. I
wrote thÌs opera so that many would hear,
see, and understand that God in his son
Jesus has gone through all of our battles
and won for us llberty."
Unlike most operas, the audience is
encouraged to sing along in Luther.
Between scenes the audiences sing
several of Luther's hymns.
Congregational choirs will be "planted"
throughout the sanctuary to lead the
singing.
Although Luther's theology and
life story have been in print for
nearly 400 hundred years, this is a
first in the form of an opera.
"Opera is a wonderlul way to tell
stories," said Tj.kka. "It's not only
music. It's also theater. It's visuallÌghts, costumes, sets-and it's llve.
Opera can touch the mind and
soul in ways that words alone
cannot. At its best, opera can be
psychoanalysis or pastoral care."
Luther is the centerpiece of
!
c
Martin and Katie Luther are portrayed by Finnish
National Opera singers in the production to be staged
at Central Lutheran Church in October,
,4ucsnunc
ruow
5
Women of action to speak at Augsburg
AUGSBURG COLLEGE WELCOMES
four dynamic women to camplls ¡his fall:
Sarah Weddington, the attorney who
snccessfully argued Roe y. Wade before the
U.S. Supreme Court; Dr. Maya Angelou,
accLaimed author, poet, actor, and activist;
Dr. Ruth Westheimer, a psychosexual
therapist; and Judy Shepard, mother of
hate crime victim Matthew Shepard.
Built around issues of diversity, the
"Women in Action" speaker series is
sponsored by the Augsburg Student
Activities Councrl (ASAC), with support
"WOMEN IN ACTION"
For times and location, see the calendar on the inside back cover
Tuesda¡ September
l8
Sarah Weddington
"Some Leaders are Born Women"
I
from other campus departments and
Monda¡ October
Anthony Shane Florìst. The four women
bring messages of strength and action to
their presentations-Maya Angelou's
Dr. Maya Angelou
"An Evening with Maya Angelou"
Ticket info: www.ticketworks.com or 612-343-339O
creative gifts and experience, Judy
Shepard's message of tolerance, Sarah
Weddington's articulation of leadership
roles for women, and Dr. Ruth's humorous
treatment ol contemporary issues.
The events are free and open to the
public, with the exception of Angelou's
presentation. Tickets for "An Evening with
Maya Angelou" are available through
TicketWorks, 612-343 -3390 or
<www. ticketworks.com>.
o
o
Tuesda¡ November 6
Dr. Ruth Westheimer
"Sexually Speaking with Dr. Ruth"
Thursday, December 6
Judy Shepard
"The Legacy of Matthew Shepard"
Social Work
ñ
students visit
Slovenia
I
,c
Six Augsburg graduate and
undergraduate social work students
spent two weeks in Slovenia with
Professor Laura Boisen studying family
and child welfare services as compared to
those in the U,S. Next summer Slovenian
students will come to Augsburg as part
of the ongoing partnership with the
University of tjubljana.
Pictured in the dining room of Prof. Gabi
Cacinovic Vogrincic are: (back row, L to R)
Prof. Lea Bohinc, University of Ljubljana;
Prof, Laura Boisen; Erika Rosted; Tanja
Medvesek; Charley Price; Nin Sadovsky,
Simona Hrvatin; (front row, L to R) Kristy
Bleichner; Lyra Peterson; Prof, Vogrincic;
Tina Mihic; Dragana Kojic; Robin Hesser,'
(kneeling) Rachel Olson; V¡oleta Potocnik.
6
,+UGSBURG NoW
Fall 2001
-
A conversation with Maya Angelou
by Thomas B, Howard, tr,,'O2
RECENTLY HAD A CHANCE
to speak with Dr. Maya Angelou
in anlicipation ol her visil Lo
Augsburg. Excerpts lrom that
conversation follow.
TH: My first question ... what do you
leel is one o[ the most important issues
facing today's college student?
MA: There is a full length of issues and it
is hard to say which is most important. I
think we are in a kind ol moral crisis in
our countr)¿ Young men and women have
had a scarcity ol people to pattern after;
that is, role rnodels are few and far
between when 1t comes to morality I will
probably speak at length about heroes and
sheroes because I think people live in
direct relation to whom they have access.
And, I'm sorry to say, a number of young
people have chosen as their rnentors and
role models mega stars-a lot of people
who are featured in the tablords and on
the silver screen and so for¡h. Quite often
those are people who wouldn't give a fig if
those young people lived or died.
So, my encouragement is to look in
the family, look in the church, look in the
synagogue, in the temple; look around the
school, Iook in history for people who had
enough courage to live lives that mean
something ... [a lifel that 1s uplifting and
encouraging and healing. I think that that
'is one of the crises.
TH: Many students go to school
thinking "I am going to school so I can
get a job," not "I'm going to school to
learn a vocation." What are your
thoughts on vocation versus just getting
a job, and how have you defined your
vocation?
The young
man or woman
a
who follows her
passion or follows
his heart is more
likely to succeed
than the person
who follows the
paycheck. If you
find something
you love to do
and you stay in
school and you get the training in how to
do it, then it is likely you will succeed,
and in every way That is following the
passion. Reall¡ it is likely you will do well
financially and in other tangible ways il
you follow your heart and your passion.
That is when vocation really is your
calling-it is more than a 1ob.
fauna. So arnong human beings there is
diversity among looks and personality
and attitudes. It is wonderful to have
those, we are enrichecl. We are made to
see ourselves and others, rnade to see
ne\M things. To hear new ways of
describing the sunrise makes you see
the sunrise with a dilferent value.
We should have it in our lives and
understand that the tapestry of iife is
made up of many colors and threads.
No color is rnore valuable than the
other or less. No thread more precious
or less than the other. They all make up
the tapestry of life.
TH: Diversity has become al¡uzz t-errn
lately and in some ways may become a
cliché. How do you define diversity and
MA: My encouragement would be to
give out a song-a spirirual, which is
There is a BaIm in Gilead. It's wonderful.
(Singinþ There is abalm tn Gilead, to heal
s
s
what role does it play in a human being
becoming more tolerant?
MA: Just the use of the word has reduced
what it originally meant, much like love,
I'm sorry to say Love is the most powerful
condition on the planet and maybe in the
universe. I love those socks. I love that
sitcom. It is sad that diversity has fallen
prey l-o that as wel1.
The truth is, it is in diverslty that we
enrich our lives. That is true in one family,
it's true in a house. Il we had a house that
had one color, the interior one color, and
no rellef 1n sight, it would just run us
rnad. If we ate the same meals at breakfast,
dinner, and supper-I knoq I seem to be
reducing the large meaning to something
that is meaning less, but i am afraid it is
TH: What guidance would you offer
college-age students who are fearful
of change and yet have the desire to
help others and to make a difference?
the sin sich soul. There is a balm tn Gtlead,
to make the wounded whole, to mahe the
wounded whole. If vou cannot preachlihe
Jesus, and cannot singlihe Paul, you can
tell the world of Jesus and say he díed t'or
all. There is abalm ín Gilead.
I did not thrnk of the verse as
much as I thought ol the refrain-there
is a balm, the idea is in their coming to
a place where they can find the ba1m,
which can heal not only their sÌtuation,
but prepare them to heal the world. I
-Thomas
Howard'02 is a senior in
social worh and is the major events chair
the Augsburg Stu(lent Activities
Council, co-commissioner o.f Queer and
Straight in Unity, and a McNair Scholar.
for
not meaningless.
MA: I have many I am happy to say I am
writer, that's how I deline myselI, br-lt on
the other hand I am a teacher. I used to
think I was a writer who could teach, but
over the last few years I think I am a
teacher who writes. I do love to teach.
Fall 2001
a
We physÌcally and intellectually and
spintually need diversity. God has
For the complete interview, visit the Now
Ortline at <www augsburg. edu/now>.
provided us with the diversity of the
seasons and the diversity of flora and
,4ucs¡uRc
rr¡ow
7
Swenson earns top coach
honors, named to new
athlgtic position
byDon stoner
ïen to earn
Athletic Hall of
Fame honors
by Don Stoner
Chafles
fl
ugsburg College wrestling
AÏ3':ïif,".'J.i:i.l'iläî::ff ;:,,
Ar
r coach
,,,r, r-rr. Swenson has
Flheacl
Jell
the annual Athletic Hall of Fame banquet.
Ten former Auggre student-athletes will be
inducted into the Athletic Hall of Fame:
received both honors and a new
job this summer.
InJuly, Swenson, who has
coached the Auggie wrestling team
.
.
.
.
.
to seven NCAA Division III
national championships in the last
11 seasons, was named Lutheran
College Coach of the Year by the
Lutheran Brotherhood financial
services firm.
"While there are
a
lot of
Lutheran
rr
colleges' lew nave Deen aDle^to
matchJeff's team tradition of
winning champlonships while
Augsburg wrestling head coach Jeff Swenson (center)
watches the action, along with assistant coaches John
Pena, Dan Lewandowski (to swenson's left), and Scott
whiriey (to Swenson,s right) during the MtAc Team
Duals at Augsburg in February.
successful coaches at
maintaining academic success," said
Swenson was inducted into the Augsburg
David Angstadt, Lutheran Brotherhood's
cnrel marKetrng olïlcer, ln presentlng
-, --- - o tne
'
nonor to t*tttlt
^ ,, nameq
ln /î'ugust, tne LoLlege
5wenson to a newly-crealecl posrtron ol"
lnre'm asslsranr oean 1or arnle*cs ano
recreatron. In [nls posil"ron, >wenson will
.
super\nse tne mens ano womens atnletrc
departments, along with the athletic
.,1
.
,
lacrlrtres deparlmen[. He wlll retarn nrs
wresttlng nead-coacnrng responsrDrlrtres,
but wil give up responsibirities as assistan,
athletic direcLor and College
-o-strength
o and
conclltlonlng coacn
A,1979 Augsburg graduate, Swenson
was nameo wresllrng neact coacn rn 19öu,
and has coached at Augsburg lor 19
seasons (1980-84, l986-present). He
received his master's degree in health from
the university of Minnesota in 1982.
Collese AthLetic HalL ol Fame in 1999.
During his coaching tenure, Augsburg
has earned an NCAA-recorcl seven Division
national championships, and has
finished in the top lour in Lhe naLion 16
times. includins the last l3 seasons in a
row Aussburs has won the Minnesola
TII
Intercollegiate Athletic conference
wrestlinq title l8 times under Swenson, has
linished in the toD lour in the NCAA
Division iII national tournament in each of
the last I 3 seasons, and finished in the top
20 nationally every year since 1971. He
has earned National wrestiing coaches
.
.
.
.
.
Dick Bain'80 (men's hockey)
Jeff Blixt '77 (wrestling)
Greg Boone '81 (men's basketball)
John Fahlberg'68 (football, baseball)
Julie (Goldstein) Yeazle'83 (women's
basketball, softball)
Ronnie Henderson'Bl (men's basketball)
Wllliam Lundgren'73 (men's hockey,
footbali)
Phil Olson '76 (men's soccer)
Carolyn Ross '89 (women's track
and field)
Karen (Sterner) Engel'87 (women's
track and field)
The Augsburg Athletic Hall of Fame
was established in 1973 to recognize male
athletes who made special contributions to
the Coliege's athletlc history In 1989,
female athletes were first inducted into the
hall. Recipients are chosen each year on the
basis of performance in Augsburg athletics,
service to the school, civic and professional
achievements, and leadership.
a
s.
Association (NWCA) Division lll National
coach of the Year honors five times (1983'
I
1991' 1995' 1998' and 2000)'
-Don
stoner is sports ínformation coordinator
Dedication of Edor Nelson Field o Sat., Sept. 22, at 1 p.m. r Augsburg v5. St. John's University
Pre-game brunch and program, 10 a.m., Christensen Center
For information, call Norm Okerctrom, 612-330-1616
8
4UGSBURG NoW
.
Dedication during game halftime
,',
Edor Nelson '39 in a baseball
coaching photo from the 1950s.
Fall 2001
Top student-athletes earn awards
I n May, live Auggies earned Honor Athlctc
I clcsignation, the highest honor the
pnrt ol three Division liI
national title tearns. A
College gives its senior student-athletes.
ln addition, Augsburg Leadership in
Women's Athletics awards were awarded to
seniors Brenda Selander and Cassi Van
Ausdall, and earning Augsburg Male
Athlete o[ the Year honors were Ben Bauer
management
ancl Ryan Mclntosh.
Athletic awards are voted on by
coaches in Augsburg's men's and women's
information systems
major with a 3.0 GPA,
Lewandowski earned
National Wrestling
Coaches Association
Scholar All-America honors twice, and was
team co-captain his junior and senior
seasons.
athletic departments.
2000-01 Augsburg Honor Athletes
Todd Boerboom-
vol1eybal1 and women's
hockey, Rieger earned
A11-MIAC honors twlce
A four-year starter
and Lutheran
1n
football, Boerboom was
a team co-captain his
senior year. A
marketing and
management double
major with a 3.652
grade-point-average, Boerboorn earned
MIAC Academic All-Conference honors
three times, and Verlzon Academic Al1District honors twice.
Jaime
Kingsley-
A team leader in
women's basketball and
cross country, KÌngsley
was a team co-captain
rn both sports her
senior year. In cross
country, she was the
team's consistent No. 4 runner, as well as a
rnember of the track and fieid team for two
years. ln basketball, Kingsley earned AllMIAC first-team honors. An Augsburg
President's Scholar and biology (pre-med)
major with a 3.8 GPA, Kingsley earned
MIAC Academic All-Conference Honor
Roll honors three times. She was a Verizon
Academlc All-District first-team selectÌon in
basketball this season.
Nik Lewandowski earned four AllAmerica honors and four MIAC individual
championshrps, a feat just three other
Auggies have ever accomplished. He was a
Fall 2001
Angie Rieger-An AllMIAC selection in both
Brotherhood Lutheran
College All-Amerlca
mention
honors her senior year.
honorable
hocke¡
Rieger holds every
In women's
single-season ancl career scoring record. She
earned All-Amerlca honors three times and
National Player ol the Year finalist honors
twÌce, in addition to being named MIAC
Player of the Year herjunior and senior
years. An international business major with
a 3.8 GPA, RÌeger earned MIAC Academic
All-Conference Honor Roll honors three
times in both volieyball and hockey, and
became the first Augsburg student-athlete to
earn Verizon Academic All-District firstteam honors in two sports in a single school
year, in volleyball and falVwinter at-large
(hockey) Ìn 1999-00.
byDonstoner
2000-01 Augsburg Leadership in
Women's Athlet¡cs Award Winners
Brenda Selander-Augsbtirg's only threesport âthlele (women's soccer, hocke¡ and
softball), Selander was the team's leading
scorer three seasons in women's soccer,
earning AII-MIAC first-team honors her
senior season. She was a lorward for
Augsburg's wornen's hockey team and a
two-year starting centerfielder for the
softball team. A health and physical
eclucatlon major with a 3.3 GPA, Selander
served as a student-athlete mentor.
Cassi Van Ausdall-A four-year starting
outside hitter for the vo11eyball team, Van
Ausdall earned All-MfAC second-team and
Lutheran Brotherhood Lutheran College AllArnerica second tearn honors her senior
season. A history major wrth a 3.8 GPA, Van
Ausdall earned Verizon Academic All-District
second-team honors in volleybail her senior
year, in addition to MIAC Academic AllConference Honor Roll honors three times.
She is active in Augsburg's FellowshÌp of
Christian Athletes chapter.
2000-01 Augsburg Male Athletes
of
the Year
Ben Bauer-Bauer excelled in both
wrestling and track and field at Augsburg. ln
wrestling, he won a second Division III
national title this year, finlshlng 36-3, and
MIAC individual tLtles at hear,yweight three
tlmes in his career. In track and field, Bauer
Mike Schwalen-
competed in three drfferent weight
A four-year starting
disciplines-shot put, drscus, ancl weight
throw He is an elementary education major.
infielder for Augsburg's
baseball team, Schwalen
earned AII-MIAC
honors in 1999. A
business administration
major with a3.7 grade-
point average, Schwalen has earned MIAC
Academic All-Conference Honor Roll
honors tl-iree times, as well as earning
Dean's List honors each semester. He has
earned Verizon Academic All-DistricL
honors his last two seasons, inclr-rding firstteam honors this year.
Ryan Mclntosh-A four-time AII-MIAC
first-team selection in men's hockey, he
earned All-America honors his fi"eshman
year; he was MIAC Player of the Week fÌve
times and U.S. College Hockey Onllne
National Player of the Week twice. He
made his prolessional debut in April wÌth
the Quad Clty Mallards of the Unired
Hockey League bclorc retulning to
Augsburg to finlsh his biology studies. I
,4ucssunc
Now
9
most stuclents and many
faculty are
^way
for the
surnmer, the Augsburg
campus is far frorn quiet. Many younger students
spend time here-learning how to build Lego
robots, how to wrestle, studying the life of
Monarch butterflies, and playing 1oß of music. A
number of conferences also take place that bring
GEMS (Girls
church groups, international church leaders, and
advanced placement teachers to campus. Here are
some snapshots from summer 2001:
SuUMER
in
Engineering, Mathematics,
and Science)-Augsburg's summer portion
of a Minneapolis Public Schools program
that brings 100 young girls, grades 4-12, to
campus to explore problem-solving projects,
opportunities to present their work, and
ongoing mentoring.
II\ THE CtrY...
AT AIJGSBI]RG
E'
.;t
WRESTLING CAMP-800 elementary through
high school wrestlers attended two week-long
clinics, taught by world and Olympic champion
wrestler John 5mith.
<::
:
ADVANCED PLACEMENT INSTITUTE-Over 100 high school,
middle school, and junior high teachers spent a week honing
their skills in teaching advanced placement courses.
=
'õ
I:-.,:
il
LUTHERAN SUMMER MUSIC CAMP-160 high
school students from across the U.S. spent four
weeks in a musical and spiritual community,
taught by more than 60 faculty and staff.
GET READY!-A week-long camp for 4th-6th graders
from families with little college background. to learn
computer-driven Lego robotics projects, hosted by
Augsburg's library and information technology
department.
SunnuER IN THE CITY...
=:iil:i:l
!
I
I
g
7
,
F
)'
ti
II
i i:::-=-:
j- ¡lú¡!a
ÞÉ!
¡fo
ugsburg College's 23-ocre compus is bordered by on interstote highwoy on one
fuA
ff
äside, ond o mojor city ovenue on the other. This enclosure, combined with the
presence of Murphy Squore, Minneopolis's oldest pork, gives the compus q smolhown
feel, despite ils urbon oddress. Collecied here ore imoges of Augsburg in the summer,
when the compus's beouty provides q colorful bockdrop for reflection qnd relqxotion.
Ë
o
o
h
s.
hs'
N
Mihe Habennantt
ew benches ond flowers provide o respite ond ploce for
reflection (quite literolly) on lhe new Poutz Plozo in front
of Melby Holl (below)
o
o
Fall 2001
6'
ts
o.
"1) O Elements," o sculpture by Henry Londe, wos o gift to the
LColl"g" from Honeywell, lnc. lt wos dedicoted in memory of
'-:+è;'>=--
Ronold K. Speed, vice president for public offoirs ot Honeywell
ond o regent ot Augsburg.
:
w)
Pcntl
Tallq
Êi
m
TTIR{G
D ll.t
H
o
N
kH
t
rom miles oround, the Augsburg logo is now visible on
F the top of Mortensen Holl, thonks to the generosity of
the Lelond Sundet fomily, the Closs of I 999, ond Chuck
Gobrielson'ZZ (deceosed).
l:ãltl¡rdr]
,4ucssunc
Now t5
THE APARTME
CAh4PLJS LTVI
FOR TODAY'S STI]DET\
S
by Judy
n
fl
o
s.
New Hall, which opened in 1999, establíshes
the western edge of Augsburg's campus and
is designed to complement the surrounding
neighborhood.
:
[-t emember what dorm room living was like 10, 20, 30 years
]</ ago-small, cramped rooms that you shared with a roommate
I\tJr two!), setting your alarm cloci< an hour earlier than everyone
eìse on the floor so you didn't have to wait in line to use the shower,
and eating every meal in the school cafeteria? While you still may see
the last remains of the old dorm room style of living, it is more likely
you will see a ne\M style of residence life on college campuses. Like the
legendary phoenix, student housing is risìng fresh and young from the
ashes of its former seif. Resident living on college campuses is evolving
to meet the changing life styles ol today's students, and Augsburg
College is at the cLrtting edge of this rebìrth.
The idea to build a new type ol housing at Augsburg in order to
:
:,
-
.ji
i:1il
drj'l'
r1l!i
iji
arrracr and retain students actually began back in I972-73 with the
construction of Mortensen Hall. Students were involved from the
planning stage on and said they did not want dormitory rooms. Rather,
they wanted apartment-style living, where they couÌd be more
independent. The building, a l5-story high rise, has 13 residential
floors, each with four one-bedroom and four two-bedroom
apartments-a total of 104 apartments housing 312 students.
Kari (Eklund) Logan, a 1982 graduate, said that one of ihe reasons
she chose to attend Augsburg was in part because of Mortensen.
"There were no other prìvâte colleges at that time with on-campus
apartments," Logan said.
In 1993, Augsburg went a step further i,vith the construction of
Anderson Hall, which contains one-person suites; four-person
apartments; eight-person, two-story townhouses, and l5-person
lloorhouses, which allow students in various interest groups or
academic majors to live together.
16
,4ucssuRcNow
Fall 2001
Norv, Augsbrtrg has gone )'er anorher
step i,vith the operring rwo )/ears ago of
Ner'r,Hall (not ¡'et nar.r.recl). This housrng
complex olfers studenrs state-of-the-art
heating and air conditionìng, plr-rs lull
secllnt)r It features
ba1' windor,vs, nìne-
foot ceillngs, kitchens, and nnclergrouncl
parking. The br,rilding is fr-rlly ri lred
throughor-rt lor present and anticipated
l
I
needs
in computel technology.
Sorne
apartments e\¡en come lurnished.
David Graham, prÌncipal partner of
Elness Slvenson Graharn Architects, Inc.,
and a national expert on trends in
student housing, is one ol the deslgners
ol this new hall. He said that neighbors
lir,ing nearby like the Ìdea ol a
residential building defining the edges of
campus.
Neli, Ha1l was placed at the campus
edge to gil'e a leeling of off-campus
living, yet stil1 be close enough so
students can participate in academic ar-rc1
extracurricular activities and part-time
jobs. They have the option to sign fullyear leases, rnaking them true residents
of the nelghborhood. The ph1'siç¿l le6L
for the neighborhood was kept in mincl
when choosing the building materials,
which include residentiall), scalecl
elements, such as brick, stucco, and
architectural nretal.
C(ìl¡
t(
Elness Sr,r'enson
Graharn (ESG)
Architects are also
responsible for the
renovation ol
Sverdrup Hall,
clesign of the ner,v
Paulson Atrium-
Link, and the
upclating of the
Augsburg Campus
It4aster Plan,
oi
lvhich housing Ìs a
key part.
ESG's goal is to
der,elop student
L
S
E'
Tim Elness'89 (right) and David Graham (left) were part of the
Elness Swenson Graham architectural team that designed New
Hall as an apartment-style residence hall to encourage juniors
and seniors to stay on campus.
housing that focuses
on creating an academic village and
url:an diversit;', ¡¡. strengths ol the
College. "We'r'e beer-r tracking Augsburg
College for slx to se\¡en years, and
Augsburg has consistently been
exploring how to get more iuniors and
seniors to sta)¡ on campus," Graharn
saicl. "The goal has been to increase this
number and continue creating a high
quality ol lile to make the campus a
Iiving/learning village.
"lti r unique experience to come to
school and at the same tìrne har,e access
to all the amenities the clties have to
offer," Graham continued. "Augsburg
uses the Ti,vin Cities as a classroom and
an extension of its academic programs."
He saìd the1, þ¿.'. been researching
national trends in student housing ar-rc1
Augsburg is at the leading edge.
Research proves that rvhen a student
lives on campus all four years, they
pârticipate more in extracurricular
activÌties, develop more lasting
iriendships with classmates,
consistently earn higher grades, and are
more llkely to complete their degrees
successfully. Older students become
mentors to underclassmen, whlch
ultirnately impror,es the over-all college
experience.
Obviousl;', this plan has worked at
Augsburg. Ann Klarner, director of
residence life, saÌd that about 50 to 60
percent of Augsburg's da1, popuiation
s\' ¡rl'ESG Ari hilr'r ts
Elness Swenson Graham Architects are working with
Augsburg to develop a long-range master plan for the
Augsburg campus. Here, the concept of a student residence
quad gives the atmosphere of a neighborhood square.
Fall 2001
.4ucsnunc uow
17
tIt
H
H
FTJTURE TRENDS åN
RNSTNEI\ CE LTFT:
According to Graham, a ke;' lactor in
higher eclucation cnrrently' shaping
calnpus planning is the need to replace
physicalll' ancl fr,rnctionally obsolete
resiclential strllctlrres. lr4uch of the
housing ri'as built in the 1950s ancl
1960s ancl sirnpll, no longer meets the
U
J
Some of the apartments in New Hall feature large corner windows and
spacious ceiling heights.
to a Ló percent higher
retention rate, partly due to the addition ol Ner,v Hall.
For Klamer, the value in residential lii,ing lies in the
opportunlties lo¡ students to siudy, plal', 11'e¡51-rip, and grou'
togelher. Augsburg Sen-rinar, the lreshman orientation
program, bases i¡s academic and extracurricular experiences
for lreshmen around the floor groups in Urness Hall.
nor,v ln'es on cal-rìpus, leading
Tim Elness, Elness Swenson Graham's director ol
development ancl a 1989 Augsburg graduate, r'vho was
invoh'ed in the planning oi New Hall, said that being an
alum has enabled him to brìng an rnsider's perspective into
the project.
"We wantecl to ìncrease a sense of place and encourage
junlor
the
and senior students to stay on campus," Elness
saicl. "Hower¡er, we don't wanl to do away with the
freshrnan experience ol dorm 1ife. That experience creates a
collegiate atmosphere."
Elness lived on camplls u'hen the "houses" lvere
still
a
part ol the living experience. For more than three clecades,
upperclass students could choose to live in a number of
residential houses on streets
surrounding the campus.
Manl' of the fondest alumni
memories and lifelong
lriendships developed as
students who livecl together
Happo
in the houses.
needs ol contelrporarl' sluclents.
Graham sees higher educatÌon
movir-rg tou'arcl increasÌr'rg the number
of resiclential students ancl a greater
\'.ìriet)' ol resitlential trppoltrrnities in
apartment-style living ollered to them
ftom lreshnlan through senior 1'earli,ithout the need [o commu[e. The
qualitl' oI r'esidential expcrience a
college or unir,ersity can offer r'i,ill be a
significant factor in student recruÌ[rng.
Features ol resiclential livrng that
Grahan-r envisions include stucly l-ralls
with a 24-hour "cyber café" r'vhere
laptops can be plugged in lrom any
location. The trend, he addecl, is lor
computer accessibility throughout
buildings, thus lessening the need lor
special computer 1abs. He also sees
more fitness centers, "grab and go" food
stores, and "lir,lng/learning" spaces. I
-Judy
Petree is n'tedie relatiotls nlanager.
G¡rls Drcam
Concerns for salety and
cost of maintenance were ihe
major factors that led to a
phasing out of house ìiving
as new residence halls u,ere
bui1t. N4an;' ol the l-rouses
have since been razecl to
make lvay for nerv College
buildings.
"The houses r,vorked r,vell
because they u'ere pliable,
ancl that is hou' the ner'r, hall
t:t"l
,:i.
works," sald Elness.
18
-,'IUCS¡URC ruOW
q
Homecoming was an opportunity for the various houses to compete for
decorating honors. Here, the Kappa House girls show off their Peanuts cartoon
motif at Homecoming festivities during the 1960s.
Fall
2O01
By Amy Funk'03
Testins
I
vocal abilitv is
'
stand"ard fn. ,.'.,
student interested ín
slnging in Augsburg's
choirs, but vocal skills
testing for a band
member? While his
students were often
surprised, it made sense
to Mayo Savold, who
first tested students'
vocal ability before
hearing their
instrumental skills in an
audition.
A. Mayo Savold,
director of the Augsburg
College Band from 1952
until 1973, believed
that singing helped
band performers
appreciate instrumental
tone and balance.
"It was part of his
music philosophy-if
you can't sing, you can't
play a musical
instrument,"
says
Stephen "Gabe"
Gabrielsen'63,
professor of music at
Augsburg who was a
student of Savold's and
also taught with him.
Audiences weten't surprised during
concerts when band members belted
out a song, using their vocal cords
rather than instruments. Mayo Savold's
group became widely known as "the
singing band."
Besides turning band members into
vocalists, Savold made numerous other
contributions in the field of music,
helping establish the instrumental
department at Augsburg. Teaching and
conducting led Savold to innovations in
training and placement of instruments
in concert setting-ideas that became
widely known for improving the clarity
and unity of sound.
Savoid was born in Maddock,
N.Dak., in 1915, and by 1937 he was
ready for college life at Luther College
in Decorah, Iowa. Savold majored in
history and music, he directed
numerous choir and bands while in
co11ege, a small preview of what was to
come.
Soon after graduating from Luther,
Savold married Melba Woyen and
served in the U.S. Army from 1942-46.
Even war \Masn't enough to stop Savold's
love for music. At one time, he was
assigned to General MacArthur's
headquarters and conducted the
Headquarters Chapel Choir. \n 1944,
Savold brought Christmas to those in
the war. Via radio, he presented a
concert that was broadcast to fighting
fronts across the world. Through a
bombing raid and combat conditions,
Savold directed the choir and continued
with the performance. MacArthur is
reported to have said that if all fighting
men had the courage of these singers,
there would be nothing to worry about
for the rest of the war.
After military service, Savold taught
and directed music in a safer work
environment at Glenwood High School.
His success with the band and choir
there led to hls recruitment by
Augsburg College ín 1952 to do the
same here.
During his first yeat at Augsburg,
Savold developed the band from 28
members to a 55-piece organization that
became recognized natì.onally as one of
the best. Especially noted by audiences
was the precise, professional quality of
playing-something quite unique for a
college band of that time. Savold also
served as associate professor of music
and director of the Augsburg Repertoire
Band.
at Augsburg, Mayo Savold built the
into a nationally-respected musical
Fall 200f
,4ucssuncNow
19
!
travel by bus ovcr the Alaskan Highway.
Anolher famons tollr was the Jol-rn
F Iiennedy memorial toLrr in 196'1, to
tl-re late presrclent who was a strong
slrpporter ol tl-re arts. Mayo Savolcl later
hacl the honor- ol prcsenting a recorcling
flon] thal tour lo altorncy general
Robcrt
F. I(ennccly.
Savolcl retlred
tn I977 alter
25
)'e¡rs ol servicc at Augsburg ancl
I983 after a lengthy illtress.
t )n ()l tohcl' I ì. dLrring
-,4 râ
Music students spoke about the ability of Mayo Savold to inspire musical
self-expression and encourage their leadership skills.
Robert Stacke '71, current
band director and c1-rair ol the
Augsburg music department, was a
stuclent of Savold's in the late '60s
and never envisioned that he
rvoulcl follow in his footsteps.
"I highly respected him,"
Stacke says. "He really did so
much for this coilege. He
motivated us and iet us come to
the foreground wher-r we had
something to offer."
Savold was careful not to 1et
his group prodr,rction be mass
production. His desire was that
playrng in the Augsburg College
Band should lnspire the greatest
ptrssible indivitlrral parl i( il)atiorì,
sel l-dìsciplinc. rnd sel l-ex¡ression.
Str"essing that individuals believe
1n iheir abilities and take
leadership roles allowed Stacke to
start lhe jazz program while still a
college sludent.
Colleagr"res of Savold say that
he could rnspire any student
displaying even the slightest abilÌty
to play. His charm and inlectious
sense of humor were enolÌgh io
captÌvate students lo jorn band. "He
always had a sparkle in his eye," says
Gabrielsen. "He was always telling
funny stories" and had a "marvelous
abrlity to lead students."
Savold was also
l<norvn for his
famous band tours
throughout the
Upper Midwest and
c1iccl
in
l{omecoming ancl Family Week 2001,
jazz ancl concert hand mcmbers from
the last 40 years are invitecl to gather at
a leunion and concert ln tribute to
Mayo Savold. Bring lnstruments for a
proglam ol continental breakfast,
rehearsal, ancl a concert to be presenled
et Ìl a.m. in Hoversten Chapel. For
adclitional information, see the
Homecomrng brochure clr call thc
alumni/parent relatlons office at
612-330-1178 or 1-800-260-6590
-Amy
Funh'03 is o jtu'tior majorLng
in
English.
a
l,
!
west. One "exotic"
trip came in 1960
when the Ar"rgsburg
College Band was
chosen as the official
bancl of the Alaskan
Music Festival.
After a sllmmer
tour throughout
Canada and Alaska,
the band presentecl
the opening concert
celebrating the first
year of Alaskan
statehood. This band
lvas also the first
college band to
After the band tour in memorial to John F. Kennedy, band director
Mayo Savold presented the tour recording to then-attorney general
Robert
F.
Kennedy.
Jazz and concert band al umni
Bring your ¡nstruments and play ¡n the tr¡bute concert to Mayo Savold at Homecoming on October 13;
see the Homecoming brochure for more detai¡s.
20
,4ucssunc f{ow
Fall 2001
tl I
From the Alumni Board president's desk ¡.,
I
I
recentlv
utr.,ld"d
o
memorial service
for a member of
our Alumni
Board, Chuck
(râbnelson '/ /
Among his many
accomplishments
were those that
supported and served Augsburg College. I
saw the impact one individual can have on
an institution and in people's lives.
However, I think Chuck would have been
the first to say that no one can do it alone.
This ìs the paradox for our Alumni
Association as we begin a new year: to
make a difference as individuals, yet
recognize we cannot do it alone.
Individually we can recruit ner.v students;
contribute resources to sustain the students,
faculty, staff, and facilities, and speak about
Augsbury to our neighbors across the
country so Augsburg's quality education is
no longer a well-kept secret.
The other side of the paradox prompts
us to join with others to nurture our alumni
community. Think about hosting a
gathering of Auggies in your town-we'll
help you with the event. Or plan now to
attend actir.ities on campus-such as
Homecoming-and bring along your
classmates from years ago.
As your new president, l'11 be working
Paul Mueller'84, Bill Vandenvall'93 WEC,
and Jan Marie Voelker '90.
I hold trvo degrees from Augsburg: a
bachelor's in education ('69) and a master's
in leadership ('94). The long-term value of
my degrees-and yours-is contingent on
Augsburç continued success and
reputation. Individually and together we
can support the College as iI continues to
ser\¡e us today through the degrees we
hold, and through alumni opportunities for
connecting with old and new friends.
with the board and staff to build
connections between aìumnì and the
Augsburg community, communicate with
new regional chapters, organize alumni
events, and recognize alumni
accomplishments. We have talented and
enthusiastic new members joining the
Ø+u-*
Jackie (Kniefel) Lind '69, '94 MAL
President, Alumni Board
board: Susan (Horning) Arntz '94, Paul
Fieldhammer'65, Lisa (Svac) Hawks '85,
Rob LaFleur'80, Terry Marquardt '98 WEC,
Strommen family honored w¡th new award
à uesburs announces the creation ol a
fl."* award, the Distinguished Service
Award, which will be given annually to the
College's "formative families"- families who
have made substantial and continuing
contributions to Augsburg.
This year, the ar'vard goes io the
$trommen family, and will be presentecl
during Homecoming festivities in October.
The Rev. Peter Andre'"v Sirommen
(a.k.a. PA.) was aûìong the first ol four
generations of Strommens to attencl
Augsburg. A graduate from Augsburg
Seminary in 1913, he rvas a parish minister
in a downtor,in-r Seattle church until 1934,
r,vhen his cleep love of the College brought
him and hìs wrfe, Nellie (Framstad), back to
Minnesota so ¡heir lour sons, Abner '38,
Lu¡her '39, Merlon '42, and Clair '46, couid
attend his alma mater. His clevotion to the
College didni end there. In the late 1930s he
took the only savings he had and gave it to
Augsburg.
To date, more than 30 rnernbers of the
extended Stromrnen famìly have attended.
This is a truly unique family Augsburgs
motto, "Education for Sen ice," defines the
grandchildren. The Strommen lamilies have
been major contributors to Augsburg in all
aspects, and what they have achieved
Strommen family-starting with PA.
Strommen and all the way down to his great-
through their vocations has affected
thousands of people.
U
\s
J
At Homecoming in October, Augsburg will present a new award, the Distinguished
Service Award, to the Strommen family, which has included more than 3O graduates.
Pictured, left to right: Gladys (Boxrud) '46 and Clair Strommen '46 (deceased, see page
3O); Merton '42 and A. trene (Huglen) '43 Strommen; and Helen and Luther'39
Strommen.
Fall 2001
,4ucssunc
Now
21
Alumni News
Seven alumni appointed to Alumni Board
by Lynn Mena
f
Paul Mueller'84
he Augsburg Alumni Board of
Dir..torr appointed seven new
members and elected Jackie (I(niefel) Lind
'69 ('94 MAL) as president and Andy
Morrison'73 as president-elect. The new
members are as follows:
I
Susan (Horning)
Paul Mueller
graduated from
Augsburg in 1984
with a B.A. in
chemistry. He is a
physician at the
Arntz'94
r
Mayo Clinic.
New ass¡stant
director joins
AIumni/Parent
Relations
Ia n lulv.t' Amanda
^' ...lornecl
I sumrnskl
Susan Arntz
graduated from
BillVanderwall'93 WEC
Augsburg in 1994
with
a B.A.
in
political science.
She is city manager
graduated from
Augsburg Weekend
for the City of
Waconia, Minn.
College in 1993
with a B.A. in
Lisa (Svac) Hawks'85
communication. He
is the social service
director at Lutheran
Lisa Hawks
graduated from
Augsburg in 1985
with a B.A. in
Social Services.
Jan Marie Voelker'90
Jan Marie Voelker
graduated from
Augsburg in 1990
with a B.A. in
Musicland/Best Buy.
communication.
She is a customer
Rob LaFleur'80
category manager at
Kraft Foods in
Eden Prairie, Minn.
Rob LaFleur
graduated from
Augsburg in 1980
with a B.A. in
business
specialist in
Augsburg's Office of Public Relations and
Communication, Suminski will oversee the
Class Agent Program, the Parents
Association, Homecoming planning and
other special event planning, and more.
Suminski received a B.A. in
communications from the University of
North Dakota in Grand Forks, where she
was a leader in student, alumni, and
parent programming. She has worked as
volunteer at several Augsburg alumni
a
events.
ñf.Tilr¡rtNZ
DISCOVER NORWEGIAN TREASURES AND HERITAGE
administration/
accounting. He is
an attorney at
Chestnut 6¡ Cambronne PA. in
Minneapolis.
Join President and Mrs. William V Frame and Professor Frankie Shackelford
on a journey through Norway in the summer of 2002. This l2-day tour
program features five nights on the world-famous Norwegian coastal voyage,
sailing south from the "top of Norway" to Bergen. The tour has very few spaces
remaining; call the alumnl office at 612-330-1178 or
t-800-260-6590 for more information.
Terry Marquardt'98 WEC
Terry Marquardt graduated from Augsburg
Weekend College in 1998 with a B.A. in
business administration/
management. She is manager of sales
and planning operations for 3M's
22,4UCSm¡nCruOW
assistant director.
Formerly a
communications
communication.
She is the
communications
director at
medical businesses.
the Office of
AlumniÆarent
Relations as its new
Bill Vanderwall
Upcoming Norway Tour Information Meeting "Are Norwegians Europeans?"
A look at the cultural and political situatlon of Norway in the context of the
European Union and the factors that unite and divide the citrzens of Norway
September 30, 2-4 p.m.
ù
.
Marshail Room, Christensen Center
RSVP required; please caII one of the numbers listed above.
Fall 2OOl
l-
AUGSBURG
""QPrå.dB.
Homecoming and Family Week 2001
Augsburg on Parade
I
Monday, Oct.8
Saturdav Oct. 13
.
.
.
.
An Evening with Maya Angelou
Wednesday, Oct. f 0
.
Augsburg Associates Annual Fall
Luncheon
Thursday, Oct. l1
.
.
Flamenco Dance Performance
International Student Alumni
-
Variety Show 6r Coronation
.
.
.
.
Gathering
.
.
Fridav, Oct. 12
.
.
.
.
.
.
.
Class
of 1951 Registration 6r
Continental Breakfast
Homecoming Chapel 6l
Community Time, featuring the world
premiere ol The Word Became Flesh, a
new choral piece by Norwegian
composer Knut Nystedt
Class of 1951 Luncheon
The Living History of Augsburg (with
professors emeriti Carl Chrislock '37
and Philip Thompson)
Campus Tour
CLASS Program Homecoming Reunion
Athletic Hall of Fame Banquet
Fall 20Of
.
.
.
.
.
.
.
.
.
.
5K Mississippi Run/Walk
Registration 6¡ Continental Breakfast
Concert Band &. Jazz Band Alumni
Reunion and Concert
Business Administration Department
Reunion
Open House at the Augsburg House
Campus Tour
The Living History of Augsburg
(with professors emeriti Carl Chrislock
'37 and Philip Thompson)
Nursing Alumni Brunch
SWAN (Social Work Alumni Network)
Brunch
Urness Hall Floor Reunions
Pan-Afrikan Alumni-Student Basketball
Game
Campus Tour
Picnic in the Park
Augsburg Parade
English Alumni Luncheon 6t Reading
Homecoming Football Game vs.
Macalester College
Lindell Library Tour
Campus Tour
Book Signing & Reading
(Bill Halverson'51, Edvard Gneg:
Diañes, Articles, and Speeches)
.
Homecoming Social
.
Dinner
Fifth Annual M. Anita Gay
6ø
Hawthorne Jazz 6z Poetry
.
.
.
.
Bash
Class of 1951 Reunion
Class of 1961 Reunion
ClasS
ol1976 Reunion
Class of 1991 Reunion
Sundav Oct. 14
.
.
Worship Service
Heritage Society
Recognition Brunch
Consult the Homecoming 200
1
for additional
information, or call
612-330-1178 or
1-800-260-6590.
brochure
,4ucsnunc
now
23
AUGSBURG
"" Q9TE.ETE
Four named as 20Ol Distinguished Alumni
by Lynn Mena
our alumni join 155 others as Distinguished Alumni of Augsburg College. Recipients are recognized for
significant achievement in their vocations and outstanding contributions to church and community,
through years of preparation, experience, dedication, exemplary character, and service.
!
f
George S. Dahlman'72
Burton R. Fosse'44
Kathleen D. Lake'76
Neal O. Thorpe'60
George Dahlman graduated
from Augsburg in 1972 with a
B.A. in mathematics.
He is a managing director
and a senior research anaþt at
U.S. Bancorp PiperJalfray in
Burton Fosse was educated at
Augsburg and the University
of Minnesota, where he
received his B.S. in
Neal Thorpe graduated from
Augsburg in 1960 with a B.A.
in chemistry and mathematics.
He earned his Ph.D. in
physiological chemistry from
the University of Wisconsin-
Minneapolis, specializing in
food and agribusiness.
Nationally recognized for his
perceptive anaþis, Dahlman
is a chartered financial analyst
and has been named a Wall
Street Journal All-Star Anaþt
in 1953 and served
Kathleen Lake graduated from
Augsburg in 1976 with a B.A.
in biology and chemistry. She
earned her B.S. and doctorate
degrees in pharmacy from the
University o[ Minnesota.
She is director of clinical
research and transplant
therapeutics at the University
of Michigan Medical Center;
senior associate research
scientist in the medicine and
surgery departments at the
University of Michlgan
Medical School; and clinical
professor at the University of
Michigan College of Pharmacy.
Actively involved in
numerous professional
organizations, Lake is an
extensively published author
who is sought to serve on
editorial boards and to act as
reviewer for professional
journals. She has received
been an active member of
several congregations and
professional organizations, and
has received many honors and
awards, including an Honorary
Doctor of Humane Letters
from Rocky Mountain College
four times.
At his congregation, Faith
Lutheran Church in Coon
Rapids, Minn., Dahlman is
dedicated to the work of its
Global Mission Committee,
and has served as president of
the congregation and on
numerous committees.
When the ELCA was
established, Dahlman was
elected to the first Augsburg
College Board of Governors
from the Minneapolis Area
Synod, sewing for four years.
He has also served as chair of
Augsburg's Heritage Society
Advisory Committee.
24,4UCSnUnCruOW
engineering.
He returned to Augsburg
as vice
president for business and
finance for more than 25
years. Driven by wide-rangrng
passion and vision, Fosse
played a major role in the
College's growth and
development. He supervised
the building of 13 projects and
was a significant contributor
and peacemaker in the
development of the CedarRiverside neighborhood.
Fosse served for several
years on the Burnsville School
Board, headed literacy
programs in Bonita Springs,
Fla., and has been an active
member in several
congregations. He is the owner
of Burton's Frame Shop and
president of Picture Framers of
America.
many awards and honors,
including the prestigious
Hallie Bruce Memorial Lecture
Award from the Minnesota
Society of Hospital
Pharmacists for her
contributions to the growth
and development of the
pharmacy practice.
Madison.
Following his
distinguished academic career,
which included22 years
as an
Augsburg biology professor,
Thorpe began a second career
in philanthropy at MJ.
Murdock Charitable Trust in
Vancouver, Wash. As executive
director and trustee, Thorpe
has advanced its reputation as
the leading private charitable
foundation in the Pacific
Northwest.
In addition to numerous
articles and papers, Thorpe is
the author of CellBiolog Qohn
Wiley and Sons, 1984). He has
in Billings, Mont.
Fall 2O01
Alumni and friends named as First Decade
and Spirit of Augsburg award recipients
bylynnMena
f, ugsburg is pleased to announce the 2001 recipients of the second annual First Decade and Spirit of Augsburg awards.
|ll fn. First Decade Award is presented to Augsburg graduates of the past l0 years who have made significant progress in their
professional achievements and contributions to the community, and in so doing exemplify the mission of the College: to prepare future
leaders in service to the world. Graduates from the day, weekend, and graduate programs are eligible.
The Spirit of Augsburg Award honors alumni and friends of the College who have given exceptional service which contributes
substantially to the well being of Augsburg by furthering its purposes and programs.
DanielC. H¡ll'9f WEC
Lisa (Carlson) Sackreiter'95
As an IT
project leader
at GE Capital
Fleet Services
in Eden
After three
Prairie, Minn.,
service at the
Hill oversaw the company's
Y2K conversion for its systems
in North America and Mexico.
ln appreciation for his efforts,
he was awarded the company's
Circle of Excellence Award. He
has hosted four foreign
exchange students and donates
much of his time to hls church
and community.
Colleen K. Watson'91 MAL
involvement
Watson is cofounder and
CEO of Career
with
Professionals,
years of
community
Blake Upper School in
Minneapolis, Sackreiter was
selected as the school's first
PK-12 community service
coordinator. In addition to
expandrng the program, she
created and supervised service-
leaming activities with teachers
at all levels. She is co-class
agent for the Class of 1995.
an employment
placement service that has
established itself as the top
entry-level agency in the lvin
Cities area for recent college
graduates. She is a member of
the Alumni Board, past
president of the Alumni
Association, and a key player
behind both Augsburg's Career
Roundtable and the first
Kristin (Dragseth)
Wiersma'9f
Wiersma is
vice president
for marketing
and sales for
Seraphim
Communications, a media production
company Her passion to "pass
on the faith" is evident in her
extensive outreach endeavors,
aided by her remarkable talent
to connect with people of all
ages and backgrounds.
AlumniJob Fair.
Marolyn (Sortland)'51 and
William Halvorson'51
The
Halvorsons
have
developed
five
scholarships
in their
children's
The
Associates
The Augsburg Associates are made up of alumni, friends, faculty, and
staffwho generously donate their time and energlr to raise money for
the College. Contributions have included the organ in Hoversten
Chapel and renovation of Foss Center's Green Room and Christensen
Center's Marshall and Augsburg Rooms. They also raised money to
help build Lindell Library and established a scholarship for current
students. The photo above is from VelkommenJul, their popular
holiday event.
Fall 2001
names. In addition, it was
through their professional
contacts that the music
department was able to finally
is Scandinavian music
collection and acquire the
collected works of Grieg and
Kjerulf. MoreoveE they recently
commissioned a new work by
Iftrut Nystedt for the Augsburg
Choir to premiere at
Homecoming 2001.
evaluate
Marie McNeff
McNeff retired
last year after
completing 30
years of
service to the
College as a
professor of education,
ffi
director of faculty
development, dean of the
College, and academic master
planner. Her willingness to
think beyond traditional
boundaries and take calculated
risks serves well as a model for
the Augsburg community Her
commitment to the mission of
the College-even after
retirement-embodies the
spirit of Augsburg.
4ucsnuncnow
2s
-
a
o
1942
Merton
Volunteer
Service Award.
P.
Strommen,
Richfield,
Minn.,
published a new
book,
Th¿
Church €¡
H omo s exuality :
Se
ar ching
fo r a
Middle Ground (Kirk House
Publishers). The product of three
years' research, his book presents
a middle ground between
condemnatlon and rejection of
gays and lesbians in the church,
and adoption of what he terms the
The award
honors her
contributions to
Hennepin park
as a raptor
surveyor, deer watch interpreter,
blue bird monitor, and for her
service at a variety of nature center
programs and events.
1
968
The Rev. Mark
5. Hanson,
Minneapolìs,
was elected the
"militant gay agenda."
r
9s3
Rhoda Carlstedt, Kissimmee, Fla.,
retumed to the U.S. in December
1998, after living in Papua, New
Guinea, for 37 years. Before settling
in Kissimmee, she spent time
visiting fúends and family in
Australia and throughout the U.S.
third presiding
bishop of the
ELCA to
succeed retiring presiding bishop
George Anderson. Hanson will be
installed on Oct. 6.
Carolyn
(Hanson)
Schildgen,
Northbrook,
f 960
Ill., retired after
Judy (Johnson) Peterson,
32 years of
Bloomington, Minn., was one of
six recipients of the Hennepin Park
District's 2001 Distinguished
teachìng high
school Spanish at Highland Park
High School in suburban Chicago.
Her career included a Golden
A.pple Award nomination and
various district awards for
teaching excellence. Professional
development opportunities
allowed her to live and study in
Spain, Ecuador, Mexico, Costa
Rica, and Argentina.
1972
Calif., received his associate's
degree in computer and
informat ion sciences-network
administration from Solano
Community Junior College in
Fairfield. He also recently earned
certification as a Microsoft.
Certified Professional and a
Certified Novell Administrator. In
his spare time he is an avid
amateur bowler and within the
Iast year rolled his third
sanctioned 300 game and his first
800 three-game series. Both
accomplishments are listed in the
St. Louis Bowling Hall o[ Fame.
Awarded to Augsburg College alumni in recognitìon of slgnificant
achlevement in vocation, fo¡ outstanding contribution to church and
communit¡ and for a life that exemplifies the ideals and mission of
Augsburg College. Augsburg alumni (graduates and non-graduates)
are eligible.
eVau Ø **
Barbara (Shirley) Steinhauser,
Fine Arts in Writing for Children
degree from Vermont College in
Jul¡r She can be reached via e-mail
at <flamelin3T@aol.com>.
Jerome Rokke, Minneapolis,
received a master's degree in
management from the University
of St. Thomas in May; he works
for IBM Global Services.
1978
P.
Dawn (Heil) Taylor,
1979
Jeffrey
urLL
aú"rr,¿
Awarded to Augsburg College graduates of the past 10 years who have
made significant progress in their professional achievements and
contributions to the community, and in so dolng exemplify the
mission of the College: to nurture future leaders in service to
the world.
F.
Swenson,
Minneapolis,
Lutheran
East Lansdowne,
Brotherhood's
flight attendant
with Northwest Airlines since
1975. She and her husband,
2000-01
Lutheran College Coach of the
in identifying members of the Augsburg
t/aør/rt/.,,,f aø"'*r,¿
Honors Augsburg alumni and friends of the College who have given
exceptionaÌ service that contributes substantiaÌly to the well being of
the College by furthering its purposes and programs. Alumni, friends,
faculty, staff, and groups who have served the College are eligible.
Please take a few moments to consider
aøhn
Des
Moines, Iowa, received a doctorate
degree in education from Drake
University. She can be reached via
e-mail at <dawn@taylorball.com>.
was named
Pa., has been a
aryr¿.-r
-year-old
Parker, Colo., received a Master of
1975
Olando Smith,
7
1976
Dean C. Anderson, Fairfield,
The Augsburg College Alumni Association Awards and Recognition Committee seeks your assistance
community to be consìdered for recognition.
Ø^a^y"*Ll aøt/n¿r'o aøt".r,¿
Daniel Sweeney, have a
daughter, Narita.
from among your friends
those who might be honored for these awards. Your nominations and
build these important programs
to celebrate the accomplishments of the Augsburg community.
suggestions are critical in helping to
To make a
nomination online, go to:
www. augsburg. edu./alumni./nomfo¡m
To receive a nomination packet, contact:
Office of AlumniÆarent Relations . Phone: 612-330-1178 or 1-800-260-6590 . Fax: 612-330-1499
E-mail: alumni@augsburg.edu . Web site: www.augsburg.edu./alumni
The deadline Jor nominations Jor 2002 is March 15, 2002.
26
,4UCS¡URC ruOW
Fall 2001
)
m
Making history from history
bywendyErorson
o
e
ã'
Sisters Gracia Grindal '65 and LaRhae (Grindal) Knatterucl'70 have several sharecl interests: both
are Augsburg graduates rvho have ren-rained very connected to therr alma mater, both have a
tremendous faith as well as a great appreciatron for Lutheran traclition; and both love music.
s
û
with the prodr-tction of Luthtr, an
interactive musical that highlights the ex[raordinary life of Martin Lr-rther (see story on page 5 for
more rnformation).
These shared interests have resulted rn their clua1 involvement
In October, Luther wIlI make its North American, Engllsh-language premrere at Central Lutheran
Church in Minneapolis, ancl will leature Ar-rgsburg's Masterwor]<s Chorale and singers frorn the
Finnish National Opera. The musical is the centerpiece of Luther Seminary's Reformation Festival,
an annual event created by Gracia for the purpose of strengthenlng the connection between LuLheran Gracia Grindal '65 collaborated with
Kari Tikka, the director and composer
colleges and Lhe seminary.
o'f Luther, an interactive musical about
Gracia, a recipient of Augsburg's Disringuished Alumna Award, is a professor of rhetoric at Luther
Seminary She is also an accomplished poet and hymn translator. She had collaborated with Karl
Tikka, the clirector and composer onLuther, prior to hls compositron of this par[Ìcular opelâ.
the Iife of Martin Luthet which will
make its North American, Englishlanguage premiere at Central Lutheran
Church in Minneapolis in October,
The idea of doing the play emerged from one of Tikka's personal experiences. According to Gracia,
Tikka, like Lr-rther, "experienced the understanding of the unconditional love of God alter he had been troubled by his conscience." Interestingly,
Gracia encouraged Tikka to shape his idea of a play about Martin Luther's life into a reality She attended the premrere of Luther in Helsinki, and
eventr-rally helped Trkka translate the opera into an English vetsron.
LaRhae, a planning director for the Minnesota Departrnent of Human Services's aging inltiative, majored rn rnnsic at Augsburg ancl will showcase
her singing taler-rt in Luther as a member of the Augsburg Masterworks Chorale. The interactive aspect of the opera will consist of the
Mastenvorks Chorale and the Finnish National Opera prrncrpals leading the congregation in singing several Martin
Ltrther hyrnns, inclr-rdìng Out oJ thc Depths, Christ Lay in Death's StrongBands, and Dear Christians Onc and AIL
o
s.
à
with many other fanlily members, share a long history with Augsburg that clates back to
l868 rvhen their great-grandparents, Ole andJonettaJacobson, were married by the Rev Ole Paulson, an Augsburg
founder ancl early supporter. Both of Gracia and LaRhae's parents (now deceased), the Rev Harald Grindal'42 and
Jonette (Tinseth) Grinclal'41, and their brother, Ted Grlndal'76, are also Ar"rgsbr.rrg graduates. Ted is a current
Gracia ancl LaRhae, along
!
S
()o
ffi
member of the Augsburg Board of Regenis.
Both Gracia and LaRhae have loncl memories of thet years at Augsburg. For Gracia, one particularly memorable
aspect of her Ar.rgsburg experience was the extraordinary and talented leadership of such figureheads as Dr. Bernhard
Christensen and Dr. Warren Quanbeck.
LaRhae (Grindal)
Knatterud'70, sister
of Gracia Grindal '65,
will sing with the
Augsburg Masterworks
Chorale in the
production ol Luther.
"They knew how to give great speeches that rvere extremely funny and moving, and rvould make you die lar-rghing
and then rveep for ¡he sheer beauty of the language," says Gracia.
LaRhae says that "being ln the choir and beìng directed by Dr. Sateren rvas an experience that
duplicated. He was a greal rnan ancl lve made great music."
-Wcndy
Year. The Augsburg wrestling head
coach and interim assistant dean
for athletics and recreation led the
College to its seventh NCAA
Dir,ision III wrestling national
championship in the past I I
years, and its second national title
in a row (the most in Division 111
history).
See story, page B.
1984
Chris Dykstra, Minneapolis,
accepted a position as senior vice
Fall 2001
Elolson is an irrt'onnation specialist.for AtLgsbrrrg! ittstittttional advanccment of[ice
president with EPAM Systems,
custom soltrvare- and Webdevelopment [i¡m.
1
a
988
Connie (Wendland) Bouley,
Long l-ake, Minn., joined Len
Busch Roses in December as a stafl
accountant.
Todd Erickson, Maple Grove,
Minn., u'as named to Entrepreneur
magazine's top 100 for his
compan)', ì nternat ionel Logistics,
Inc., in Plymouth, Minn.
1
.
Scholars of English Associatìon
Faculty Teacher o[ the Year Ar,vard
989
Dawn Givans, Marina del
will never be
Arizona State Universit),. This
fall she joins the faculty of
Louisiana State University as
assistant professor of English; her
husband, GeorgeJustice, rvill be a
at.
Re1',
Calif., married Patrick Lander, a
British actor who has appeared in
the film Armagedclon and several
Shakespeare theatrical
productions, ìn December 1999.
The couple plans to remain in the
Los Angeles area and start a family.
Devoney Looser, Baton Rouge,
La., lvas ar.varded the Gracluate
visiting assistant professor oI
English at LSU during 2001-02.
Mary Saugestad, Brooklyn
Center, Minn., is a licensed in-
home childcare provider.
,4ucs¡uRc ruow
27
Class Notes
'IÍIITúI¡II¿II.IIf
|II
Eloisa Echávez:
Seizing La Oportunidad
c
à
:
!
U
o,
o-,
Funk,o3
"l hate it with all my guts," says Eloisa EcÌrávez with a chuckle, referring to Minnesota's co1c1 winter rveather. "Every
year I say it's my last year', but I fincl myself here again." Coming from Colombla, South America, this 1s no sttrptise.
But Echávez's involvement wrth the Latir-ro community ìn the Twin Cities ancl her passion for hel work keeps her
here, despite the rvinters.
Echâvez is executÌve director of La Oportunìdad, Inc., a local nonprofil organization seiwing more than 2,000 l¡tino
families each year that works to promote and strengthen peace rvithin the community Started in 1987, La Oportunidacl's
promoting transitronal sewices to ex-offenders. Under Echávez's leadership, the orgamzation has
lrrth a new vision for a stronget, more peacefu1 community Today, La Oportr-rnidad
focuses on peacemaking and many new programs inclucling violence prevention and Latino youth serwices.
n-rain focus was on
developecl a three-year strategic plan
Eloisa Echávez'94
('98 MEt) was recently
honored by INROADS for
her work with the Latino
community,
"I absolr-rtely love the peacemaklng aspect," says Ecl'rávez, who has been rvrth the organtzatton since 1998. "la
Oportunldad looks at making peace withrn the self, within the famlly, wrthin neighbors-even within a global
perspective. This work relates to my personal vahtes."
Echávez was an elementary school teacher lor three years rn Colornbia before coming ro the U.S. in l9BB. She hacl
wanted to study in the U.S. and heard about many co11eges, inclr,rdlng Augsburg's Weekend College program. Echâvez
attended one meetrng at Augsburg and left the r-neeting signed up for classes.
In1994, Echávez received a B.A in computer science and returned [o receive
a n-rasterb degree
in education and leadership ln 1998.
education-she also directed the College's Hispanic/Latino Student Services from 1993-98,
helping to develop ancl manage the program since its inception (she continnes to stay involved with the program). She also coordinated Augsburg's Têachers
of Color Program and served as the Collegeb muÌticultural coordinator from 1993-97.
Echávez's relatlonship with Augsburg doesnt end wrth her
In addition to her work, Echâvez somehow manages to frnd time to fLrlfill her love of motlvational/keJ'r-rote speaking at numerous conferences and special
events. Echávez's favorite audiences are high school and pre-college students.
"I like to lmpror,rse," says Echávez. "I never prepare a speech untìl I get on the stage." Talking to the audience beforehand gives Echávez an iclea of the
direction she'1l take during her speech.
For her work with the cornmunlty Echâvez has received several awards ancl certificates, incÌuding the Outstanding Community Sen'rce Award from the
State o[ Minnesora and the Educator of the Yeal Award from INROADS (a national organization that develops and places talented minority youth into
businesses to prepare them for corporate and community leadership). Echávez helped to develop Augsburg's partnership wrth INROADS through her'
various roles and actlr,.rties at the Co11ege.
"My best reward is seeing the students r.vho are taking advantage of INROADS' opportunities to be successful, and becoming those needed leaders in our
communities of coior," Echâvez said upon receivrng her award fiom INROADS.
-A^y
1
Funh'03 is a junior majorntg m English.
993
Steve
Kelly'94, Lisa Laehn'94,
Lonnie Laehn '94, Jennifer Olsen,
Jeff Krengel '93, Kurt Clark '94,
Marshall Johnson '95, and Erica
apprentice member of the Lakes
and Plains Carpenter's Union in
St. Paul, and works lor Pink
Business Interiors.
Bentley'95.
1
1994
Deb (Walstrom), Cottage Grove,
Minn., married Darren Riske in
Jeff Krengel,
St. Paul, Minn.,
married Jennifer Olsen in June at
Boe Chapel in Northfield, Minn,;
the couple hone)¡mooned in Banff
National Park. Krengel is an area
coordinator at the University of St.
Thomas. Pictured, left to right:
28,4UCS¡UnCruOW
June 1996. She has three children:
BriannaJoyce, 12; Helen Marie, 2;
and Zane
A¡thur,
I . She is a
government clai ms representative
at HealthEast's corporate offices in
St. Paul. She is also a member of
Minnesota Quilters and River
Valley Quilters. Her husband is an
995
Jon Olsen, Piedmont, S.Dak.,
and Leann (Freeberg)'96
celebrated their [ifth wedding
anniversary in August.
1
996
Susan (Conway) Jackson
moved to Aurora, Ill., in 1996 and
got married; she has a 3-year-oId
son. She has been a daycare
teacher for children aged 4 and 5;
fuil-time teacher of an autistic
third-grader; and a kindergarten
a
teacher.
Tracy (Mazion) Ose, Inver
Grove Heights, Minn., married
Drew Smith in August in Estes
Park, Colo.
1997
Liddy J. Howard, Golden
Valley,
Minn., received a Master of
Divinity degree from Luther
Seminary in May; she has accepted
a call to serve Ttinity Lutheran
Church in Bruning, Neb.
Fall 2001
)
l-
Jennifer Ringeisen, Inve¡ Grove
Heights, Minn., recently accepted
position as an employment
consuitant at Regions Hospital.
1
a
998
Dustin Froyum, New Brighton,
Minn., received his Juris Doctor
degree from Hamline University
School of Law in May.
Brent Grier, Walnur Creek,
Calif., was promoted to an
underwriting and sales position at
Aetna, an insurance compan¡ and
transferred to Walnut. Creek, near
San Francisco.
Mary Pennington,
Shakopee,
Minn., is a project manager for
Dakota Count¡ where her focus is
construction management and
facilities planning. In April, she
was appointed to the City of
Shakopee Envi¡onmental Advisory
Committee, which works to
presewe and protect natural
resources amid the area's
continuing growth and expansion.
She is a music therapy intern at
Northern Wisconsin Center for the
Deveìopmentally Disabled in
Chippewa Falls, Wis.
a son, Paul Charles, in March. He
joins older sister Kristi.
Births/Adoptions
lsaac Stephen, in May. He joins
oider sisters lGtie, 10, Megan, 6,
Diane (Reule) '84 and the Rev.
Steve Brandsrud'83, Huron,
S.Dak.-a daughter, Abigail
Kay, in March.
She
joins older
brothers Seth, 11, Sam, 9, and
Micah, 2. Diane received a
bachelor o[ science in nursing
degree from Huron University in
May; she has been a registered
nurse at Huron Regional Medical
Center for three years. The Rev.
Brandsrud is senior pastor at
American Lutheran in Huron.
Terry A. Claus'88 and his wife,
Lisa, Excelsior,
Minn.-a
son,
and Courtney, 4. Terry is senior
vice president for investment sales
at Miller Johnson Steichen Kinnerd,
and can be reached via e-mail at
<tclaus@mjksales. com>.
Donna (Zummach) Martin'90,
and her husband, Dean, Waconia,
Minn.-a son, Dawson Dean, in
May He joins oÌder brother Derek.
Donna is a field performance
business analyst for Luthe¡an
Brotherhood.
Kindwall '86, Seabrook, S.C.a son, Colin Worth Kindwall, in
Laura (Carlson)'92 and Patrick
Guemsey, St. Paul-a son, lan
Patrick, in March.
July He joins older siblings Ethan,
Kim (Swanson)'93 and Jeff
Lisa (Worth)'85 and Jim
B, Kaitlin, 6, and Allison, 5.
Meslow'92, Pll'rnouth, Minn.-
Karin (Sabo) Mantor'86 and
a daughter,
Jillian, inJune.
2001
her husband, NichoÌas, Bumsville,
Minn.-a son, John Bjorn, in
January He joins older siblings
Emiìy and Thomas.
Amy Leanne Stier,
Christopher Schulz'87 and his
Belle PÌaine,
Minn., marriedJeff Eppen inJune.
wife, Maureen, Omaha,
Neb.-
m
Devean George:
Two-time NBA world champion
C.J.
Beaurline '94
and his wife,
Christin, Coon Rapids,
a son,
Mlnn.-
Simeon John, in May. He
joins older sister Savanna, 2. CJ. is
a sales representative for Unique
TèchnoÌogies, Inc., a distributor of
semiconductors; his wife is a violin
teacher and a Creative Memories
consultant..
The Rev. Steven Dow'95 and
his wife, Sarah Schaffner, Elizabeth,
lll.-a son, lsaac Mark, in
January Steven graduated from
Wartburg Theological Seminary in
May, and was ordalned inJune; he
serves as pastor of St. John
Evangelical Lutheran Church in
Elizabeth.
Jim South '96 and hÍs wife,
Robin, Cottage Grove,
a daughter,
Minn.-
Holly Lynn, in
January
Ally
@2000 NBA Photos.
Photos by Andrew D. Bemstein
Heidi(Wisner)
Staloch '93 and her
husband, Mark, St.
Paul-a son, Mac
Fels, in March.
¡v Don stoner
in professional basketball,
with the Los Angeles Lakers.
Devean George'99 hasjoined a unique fraternity In his first two seasons
he has been a member of two NBA world championship teams
The l¡kers finished thelr back-to-back championship nrn lnJune, rvhen they defeated the
Philadelphia 76ers in five games. After a slow start to the season, the Lnkers dorninated tl-uough the
playoffs, srveeping three series before losing just one gar.ne in the NBA Finals.
Many ol the game's greats have yet to w1n NBA charnpionships, rvhich has given George-arlc1 by
extension, hls Augsburg fans-a special sense of pride.
"I think about thaL stuff aÌl the time," George told the Minneapolis Star-Ttibune in a June 14 srory
dr.rring the NBA Fìnals. "Guys like [Charles] Barkley ancl lPatrick] Ewing never have r.von one . . l'm
just trylng to learn."
Devean George'99, here shooting a basket
during the 1999-01 season, became a tuvotime world champ¡on when the Los
Angeles Lakers won the NBA Finals in June,
George sarv hls role on the clu'b increase in his second season, as he playecl rn 59 regular-season gatnes (one start), averaging
ln seven playofl galne appearances, he avelaged 2.0 points and 0.7 rebonnds per gatne.
3.I points and
1.9 rebouncls per
game.
He will enter the tl'rircl year of a guaranteed contlact with the Lakers in the 2001-02 season, a crucral year for him for his furture in prolessional basketball.
The Lakers hold the optlon on a lòurth season. This pâst snmmer, he excelled in a surnmer pro league for rookies and prospects, leading the L,rkers in
sconng (16,8 potnts per game) ancl rebouncling (7.4 per game), incÌuding two double-doubles in seven games
-Don
Fall 2001
SLow is spotts inlorm(tti.ott cootdhtatot.
4ucssunc Now 2s
ln MerncDriam
Clair Strommen, alumnus and long-time
friend of the College, dies at 77
byLynnMena
C*::-.",
1946 graduate of
Augsburg and past
member of the
Board of Regents,
died of cancer July
20 in his home in
Roseville, Minn., surrounded by his wife,
Gladys (Boxrud)'46, and family members.
"We have lost the advice, the energetic
support, and the profound affection of one
of the remarkable members of the College's
alumni," said Augsburg President William V
Frame.
As a student, Strommen was a member
of Augsburg's basketball and baseball
championship teams. After graduation, he
signed a contract wlth the St. Louis
Cardinals and pitched his way to â top
minor-league club.
Although his dream ol playing for the
major leagues was cut short after he contracted
tuberculosis, Strommen recovered and became a
success in the business world. In 195i, he
returned to Augsburg and served as its public
relations director. F¡om there, he worked as an
agent for Lutheran Brotherhood in Fargo, N.Dak.,
and Moorhead, Minn. In 1960, he founded
Strommen 6q Associates in St. Paul, and made it
Central Life of lowa's ieading agency.
Twenty years later, Strommen returned to
Lutheran Brotherhood in Minneapolis, taking over
as president, chief executive officer, and chairman.
From l9B0 to 1994, he helped build the
organization into one o[ the Ìargest fraternal
insurance companies in the nation.
For more than 50 years, Strommen and his
family have graciousiy contributed their time,
support, and resources to the College. Upon his
retirement in 1994, and in honor of his long and
remarkable sewice, the Lutheran Brotherhood
board designated a gift of $250,000 in his name.
Strommen, along with his wife, Giadys, decided to
give the gift to Augsburg. The Strommen FamiÌy
Business Endowment lvas started, which the
family has committed to fully endow This has
enabled Augsburg to establish a major in
marketing for both day and weekend students.
Clair Strommen Ìs a Distinguished
Alumnus, a former regent, and a member of the
Athletic Hall of Fame. He has received honorary
doctoral degrees lrom Wittenberg University
and St. Olaf College. In l9B2 he was honored
by the insurance industry with the G. Bennet
Serrill Awa¡d, the highest given to a member of
that profession in Minnesota. ln 1992 he
receìved the Wittenberg Award from the Luther
Institute for outstanding service to church and
society.
At Homecoming this October, the
Strommen family will be honored with the
Distinguished Service Award (see story on page
21). He is survived by his wife, Gladys'46;
daughter, Nancy'71 (John-Mark Stensvaag'69);
son, Robert'74 l{ndrea (Johnson)'75ì; and
eight grandchildren.
Chuck Gabrielson, dedicated Auggie and
youth advocate, dies at 45
bylynnMena
1ã
Fharles
lLr.
"Chuck"
cuun.lson, an
alumnus of the Class
1977 , dìed June l2
of colon cancer at. St..
Cloud Hospital in St.
ol
Cloud, Minn. He
was 45.
Gabrielson's passion for Augsburg was
honored during Homecoming 2000, where he
been known to provide special treats for the
choir members as they embarked on tours. He
presented a challenge gift to the 1999 senior
class gift project and also spearheaded the
Augsburg House Shower, which raised almost
$20,000 to purchase 50 place settings of china,
flatwa¡e, and stemware for the ColÌege official
presidentiai residence and gathering pÌace. He
also organized and hosted alumni gatherings in
Arizona, where he worked to establish an
was presented a Spirit of Augsburg Award. He
alumni chapter.
exemplified 'Augsburg spiril through his iongstanding commitment as an alumni volunteer
and faithful donor, by his innovative ideas,
Always active in musìc, Gabrielson
performed with the Dale Warland singers and
Augsburg's Masterworks Chorale and Centennial
Singers. He also performed as a sololst for
numerous weddings and funerals, and served as
and through his unwavering energy as he
continued to press Augsburg forward to realize
its full potential.
Gabrielson served on the Aìumni Board,
represented his cìass as cÌass agent, and
chaired the Class Agent Advisory Council. His
love of music kept him closely involved with
the music department; over the years he had
30
,4ucssunc f{ow
a
choir director and soloist at several churches.
Gabrielson had been active in Republican
Party politics for the past 35 years at the
count¡
state, and national levels, including managing
several successful campaigns
in Minnesota,
North Dakota, and Louisiana. He aÌso served on
the Republican State Central Committee.
From I9B2 to 2000, Gabrielson served as
executive director of Mid-American Baptist
Social Service Corporation (MABSSCO). Under
his leadership, MABSSCO enjoyed substantial
growth in faciÌities, staff, residents, and funding.
The lnitial facility, Gateway, doubled in size and
continued its mission of helping at-risk
adolescent boys. Another
facilit¡
STEP, was
added to heip at-risk teens develop independent
living skills. As recently as 2000, GabrieÌson
Iocated and was instrumental in starting another
group home for at-risk adolescent girls.
In addition, Cabrielson was an associate
member of the Carver County Sheriff's Mounted
Posse, commissioner of Corrections CARE
Advisory Committee, and board member of
Minnesotans for Improved Juvenile Justice. He
was also active ìn fostering and rehabilitating
abandoned and abused animals of all kinds
through his involvement with the Hennepin
Humane Society
Fall 20Ol
)
Harold
F.
Groth'36,
Edina,
Minn., died inJuly; he was 87. He
elementary school teacher and
social worker.
sewed as a lieutenant in the U.S.
Nary during WWII, and was a
3M executive from 1941 untii his
early retirement in 1975. That
same year, he was inducted into
the Augsburg College Athletic Hall
of Fame.
Myrna G. Liebers '67, Marine
on St. Croix, Minn., died of
cancer inJune; she was 56. She
was a library acquisitions assistant
at Augsburg in the 1970s and 'B0s
prior to establishing he¡ own
The Rev. Kenneth M. Englund
'52, Abbotsford, 8.C., Canada,
White, Inc., near Stillwater, Minn.
Her library colleagues and other
died inJune; he was 84. He was
long-time minister with the
Evangeìical Covenant Church.
Augsburg acquaintances especially
remember her keen wit, integrit¡
and compassion toward students.
Marvin W. Field'56,
a
McGregor,
market. research firm, Liebers
Harold'Crusher'
F.
&
Schliep
Minn., died inJuly; he was 73.
'67, Clarks Grove, Minn., died in
Before managing the Carlton
June; he was 55. He was a
member of the Army Reserves at
Fort Snelling from 1966-72, and
worked lor 7 -Up Bouling Co.,
County Electric Co-op from 1979he served in the Army in
Germany and also taught biology
and chemistry. He retired to his
farm in Rice River Township in
I99I. He was a former Golden
Glove Champion in St. Paul.
9I,
LeRoi T. Elias
'58,
Minneapolis,
died inJune; he
was 68. He was
a retired
Northland Beverage, Waste
Systems, and American Bottling
Co. He enjoyed practicaljokes,
hunting, sports, and treasured his
wi[e, kids, and grandchildren.
Patricia (McDonald) Fulton
'71, Bloomington, Minn., died in
JuÌy after a courageous battle with
Please
tell us about the news in
your 1ife, your new 1ob, move,
marriage, and births. Don't forget
lo send photosl
Send yor-rr news items, photos, or
change of address by r.nail to:
his parents, James and Gloria;
sister, Laurie; brothers, Mark and
Matt; his loving gulde dog, Jud;
and many other ìoved ones. He
will be deeply missed by the
Steven Carl Psihos'80,
Chaska, Minn., died inJune; he
was 43. He enjoyed horseback
Augsburg community.
riding; gardening; reading; tiedying clothing with his wife,
lfñriltr:füIîIllEf[lì
Mary; listening to classical music;
and especially spendìng time with
his family.
Jean G.
(Shillinglaw
Tigwell)
Mel Riley'80,
St. Paul, died of
cancer inJune; he was 55. A
highly respected Minnesota sports
figure, Riley was a college
basketball player at both
Augsburg and Concordia
College-St. Paul. He was head
basketball coach at Minneapolis
Community and Technical
College. An avid golfer, he most
recently worked at the Arbor Goìf
Course in Inver Grove Heights,
Minn. He was also a partner with
his wife, Peggy, in their consultant
firm. He hosted Mel Riley\ Sportson-the-Run show, a popular Ìocal
cable-TV sports show
Lindell,
Woodbury,
Mlnn., died in
July; she was
l. A great
friend of Augsburg
College, Jean, along with her
husband, James Llndell '46,
contributed the major gift that
made construction of the James
G. Lindell Library possible. She
was vefy ac[ive in attending
many Augsburg events; many of
her children and grandchildren
were Augsburg graduates. The
Augsburg community has been
very fortunate to knowJean and
will miss her deeply
B
Minneapolis, died unexpectedly in
Maiden name
Class
year or last year attended
Street address
City
ls
this a new address? D Yes
tr
No
E-mail
Home telephone
ls spouse also a
Spouse name
Your news:
zip
State
Employer
For news o[ a cleath, lvritten
nolice is required, e.g. an obituary,
funeral notlce, or program from a
memorial service.
July; he was 32. He is survived by
by sons Aaron,22, and Daniel,
lB, and many other loved ones.
Michael Gustavson'02,
cancer; she was 52. She was an
independent consultant for the
Full name
Send us your news
and photos!
Pampered Chef. She is survived
Position
graduate of Augsburg College?
!
Okay to publish your e-mail address
Work telephone
n Yes n No
lf yes, class yea
Maiden name
_
Augsburg N ow Class Notes,
Augsburg College, CB 146,
221Ì Riverside Ave., Minneapolìs,
MN, 55'154, or
e-n.raÌ1 to
<alumni@au gsburg.
Fall 2O01
edr-r>.
4ucssunc n¡ow
31
A
o
I
o
¡a
I
o
o
I
'%"*¿-*¿a,,,4.
ctober
2I, 2001, marks the 100th anniversary of the birth of
Bernhard M. Christensen, Augsburg graduate, professor, and
president from l938-62.
Through the work of the Christensen Endowment, the tangible
legacy that has been made possible by
Augsburg alumni and friends, the principles
and commitment of Bernhard Christensen to
academic integrity and Christian community
can continue to shape our vision.
The following excerpts from a column
written in 1976 by President Oscar A.
Anderson eloquently illustrate Bernhard
Christensen's legacy to Augsburg.
A. Quanbech, assistant professor of
-Phílip
religíon
and member of the Chnstensen
Endowment Committee
Bernhard M, Christensen
Bernhard M. Christensen and his wife, Lilly Gracia
Ø-*t
t@o"o*
r. Christensen was president of Augsburg for 24 years and
before that served as a professor here. He, perhaps more
Now, I confess to a presenl and personal uneasiness at this
point. Have I been as dedicated to "the inner pilgrimage" as I am to
than any other person, brought Augsburg College into
the outward progress at Augsburg College? When a1l is said and
the modern era as an accredited American college.
done, have we at Augsburg maintained some peculiarity of the
The book he has written lThe Inward Pilgnmagel, however, is a
powerfui reminder to all of us at Augsburg today that Dr.
heart which imprints those who teach and learn and earn here? Or
Christensen's most significant contribution was to the essentìal
us have amassed, enjoyrng the interest but not replenishing the
spirit of this institution-the essential Christian spirit of Augsburg
principal? Are we content to let the Christianness of Augsburg be
simply an old historical notion rather than a present day reality?
College.
He knew that this college had as its purpose the freeing of the
are we simpiy living off the "spiritual capital" which others before
The real future of this college lies not in a prestigious facult¡
a
mlnd for the rigorous and relentless pursuit of truth. He kneq
briliiant student body, a splendid campus, or a balanced budget
also, that thÌs college required a body, so-to-speak, namely, the
with all the emoluments everyone
physical and programmatic facilities essential to the fulfillment of
its mission. He was, in every way, a builder. But most important of
the nurture of distinctive attitudes toward truth and 1ife, toward
God's good Creation and His beloved human family. It lies in an
all, he will be remembered as a president who was dedicated to the
proposition that a college is essentially spirit-that mind and body
unapologetic bias toward the Spirit of Jesus, whose Living Presence
we have just celebrated at Easter.
function according to inner dictates, that education without
direction is dangerous, that "out of the heart are the issues of life."
32
,4UCSBUnC ruOW
-Excerpts
desires.
It lies beyond
these,
in
Jrom "Augsburg Confesstons," Augsburg Echo,
Apnl 30, 1976.
Fall 2O01
)
o
¡a
t
a,
o
Music
For more information on any oJ these eyents
(unl e s s o t"het'wis e note d), c all 6 1 2 - 3 3 0 - 1 2 6 5
October 13
Homecoming Concert Band and Jazz
Band Alumni Concert
I 1 a.m.-Hoversten Chapel
Theatre
November
Writing the History of Working
2-\1
Our Town
by Thorton Wilder; dlrector, Julle Bolton
Performances: Nov 2, 3, B, 9, t0 at 7 p.m.;
Nov.4andllat2p.m.
-I.1-ornhom-Nelson
Theater, Foss Center
For tlcket information, caII 612,330-1257
October 14
Faculty Recital, Stephen Gabrielsen '63
4 p.m.-Hoversten Chapel
October 23
Riverside Singers and Men's Chorus
Concert
7: 30 p.m.-Hoversten Chapel
David Roediger, Unlversity of lllinois-Urbana
10 a.m., Convocation-Hoversten Chapel
October 2ó
Lecture by Earl Hightoweri on addiction
intervention and treatment coordination
7 p.m.-Hoversten Chapel
For information, call StepUP program,
612-330-t405
Exhibits
For gallery inJormation, call 612-330-1524.
November 6
September l4-October 24
"Sexually Speaking with Dr. Ruth"
"Woodgrain: Vertical and Horizontal,
With and Without Knots"
by Patricia Scott
Gage Family Gallery, Lindell Library
October 25-27
Class
Relations"
Ruth Westheimer, psychosexual therapist
7:30 p.m.-Hoversten Chapel
For information, call 612-330-1124
Opening reception, Sept. 14, 6-9 p.m.
November 15-1ó
Featuring Masterworks Chorale (see story
October B-14
on page 5).
7:30 p.m.-Central Lutheran Church,
Minneapolis
For tickets, call TicketWorks at 612-3433390 or visit www.ticketworks.com
Augsburg Homecoming Art Show
"The lnfluence of Afro-American Culture
on American Music"
William C. Banfield, University of St.
Luther
Paintings, photography, and sculpture by
Augsburg alumni
Thomas
Alumni
Ensemble
7 p.m.-Hoversten Chapel
GaIIery, Chrlstensen Center
l\ovember 9-December 19
November 19
"Seamless: An Exhibition
Augsburg Orchestra Concert
7 p.m.-Sateren AudiLorium
of Paper
Garments"
by Erica Spitzer Rasmussen
Gage Family Gallery, Lindell Library
November 20
Opening receptìon, Nov. 9, 6-9 p.m.
Augsburg Concert Band Concert
September 1B
1
.Advent Vespers
Nov. 30-6 and 9 p.m.
Dec. I-5 and 8 p.m.
Central Lutheran Church, Minneapolis
For information, call 612-330-1265
December 7-B
1 th Annual Benefit Concert and Silent
Auction, Center for Global Education
7 p.m.-Hoversten Chapel
"Some Leaders are Born Women"
Sarah Weddington, attorney, former
presidential special assistant
7:30 p.m.-Hoversten Chapel
For information, call 612-330-1124
Septenrber 23*24
2001 Christensen Symposium
"Global and Local Neighbors: Christian
Faith across Cultures"
Dr. Lamin Sanneh, Yale University
For schedule, see page 2
For ticket informatlon, call 612-330-Ì159
December 9
Augsburg lazz Ênsemble Concert
4 p.m.-Hoversten ChaPel
December 6
"The Legacy of Matthew Shepard"
Judy Shepard, speaker and activist
p.m.-Hoversten Chapel
Seminars, Lectures, and Films
Minneapolis
or l-800-299-8889
Nov. 16, Convocation
10 a.m.-Hoversten Chapel
B
7 p.m.-Central Lutheran Church,
November 3O-Decernber
Nov. 15, Concert, AugsburgJazz
October
B
"An Evening with Maya Angelou,,
7:30 p.m.-Melby Hall
For tickers: TicketWorks, 612-343-3390,
or www. ticketworks.com
December 10
October 22
Chamber Music Recital
7 p.m.-Satcren Audit orium
"Counting lncidents or Telling Tragedies?
Other Events
October B-14
Homecoming and Family Week 2001
"Augsburg on Parade"
October
B
Diversity Scholarship Day
l0:20 a.m.-Special Chapel service
For information, call 612-330-1 180
Octobe:' 13
5th Annual M. Anita Gay Hawthorne
lazz and Poetry Bash
7 30 p.m.-Tj ornhom-Nelson Theater
For information, call 612-330-1022
:
November 30
Velkommen Jul
I0:20 a.m.-Special Chapel
service
For information, call 612-330-1 180
10:
l5 a.m.-Hoversten
ll a.m.-2
Chapel
p.m., ChrÌstensen Center,
featuring Scandinavian treats and gifts
HOMECOMING & EAMILY \üíEEK 2001
AUGSBURG on
OCTOBER S-14
a
Q.e9ede
Honoring the 2001 Distinguished Alumni
George S. Dahlmarr'72, Burton R. Fosse'44,
Kathleen D. Lake '76, and Neal O. Thorpe '60
Saluting the Golden Anniversary Class of 1951
and the reunion classes of 1951, 1961,1976, and 1991
Looh
for detøils in the special Homecoming
sectíon, pnges
23-25
UGSBURG
A
COLLEGE
Non-Profit Org.
U.S. Postage
J211 Riverside Avenue
Minneapolis, MN 55454
Minneapolis, MN
Permit No. 2031
PAID
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Show less
Ê
_-ii
j
*
{
T
#
¡¡
¡a
What a year this has been ¡..
tñt
lfll
iLh this summer issue, we
.orptete our first Iull volume
year as a magazine . . . and realize what
an exciting and rewarding year it's been.
The comments we've received from
you have encouraged and uplifted us.
You've... Show more
Ê
_-ii
j
*
{
T
#
¡¡
¡a
What a year this has been ¡..
tñt
lfll
iLh this summer issue, we
.orptete our first Iull volume
year as a magazine . . . and realize what
an exciting and rewarding year it's been.
The comments we've received from
you have encouraged and uplifted us.
You've told us that you enjoy the longer,
more colorfully illustrated articles. You've
told us to keep up the good work. You've
told us that this new magazine makes
you feel proud to be an Auggie.
And, now, I'm proud to announce
that Augsburg Now has also received honor
and recognition beyond our own
communiqz The Now received aBrorue
Medal in the 2001 Circle of Excellence
awards sponsored by the Council for
Advancement and Support of Education
(CASE) for periodical publication
improvement. As one of eight awards from
97 entries, Augsburg joins company with
several of the top college and university
magazines in the country And that makes
us feel proud to be Auggies, too.
ln this issue, we present stories
about stretching beyond what is
necessary and expected. The first feature
highlights Augsburg's commitmenr ro
beì.ng a good neighbor and engaging
students in opportunities to learn from
and serve the communitv
The second story is a feature on
focus-two gutsy men who push the
envelope to achj.eve at levels greater than
expected of them. Aaron Cross and Jim
Mastro personify one of our key
messages to prospective students-that
at Augsburg, you are encouraged to
reach farther than you ever thoughl
possible.
For those ofyou online, please take
a moment to consider the questions in
the enclosed survey about services you
would find useful on an enhanced
alumni Web page. The questions can
also be completed online.
Letters to
the editor
Experiencing Cuba
I found the article "Experiencing Cuba" in
I th. ,ecenL issue of Augsb urg Nàw very
gratifying to read. vou. lto.yãbo.rr
Augsburg journallsm students spendÌng 10
days in Cuba interviewlng people is a
wonderful example of how Augsburg's
Center lor Global Education is promoting
understanding between people in the U.S.
and in Latin American countries. ln the
case of Cuba it is particularly lmportant
because governmental sanctions have
made the kind of contact which promotes
Please continue to write to us-about
your thoughts as you read through the
issue, about your comments and
concerns, and about your reactions to the
articles. We'd like to keep in closer touch.
We look forward to continuing this
conversation as rMe enter our second
magazine year, in the 133rd year ol
Augsburg College.
understanding very difficult.
As I live in Wisconsin, I found it
partlcularly interesting that one of the
students had done a comparative study of
farming and the cooperative movement Ìn
Cuba and Wisconsin.
Ww
Out of Africa
Betsey Norgard
-Larry
Glenn'70
reetings from Nairobi. i appreciate
always getting a copy of the
AugsburgNow
G
Editor
-Kanaidza
Abwao'75
We welcome your letters!
Please
write to:
Editor
AugsburgNou
2211 Riverside Ave., CB 145
Minneapolis, MN 55454
E-mail: now@augsburg.edu
Fax: 612-330-1780
Phone: 612-330-1 18I
Letters fo¡ publication must be signed and include your name, class year, and daytime telephone
number They may be edited for length, clarir¡ and style.
Correction: ln the w¡nter issue on p. 26, we
incorrectly identified the subject of our
alumni profile in the title and caption. lt
should read: Peter Steen-A Model Teacher.
ITTGSBLJRG
Vol. 63, No.4
'r 2OO1
DO YOU VISIT THE ALUMNI
WEB PAGE?
Woulu You LIKE To
Now
'es
sEE ADDTTToNAL
oNLINE SenVlCeS?
g to serve ...
to learn
Norgard
erve in the community is part of an
rcation, and students begin to worle
The Alumni and Parent Relations
'1ty partners Jrom their
Jirst day on
Office would like to hear what you
would find useful on the alumni page
3
Please take a moment to complete the
survey-either on the attached tear-off
<www. augsburg. edu/alumni> and
19
return it byJuly 20. lf you complete
will
by Don Stoner
Augies Aaron Cross and lint Mastro haye
orercome obstacles to excel in their sports,
gain international recognition, and achieve
success in their careers.
card or online at
the contact information, you
Targeting success:
No barriers allowed
tno,o contest for
International and
Off-Campus Studies
be
tments
entered in a drawing for a $50 gift
cértificate from the Augsburg College
20
co*-encement 2ool
Around. the Quad
Bookstore.
Sports
Alumni News
Class l\otes
Auggie Thoughts
administered pro gr am5 except
in
those instances where religion
is a bona Jíile occupational
qualificati on. Au gsb ur g C ollege
is committed to proviiling
r eas onable accomm o d ations to
íts employees and its students.
inside
back
cover
Calendar
On the cover:
Augsburg senior Dereh Schwartz
completed his student teaching at
C e d ar - Riv e r si
de
C ommunity
School. Here, he helps hindergarten
www.augsburg.edu
student Farult Ahmed with an
50 percent recycled paper (10 percent post-consumer waste)
assígnment. See story on page
Photo by GregHelgeson.
B.
r
AucsBuRG Now
Vol. 63, No.4
Summer 2001
Features
Augsburg Now is published
quarterly by Augsburg College,
22ll Riverside Ave., Minneapolis,
Minnesota 55454.
Betsey Norgard
Learning to serve ...
serving to learn
Editor
by Betsey Norgard
Lynn Mena
Learning to serye in the community is part oJ an
Augsburg educatiott, and students begin to worh
with community partners from their Jirst day on
Assistant Editor
Kathy Rumpza
Graphic Designer
cdmpus.
William V. Frame
President
Dan Jorgensen
Director of Public Relations and
Communication
Nancy Toedt'94
3
Director of Alumni and Parent
Relations
Opinions expressed rn Augsburg
Now do not necessarily reflect
1SSN 1058-1545
success
Postmaster: Send correspondence,
name changes, and address
corrections to : Augsburg N ow,
Office of Public Relations and
Communication, 22 I I Riverside
Ave., Minneapolis, MN 55454.
Augsburg College, øs afflrmeil
in its miss¡on, does not
discriminate on the basis of røce,
color, creed, religion, national or
ethnic origin, age, gender, sexual
orientation, marital status, status
uith regaril to public assistance,
or disability in its education
p olicíes, a ilmi s sions p olicie s,
scholarship ønd loan progrøms,
athletic andlor school
ødministered pro gr am1 except
in those ínstances where religion
is a bona fide occupationøl
qu aliJi c øtio n. Au gsbur g C olle ge
is committed. to provüling
reasonable accommo dations to
its employees and íts stuilents.
by Don Stoner
Auggies Aaron Cross and Jim Mastro haye
overcome obstacles to excel in their sports,
gain internatiot-tal recognition, and achiev e
official College policy
E-maii: now@augsburg.edu
Telephone: 612-330-Ì I8ì
Fax: 612-330-I780
Targeting success:
No barriers allowed
in theLr careers.
f 9
prro,o contest for
International and
Off-Campus Studies
Departments
2
6
23
25
32
inside
back
cover
2O
co*roencement 2ool
Around the Quad
Sports
Alumni News
Class Notes
Auggie Thoughts
Calendar
On the cover:
Augsburg senior Dereh Schwartz
completed his student teaching at
C e dar-
Ny er si de
C ommuniQ
School. Here, he helps ltindergarten
www.augsburg.edu
student Faruh Ahmed with att
50 percent recycled paper (10 percent post-clnsumer waste)
assignment. See story on page 8.
Photo by GregHelgeson.
I
a
^
I
I
o
¡a
O
/
a
o
Susan Klaseus is Augsburg's newest
vice presidgnt
byDan Jorsensen
s
usanJ. Klaseus, former associate dean
of external affairs for the Carlson
School of Management at the University of
2004' vislon and the strategies we are
pursuing in its behalf is palpable, and I
look forward to her work and her
Minnesota, has been named vice president
of institutional advancement and
community relations.
President William Frame noted that
Klaseus brings to her new role a strong
background in the institutional
advancement field combined with a firm
grasp of Augsburg's mission and "place" in
leadership," the president added.
Klaseus served at the Carlson School
from 1996-2000, where she was
responsible for all corporate and individual
donor relations, fundraising and
development, as well as media relations,
public and community relations, and
alumni relations. In 2000, she formed her
own consuiting business, partnering with
the communit;z
"We are fortunate to have found an
individual who not only is committed to
bridging the worlds of education,
[Augsburgsl strdtegy includes ø solid
academic exp enence coupled w ith
spintuøl growth and community
s ew ice opp ortunitie t
Å'*ron
l.
KIas eus
government, business, and the not-for-
profit sector, but who also has a keen
sense
of what is needed to form strategic
partnerships to help the College articulate
its vision," Frame said.
"Her enthusiasm for the 'Augsburg
community agencies to serve client needs.
Preyious to her position at Carlson,
she served various executive positions aL
four companies in the financial services'
industry, most recently as a senior rnce
president for Piper Jaffray Companies .
Klaseus said she looks upon
publidprivate partnerships as vital to the
future success of Augsburg's development
and community relations efforts and to
ensure that the College's students have the
best possible educational environment
available.
"l am pleased to see that in Augsburg's
case, this stmtegy includes a solid
academic experience coupled with spiritual
growth and community service
Susan J. Klaseus
opportunities woven into the curricula and
life of the Co1lege," she said.
Klaseus also said she is excited about
Augsburg's location in the city and the role
she believes the College can play in
assisting the Twin Cities in economic
growth and development and muchneeded attention to K-I2 education.
Klaseus holds a Bachelor ofArts degree
from Metropolitan State University, a
Master of Public Administration from the
John F Kennedy School of Government at
Harvard University, and a Master of Arts in
liberal studies from Hamline Universiqr
Currently working part time, she will
assume full-time duties in August.
Herald Johnson elected to head financial aid officers
I
lerald
II1oh,rro,.,
enrollment
MAFAA to head the organization twice.
The MAFAA is the professional
organization of nearly 400 financial aid
officers at postsecondary institutions in
Minnesota who work with students,
educators, policy makers, and others to
ensure that adequate programs of financial
assistance arc avallable to all students
attending Minnesota institutions of higher
services, has
education.
'68, director of
financial aid
and assistant to
the vice
president of
admissions and
Johnson,6g
been elected for
the second
time as president of the Minnesota
Association of Financial Aid
Adminj.strators (MAFAA). He is only the
second person in the history of the
Herald
2
,+UGSBURG NoW
Financial aid in higher education is
often misunderstood, Johnson says,
it is one of the most complex
functions in high education institutions.
"It's like a moving target," he said.
"The variety of funds available all comes
because
with their own
set of rules. And they are
always changing."
Among the blggest changes, he says, is
in the mixture of gifts, loans, and work,
with a shlft to a greater availability of loans
The MAFAA provides training,
workshops, and conferences for
professionals in financial aid, includlng a
Leadership Symposium that has been
recognized natì.onally and serves as a
model program.
Johnson graduated from Augsburg in
1968 and was hired as an admissions
counselor. ln 1969, he became the
College's first (and only one to the present)
director of financial aid.
Summer 2001
Three students are awarded Hognander
Scholarships for music excellence
Lake, Minn., is a
music performance
and composition
major. He has
Lindsay
f
Bonner
Brendan Anderson
composed pieces for
the Concert Band
and a piece for the
Chamber Orchestra
that premiered in
May Two of his
Dan Luedtke
compositions received their international
premiere during the Concert Band's recent
tour [o ]reland. Anderson is a saxophonist
in the Concert Band and an
instrumentallst with Gospel Praise He is
also a member of the Camp Cruisers, and
has arranged much of the Cruisers'
repertoire.
Dan Luedtke, from Warren, Minn., is
a piano performance major and studies
with music professorJill Dawe. He has
participated in the chamber music group
for the last three years and has also
hree Augsburg students were awarded
I
Hognander Scholarships for 2001-02,
the most prestigious award given to music
students.
Lindsay Bonner, from Virginia, Minn.,
is a vocal performance major studies with
Janet Gottschall Fried. Bonner is a member
of the Augsburg Choir, is a vocalist with
Augsburg's Gospel Praise, and performs
with the Camp Cruisers, the house band at
Mall of America's Camp Snoop;z She was
also instrumental in the production of
"Women in Opera," a group of five femaie
student performers who met weekly for
over a year to perfect their singing and
acting skills and their knowledge of opera
repertoire.
Brendan Anderson, from Madison
performed with the Concert and Jazz
Bands. He will participate in a spring
internshì.p with HECUA's (Higher
Education Consortium for Urban Affairs)
City Arts program, taking classes and
working at an arts organization. His
upcoming performances include a 20thcentury music recital in December and a
senior recital in spring 2002.
The Orville C. and Getrude O.
Hognander Family Fund established a
permanent source of scholarship funds to
recognize exceptional music performance
and achievement. The intention of this
award is to attract gifted students,
stimulate current students, and build a
cadre of alumni whose achievement
elevates the reputation of the College and
the music department. Requirements
include a résumé, essay, and an audition of
two music pieces.
Congratulations
to tenured and
newly-promoted
faculty:
Promotions effective September
1
Instructor to Assistant Professor:
Sonja Thompson, music
Assistant Professor to Associate
Professor:
William Green, history
Peter Hendrickson'76, music
Sandra Olmsted'69, chemistry
øc
Gil
Student tour guide
Connie Bishop (left)
answers questions
from the directors of
academic affairs of
15 Norwegian colleges
who visited campus to
learn about Augsburgb
initiatives in higher
education marketing
and international
pro9rams,
EA
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Z
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F
Bridget Robinson-Riegler, psychology
E
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T
Associate Professor to Professor:
Milo Schield, business administration
and MIS
Frankie Shackelford, modern languages
Tenure granted
Cass Da1g1ish, English
Rebekah Dupont, mathematics
Peter Hendrickson '76, music
Dawn Ludwig, physician assistant studies
Bridget Robinson-Riegler, psychology
Summer 2001
4ucs¡unc ruow
3
Around the Quad
Farewell to retiring faculty and staff
membgfS
by Lynn Mena
!hree laculty members, wilh a
I combined'64 yearsof service to
Augsburg, retired from active teaching at
the end ol this academic year. The Board
of Regents granted all three
emeritus/emerita status in May In
additlon, one staff member, with more
than a dozen years of service to the
College, will retlre thls fall.
Marjorie M. Magnuson
Marj Magnuson came to Augsburg in 1988
as a receptionist for the Center for Global
Education; she currently serves as the
center's admlnistrative assistant. She and her
husband had moved to the area ln 1987
after 12 years of directing a Christian
children's camp/retreat center.
"Neither of us knew exactly what we
wanted to do next," says Magnuson. "I took
some classes, and we both had paper routes
as well as being caretakers in an apartment
buildlng." Meanwhile, she says, her
youngest son registered for a Global Ed
semester program in Cuernavaca, Mexico,
and a newsletter from lhe center announced
a job opening for which she applied and
was hired.
A graduate of a bible college with a
major in Christian education, Magnuson
says she will miss her colleagues and the
leaming opportunities within the
department and the College community.
After her retirement in the fall, her plans are
to take a bike trip in Europe with her
husband, volunteer, and work.
"Ma4 has been the spiritual and moral
center of the Center for Global Education
for the past 13 and a halfyears," says Regina
McGoff, the center's director of marketing
and administration. "She leads by example,
setting the pace by working very hard and
always looklng out for the heart and soul of
our mission. Her presence will be greatly
missed by everyone on our staff."
Last year, the College thanked
Magnuson for her dedication by honoring
her as one of the Outstanding Employees of
Augsburg.
4
,+UGSBURG NoW
Marjorie M. Magnuson
Gordon L. Nelson
Beverly J, Nilsson
Clarice A. Staff'63
Gordon L. Nelson
political setting, hometown lore, or
Gordon L. Nelson, professor of sociologl
and facuity parliamentarian, was flrst hired
relative. He is sharp and dedicated to the
Coilege. We are grateful for his many years
at Augsburg
ín 1967
as assistant professor
of sociology He was granted tenure in
1971, and promoted to associate and full
professor in1977 and 1985, respectivel)¿
He also served as department chair for l0
years, and has
regulaf
taught in the
religion department. Nelson obtained B.A.
and M.A. degrees from the University of
Minnesota, a B.D. and M.Div from Luther
Theoiogical Seminary, and a second M.A.
and a Ph.D. from the University of
Chicago.
"Gordon has a marvelous sense of
humor and a remarkable sense of history,"
says Diane Pike, professor of sociology "He
rarely fails to connect a student to some
a
of commitment."
After retirement, Nelson hopes to
continue [o serve as a member of the
Minneapolis Board of Estimate and
Taxation, he is seeking re-election to the
position in the November municipal
election and was first elected to the
position in 1973.In addition, he expects
that he will continue to work part time in
the district office of Congressman Martin
Olav Sabo '59, as he has done since 1979.
Beverly J. Nilsson
BeverlyJ. Nilsson, professor of nursing,
began her career at the College in1977 as
associate professor. She was granted tenure
Summer 2OOf
in 1980, promoted to full professor in
1990, and has served as department chair
since 1978. She received her diploma in
nursing from the Mlnneapolis General
Hospital School of Nursing, and her B.S.,
M.S., and Ph.D. from the University of
Minnesota.
"Bev has been a colleague, mentor,
and friend," says Sue Nash, assistant
professor of nursing. "What an honor to
have worked side-by-side with her as we
launched the first graduating class of
nursing students here at Augsburg, back in
the '70s, and now to be involved in the
launching of the first graduating class of
the Rochester branch nursÍng students. Bev
has touched my life and helped shape my
career."
Nilsson looks forward to the
opportunity to "savor and enjoy the
choices" ofher future. She says that she
will miss the "good people of Augsburg,"
particularly the nursing students, past and
present, and her colleagues from the
nursing department.
"Over the years, I have experienced a
genuine and most generous spirit of
helpfulness among those of us who work
and study in this place," says Nilsson. "The
people here care about each other, and
demonstrate that caring in large ways and
in small, everyday ways."
Clarice A. Staff '63
'Clarice A. Staff, assistant professor of
social work, has taught at Augsburg since
1995 at her present rank. Although she
was in a tenure track position, she waived
tenure consideration since it fe1l during
the same yeat as her retirement. An
alumna of Augsburg, Staff received her
B.A. in 1963 and went on to earn M.S.
and D.S.W degrees from Columbia
University She served for a time
as
director of Augsburg's M.S.\M program. In
1984, she received a Distinguished
Alumna Award.
Staff has particularly enjoyed working
with the Weekend College and graduate
students. "As adult learners, they bring a
special commitment" she says. She plans
Summer 2001
to retire her alarm clock, and will continue
working on stories related to family
genealogy
"With uncompromising integrity,
Clarice has stood strong and fast for
social justice and for what she believes is
right," says Tony Blbus, associate professor
of social work. "The social work
department, our faculty, staff, and
especially our students, have benefited
greatly from her attention to detail, her
intelligence, and her experience in higher
education, her steady advising, and her
loyal friendship."
An Augsburg teacher celebrates 100
by Maggie Weller'O1
lor today's students, it is not
I uncommon to attend a class taught by
a woman. However, before Anna Manger
began teaching math, there were no
female teachers at Augsburg College.
Manger, who celebrated her 100th
birthday in February, graduated from the
University of Minnesota in 1923 and was
hired by Augsburg as its first female
instructor, teaching higher algebra and
geometryl lt was just a year earlieq in fall
1922, that Augsburg enrolled its first
lvomen students.
Manger recalls the friendly
atmosphere at that time and the fact that
"everyone was interested in everyone
else. "
Manger shared a story about how she
used to walk home after school with
several of her male colleagues. "They were
big and ta1l, so \Me must have looked
funny walking together," she says with a
laugh.
Even after marrying and leaving
Augsburg ín L925, Manger continued to
be involved with the College as part of a
group that worked to help raise money
for scholarships. The group painted and
built "decorative things," including plates,
napkin holders, and stools. While this
group no longer exists, Manger continues
her involvement as a member of the
Augsburg Associates.
Manger's dedication to Augsburg had
a lasting effect on her family Both of her
daughters are Augsburg alumnae who
enjoyed becoming part of the community
where thelr mother had taught.
Manger recently attended her 75th
college reunion and found herself to be
the only attendee. "There are not many of
us left," she says, and tells of how she was
invited to sit with the president of the
university and the dean.
When asked what Manger believes to
be the greatest change at Augsburg
between now and when she taught, she
responds, "There were not so many
students then, so it was not as busy as it is
today"
Her 100th birthday was a festive
affair. Two daughters, eight grandchildren,
and 13 great-grandchildren, as well as
over 300 people, attended the part¡
including a number of Auggies.
"I got loads of lovely cards," Manger
reports.
o
a
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à
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U
Anna Manger, Augsburg's first
female professor; celebrated her
centennial year with family and
friends.
,4ucssunc
Now 5
Edor Nelson field to be named
Ã
coach
uesburg College wilI honor ìongtinrc
Edor Nelson by
re-dedicating the outdoor athletic field ln
his honor.
A ceremony to dedicate the lield as
Edor Nelson Field will be held during the
Augsburg football team's home-opener
against St. John's Universily on Saturday,
Sept. 22. Game time for the season-opener
has not been set.
In 1984, the College named the
It : , enct
ï,, urstruclor
:
,ncoacn
outdoor athletic field as Anderson-Nelson
Fleld, in honor of Nelson and longtime
athletic director and men's basketball coach
Ernie Anderson. In Februar¡ the College
dedicated the court in Melby Hal1 in
Anderson's honor.
Nelson earned Augsburg Hali of Fame
honors as both a student-athlete and coach
at Augsburg. As an athlete, he was a multisport star in football, basketball, and
baseball, graduating in 1939. After serving
his country in World War ll-including six
months of imprisonment in a German
prison camp-he retr¡rned to this country,
by Don Stoner
in
1947
, and also served tl-re College
hockey and wrestling coach at times in
the 1950s.
Nelson coached football [or 23 years
(1947-69), flnishing with a 58-118-10
coaching record, the most coaching wins in
school history. He was inducted lnto the
Minnesota Football Ha1l of Fame in 1973.
He coached baseball for 33 seasons (194679), earning MTAC titles seven l¡mes
as
(t947,'48.'59,'61,'63,'73 and'75) and
earning conference coach of the year
honors in I97 5
Nelson was an associate professor in
Ar-rgsburg's health and physical education
department for 32 years, retiring in 1978.
More information on the Sept. 22
event will be sent to A-Club members
during the summer, as well as being placed
on Augsburg's athletic Web site,
<www.augsburg.edu/athletics>. For more
inlormat ion on lhe dedication event,
contact Norm Okerstrom at 6L2-330-I6I6.
.
.,<l.
Edor Nelson '39 in a baseball coaching photo
from the 1950s. Nelson was best known for
leading the baseball and football teams
during his three decades as a teacher and
coach at Augsburg.
earning his master's degree from the
University of Minnesota ín 1947
.
He coached lor three years in
Lamberton, MÌnn., and returned to
Augsburg in 1946, when he was named
baseball coach. He was named football
Don Stoner is sports information coordtnator
Auggie sports wrap for 2000-01
Football
Named to the MIAC All-Conference first
team were defensive linemen Matt
Chappuis and Andy Howard, and offensive
lineman Andy Hansen. SevenLeen seniors
completed their Auggie careers in 2000
wirh. a 25-L7 career record, joining the
graduating classes of 1999 and 2000 as
holders of the best four-season career
record in school history
Volleyball
The team capped the l1-16 season by
winning seven of their last 10 matches,
including a three-game sweep of defending
MIAC champion Bethel. Angie Rieger
earned first team A1i-MIAC honors, and
closecl her Auggie career with a unique
double-double, 1,030 career kills and
1,052 career digs.
Men's and women's soccer
A stretch of six wins late in the year, wlth
Auggie \Momen were able to compete as
team for the first time slnce 1998.
14 freshmen on the roster, marked the
beginnings of what the men's squad hopes
will be a strong showing next fa1l. Joel
Stone, a defender, earned a spol on the AllMIAC first team.
On the women's side, a 7-10-1 markthe best record since I997-and consistent
scoring pr-rnch from both veterans and
newcomers spelled an outstanding
rebuilding season. Brenda Selander was
named to the All MIAC first team.
The men's and women's cross country
teams capped their year with one of their
best finishes in recent years at the MIAC
championship meet. Senior Eric
Bloemendal and junior Chrissy Baune
earned all-MIAC honors.
Men's and women's golf
The men's and women's goll teams
completed split seasons-fa1l and springwith solid efforts. The men's team was third
in the MIAC fall championships, 1ed by the
team's lone senior, Hans Anderson.
With increased nr-rmbers of players,
a
Men's and women's cross country
Men's and women's basketball
The men's basketball team earned a trip to
the MIAC playoffs for the fifth season in a
row, despite late season injunes. Seniors
Tomrny Chatman and Matt Davis earned
first-team AII-MIAC honors. The team was
11-9 in the MIAC.
The women's team's 1l-13 overall and
9-12 mark in the MIAC was Augsburg's
best since l9B4-85. SeniorJaime Kingsley
continued on next page
6
,+ucsBURG Now
Summer 2001
Lucky seven for Auggie wrestlers
Augsburg wins record seventh
national title
w ilLåi;:i::: iîi,*:ïäî:es,'n
g
history, the Augsburg College wrestiing
team won its second consecutive national
championship and seventh title in the past
ll years to highlight the 2000-01 sports
year for the Auggies.
The wrestlers had three individual
national championships and eight Al1Americans. Their 119.5 points was the
sixth-largest total in Division lll history
Defending national champion senior Ben
Bauer became the fifth Auggie in school
history to earn consecutive national titles.
Senior Nik Lewandowski, who became
the fourth Auggie ever to earn four Al1
American honors, claimed the first national
championship of his career with a dramatic
7-5 overtime victory in the 184-pound
final. And, two-time national runner-up
Darin Bertram earned his first national
championship.
Defending national
champion Nick Slack saw his
The wrestlers also excelled in the
classroom, earning a 3.372 GPA with its
distinction of being the fourth highest in
national Division III.
unbeaten streak end in the
I 74-pound championship
match and finished his season
at 29-1, notching a two-
season, consecutive-match
winning streak of 60-the
second-longest in school
history The team finished the
dual season at 16-l and won
the MIAC title for a record
15th consecutive year,
defeating perennial Division 1I
powers North Dakota State
and South Dakota State in the
dual season.
Augsburg's wrestling team shows off their national
championship hardware after claiming the school's seventh
NCAA Division lll national title in the last 11 years at the
2001 NCAA meet.
Sports wrap (continued)
s'
earned a spot on the
.s
AII-MIAC first team,
leading the Auggres
L
È
in scoring,
rj
Q
rebounding, and
blocked shots. A
biology major with a
3.844 GPA, she also
earned Verizon
Jaime Kingsley goes
up for a shot during
.Augsburg's victory
over St. Olaf.
Academic AllDistrict first-team
honors.
Men's and women's hockey
The Auggie men finished in a fourth-place
tie in the MIAC with a 9-6-I record, but
were eliminated from playoffs on a totalgoal tiebreaker. Four Auggies earned firstteam A11-MIAC recognition-freshman Tim
Olsen, sophomores Jaro Cesky and Brad
Holzinger, and senior goalie Ryan
Mclntosh, for the lourth season in a row.
The women's team had its third
consecutive winning season, lncluding a
sweep on the annual trip to the East Coast.
For the second year in a row, forward
Angie Rieger was named MIAC Women's
Hockey Co-Player of the Year and a finalist
Summer 2001
for Natlonal Player of the Year from the
American Hockey Coaches Association.
Rieger and teammate Kristi Brusletto
earned AII-MIAC honors. A three-time AllAmerican, Rieger ended her career holding
steeplechase), and Baune (1500 meter
virtually every school scoring record.
Augsburg's baseball team finished the
season with 20 wins for the first time since
1992. Mike Schwalen, a four-year starter,
was named to the Verizon Academic AllDistrict V College Division First Têam. He
ended his Augsburg career with a .349
Men's and women's track and field
The men's and women's track and field
teams showed dramatic improvement
during the indoor half of the season,
breaking schooi records l6 times. New
records \Mere set by senior Desman Oakley,
who also won the 55-meter hurdles title;
freshman Derik Thaden (55-meter dash);
Mathew Shannon (200-meter dash), Chris
Ohnstad and Teresa Lewandowski (both in
the 600-meter dash); and Chrissy Baune,
who claimed all-conference finishes in the
1,000- and 1,500-meter runs.
In outdoor action, Oakley won his
second straight MIAC 1l0-merer hurdles
title and qualified for the NCAA Division
iII national championships. The men's 400meter relay squad set a school record of
41.99 seconds.
Other all-MIAC honors went to
Chrlstian Dawson (3,000 meter
run). Three other Auggie relay squads set
school records.
Baseball
batting average.
Softball
For the 22nd time in the last 23 years, the
softball team finished the season wirh a
double digit win record, 17-19 overall and
10-12 in MIAC play Shortstop Kristin
Lideen earned second-team recognit-ion on
the Natj.onal Fastpitch Coaches Association
(NFCA) AIl Midwest Region team. She and
pitcher Rachael Ekholm earned first-team
AII-MIAC honors.
For additional information, statistlcs, and
records on Auggie athletics, visit
<www. au gsburg. edu/athletics>.
,4ucs¡unc
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by Betsey Norgard
"lt's hard to tell where Augsburg ends, and the community begins."
Laurel True, director of community service-learning
-Mary
¡ n 1872, Augsburg Seminary chose
I vinn.upolis as its new home and
' settled on donated land surrounding
what is now the city's oldest park. Toda¡
Augsburg College boldly proclaims its
urban nature and firmly embraces the
city as a classroom for educating its
students. Augsburg 2004: Extending the
Vision declares that "Augsburg, in fact,
has made its location part of its
curriculum."
In these 100 years, this city location
has helped the College structure an
education that seamlessly integrates
practical experience with a liberal arts
education. The city has become a
iaboratory of unlimited opportunities,
which students begin exploring from
their first days on campus.
Community service-learning is one
of the experiential components of an
Augsburg education. Students learn
from and about the community and
society in which they live by
participating in service experiences that
are integrated into Augsburg courses or
the 100 students at the Cedar-Riverside Community School who
interact with up to four Augsburg students each day who come to the school to teach classes,
These kindergartners are among
assist teachers, and
tutor students.
done as part of other campus activities.
It is an area in which Augsburg has
built an enviable national reputation.
"Service-learning is embedded in
the education, it's not an add on,"
explains Mary Laurel True, director of
community service-learning. "lt's part of
who we are." And, it's clearly a "winwin" situation-both siudents and the
community benefit. It actively engages
Augsburg's mission and motto-learning
that takes place "in the context of a vital
metropolitan setting," and learning that
provides "Education for Service."
chilclren ancl aclults in literacl,, teachlng
classes as llart ol tl-reir courses, ancl
researchir.rg communitl' problems ¡o offer
ana11,5is ancl soluliot-ts.
Tl're Ceclat'-Rive rside Cornrnr-tnity
School is orre of Ar.rgsburg's close
partners. This public charter school-the
onl;' school ln the countr), to be located
r.vithin a high-rlse apartment complexserYes mosil;, Ìmrr-rigrant chlldren in
grades K-8. The 100 children come from
l7 natìons and speak seven different
languages, says assistant clirector
Stephanie Byrdziak. In the past trvo
years, not one of the kinclergarten
chlldren has spoken English as a first
language.
Every da;', the Cedar-Riverside
school children average four contacts
r,r'ith the more than 40 Augsburg
Augsburg junior Kristy Bleichner spends time
each week at Wednesday Night Out taking
neighborhood kids to a gym so that their
parents can enjoy time together.
Highlightecl in this article is jLÌst a
sampling ol the activities and programs
in the community sen'ice-learning
progrâm. ln turn, the sen,ice-learning
program is just one o[ the experiential
components in Augsburg's
Center lor Sen'ice, Work, and
Learning, rvhlch also oversees
stuclents who spend one to three hours
per lveek at the school. Some are
Augsburg science majors teaching
science units, musrc students teaching
piano lessons, educatìorr majors lullilllng
teaching requìrernents, or others tlrtoring
inclividual students ìn math or English
as
a seconcl langr-rage (ESL).
Worl<ing one-on-one helps the CedarRiverside studen[s keep up in class.
"Without Augsburg students, lt u'ould be a
lot more dillicult," sa;'s Malcolm Currle,
one ol the nlne teachers at the school.
r.vouldnt be able to l.rìo\¡e as fast because
o[ clillerences in abìlitìes; some stuclents
u'oulcl fall behind."
The partnership clearly bene[its
both Augsburg and the Cedar-Riversicle
school. For example, the school's
teachers, u'ith assistance lrom Augsburg
facr-rlt¡', have secured a granl for tl-re
school from the Medtronic Fottndatiot-t
that provicles a mobile science
laboratory needed to teach science in
the classrooms, since the school has no
space lor a dedicated science lab. For
Augsburg students, lvorking r'vith
community children provicles rich
experiences and valuable learning
r,r,ithÌn their own str-rdies-and many
students continlle these relationships
alter the ploglam ends.
Also r,vi¡hin the Cedar-Rir,ersicle
neighborhood, Trinity Lutheran Church
(rvhìch rvorships in Hoversten Chapel)
pariners with Augsburg lor Wednesclay
Night Out, a program that brings
together neighborhood parents and their
children for supper donatecl by
community organÌzatÌons and ¡he
College. Augsburg students spend time
after supper taking children to the
People's Center g1'm. leai'ing palenls
free to talk about [arnil1' znd
neighborhood issues.
"1
\
I
'4
a!
interr.rships, career placement,
.nnt[ cooperatrvc cdtrcrt iorr.
CeJrr- RiversíJq
Prrtners
se rvice -learnù'rg prograr.n has
cleveÌopecl paltnershi¡rs rvitl-r
The
ove
r 25
ct'rr-nmunily'
organrzations, prir-l-larily in
Ar-rgsbur g's ou'n Ceclar -Riverside
neigl.rbcrrhoocl. On ar-r1, given da;',
Augsburg stuclents are ir-r nearby
clerrrenlar'y sehools. conimunit;cenle rs, and neighborl-roocl
sllclters. engnged in tutorìng
Summer 2001
Senior Derek Schwartz keeps the attention of his kindergarten class during his student teaching at CedarRiverside School.
,4ucsguRc
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9
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hall day in groups
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"There is son-rethlng Iabout service-
at nearly 20 sites,
learningì that changes students,"
giving ahnost Ì,500
computer science professor Larry
hours of service.
Raglancl
Primarily located
communlty partners at a recent
around the College,
the projects range
from palnting ivalls
to yard work to
playing kickball
gathering.
told facr-rlty colleagues and
Tl.c ncíll.boif'il, c0lne5
yLurl
u'ith school children.
Tiue highlights the
importance of this,
-
because students
learn that "this is
what Augsburg is;
this is one of the
ways you'll learn
here."
Augsburg junior Nick Leach helps Abshir Mohamud with an assignment
on magnetism and electricity for the science unit Leach taught in the
middle school class at Cedar-Riverside.
Lerrnínt to sqrvc
Augsburg's community sen'ice-learning
program
r,vas
formally organlzed
10
years ago. A goal of the program, says
True, lvho arrived in 1990, is to build
a
continuum of community involvement
for each Augsburg student. It begins
with the Augsburg Seminar (AugSem),
the required lreshman orientalron
course that includes servrce projects
as
part of its curriculum.
The first day of the Augsburg
Seminar is City Service Projects Day,
when more than 300 freshmen spend
a
After Augsburg
Seminar, students
begin to take
courses that embed
service projects in
the coursework, they then become more
confident and ready to work
independently in Lhe comrnunity on
internships or research projects.
Each year, 20-25 Augsburg courses
include a service-learning component.
For example, last year a math class
helped a Cedar-Riverside organization
measure the impact that varying levels
of federal census returns would have on
the amounts of formula grants to the
neighborhood.
One of the goals in Augsbtu'g 2004 is
to engage more of the faculty in servicelearning and to spread rt across as many
disciplines as possible. Faculty benefits
include fresh perspectives and energy that
students brìng back to the classrooms
lrom Lheir community experiences.
Benelits fron-r the sen'ice-learning
experiences are more far-reaching than
the hours committed to service or the
measurable gains in learning.
"A key component lin our program]'
ìs the connection to har,ing an adult
person who cares about you," says
Edison/Project for Pride in Living School
staff person Cathy Nissen. "We try to
make sure in all these partnerships that
our student comes to tour Augsburg
College. Most every student at
Edison/PPL has had at least one
experience in college life at Augsburg
and they know at least one student who
goes there. lt makes sense that they can
see themselves posslbly going to college
in the future."
A special treat lor the CedarRiverside School children is "Kids Come
to Campus Day," during Comrnunity
Sen'ice Week in April. All 100 children
at the school walk the three biocks to
campus, eat in the cafeteria, and meet
people on campus. This year, as part of
the "Share a Story" project, all of the
school's students, teachers, and staff
wrote stories about themselves or their
families and compiled them into a book
that was presented to Dean Chris
Kimball on their i'isit day.
Cours(s
Examples of courses
that include service-learning
Journalism students work in a community settìng and "report" on it.
fii Students in applied math n-rodeled the impact of census data on grâni money in the Cedar-Rive¡side neighborhood.
{f A compuier science class helped Sewarcl Montessori School evaluate and update its computer system.
ü1
l4 Nursing students treat neighborhood residents at the College's lree clinic located in Central Luiheran Church.
iþ Students studying criminology work in organizations dealing with crime and its irnpact, e.g. the West Bank Safety Center.
il History students work in environmental, peace and justice, and won-ren's organizations to study social movements in the past
10
,4ucsnunc ruow
Summer 2O01
to become
o
lp
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ã
Ovcrví(u
teachers, the
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curriculum takes
them through three
phases of servicelearning: exposure
to service-learning
practices and
E
*
education in urban
areas, skill
building to
develop familiarity
H
learning theory
Auysbury lerJs tl.c wr¡
Augsburg has been a pioneer in
community service-learning dating back
to the 1970s, when sociology and
metro-urban studies professor Garry
Hesser directed the experiential
education program, sending students off
campus to learn first-hand about
community challenges and needs. ln
1998, Hesser was honored
nationally by Campus
Compact as a co-recipient
of the national Thomas
Ehrlich award for
internship or
lessons.
Augsburg's most recent grant for
service-learning, bringing a decade total
in grant monies to over a half million
dollars, is from the Council of
lndependent Colleges. Thirteen private
colleges, from the ll3 who applied,
were selecied to participate in "Engaging
Communities and Campuses," a
program that will help colleges
"establish partnerships with community
or ganízatíons [o enhance experiential
in this
Perhaps nowhere at
Augsburg has servicelearning been more
o
o
t
More than 30 courses eachyear
include a service-learning component.
I
All 300+ freshmen spend
I
Over 200 students each year tutor
children and adults in schools, literacy
centers, and neighborhood
organizations in Minneapolis.
3
Six Community Service
Scholarships are offered each year to
support student leaders in service.
t
$5,000 scholarships are available to
AmeriCorps volunteers for full-time
study. (Augsburg is the only college in
the nation to offer this.)
I
A full-time VISTA volunteer at
Augsburg coordinates 30 work-study
students who work after school on the
q
a half day
during orient-at-ion on service projects
while learning about the city.
AmericaReads/America Counts program
ffi A Get Ready program staff person
works with two schools to encourage
low income children, starting in fifth
integrated into the learning
curriculum than in the
Education Department. In
grade, to attend college.
1997, Augsburg was one of
six institutions selected by
the American Association
for Colleges of Teacher
Education (AACTE) to
participate in the Service-
Summer 2001
An overview of community
service-learning at Augsburg
student teaching to
carry out servicelearning enhanced
Community Service, the
Learning and Teacher
Education project
(SLATE). As students learn
coordinator.
and lessons, and
Augsburg alumna Roeshell Lewis'97 (right) is an English as a Second
Language (ESL) assistant at Cedar-Riverside School. She, along with
other staff members, have been instrumental in teaching English to
Suad Salad (left) and helping her adjust to the new experience of
attending school.
. highest recognition
fie1d.
Mary Laurel True (left) is director of
community service-learning. Merrie
Benasutti (right) is tutoring and literary
with service-
fr
Community Service Week each April
ceìebrates and recognizes community
service efforts of Augsburg faculty,
staff, students, and community partners.
H A student-run Link program of more
Tony Pham (middle) shows Augsburg students Allie
Gulbrandson (left) and Christian Shada (right) his story page
in a book presented by Cedar-Riverside School to the College
in the Share a Story project.
than 100 students organtzes events on
campus for neighborhood children and
service projects for students.
4ucs¡unc n¡ow
11
learning activities while addressing
community needs."
Six Augsburg faculty members are
paired with six community partners,
including Cedar-Riverside and
Edison/PPL schools, to extend the
activities of freshmen in city service
projects throughout the entire Augsburg
Seminar term.
The Engaging Communities and
Campuses program is designed "to
o
empower colleges and universities and
community organizations to collaborate
in ways that are new to academe."
o
Ê.
s'
r^
True describes Augsburg's
community collaboration over the years
as being a good neighbor and seeking
to build community "from the inside
out." Byrdziak has begun engaging the
Cedar-Riverside School children in
service-learning with neighborhood
organizations by teaching that "servicelearning is not just a project; it's a way
of thinking and a way of learning." I
Divcrsi t¡ out our froht Àhd
brrl Joors
by Garry Hesser
Those of us who attend Augsburg as students or work
I here have the unique and remarkable pleasure, dayI in und day-out, of living in vibrant anà vital
neighborhoods that reveal just how much of an asset a
multicultural community can be. Cedar Riverside and
Seward give diversity a meaning and reality that is rare to
find an;,.where in the U.S., maybe even in the world. What
a gift and bonus Ìt is!
Often, I get to take visiting candidates for faculty
positions on a walking or driving tour of this area I like to
call "my home town." When I do so, I like to 1et the
neighborhood do its own talking and enticing. Just off the
campus along Riverside Avenue, for example, we have a
virtual United Nations of restaurants reveallng the rich
tapestry of our "Mr. Roger's Neighborhood." From the
Addis Ababa Ethiopian restaurant to Livlngston's Organic,
to the Lucky Dragon Vietnamese and Chinese, dozens of
ethnic culinary
opportunitles
await those who
delight in
exploring the
foods of the
Cedar-Riverside assistant director
Stephanie Byrdziak (left) helps Mohamed
Abdulkadir tell his story to an Augsburg
journalism class.
world.
Over in the Seward neighborhood across I-94 that
abuts Augsburg campus's south side, an equally diverse
group of eating establishments abound, ranging from the
Biue Nile to Moon II, one of our newer coffee houses.
Recently at Moon lI I savored a conversation with one of
my former students who, after living and teaching in the
Ukraine, is now a homeowner in the neighborhood. It was
this same student who, nearly two decades ago, helped me
write a grant proposal that ultimately led to the survival of
the Seward Redesign Community Development
Corporation. Redesign has since played a vital role in
the revival of the central city neighborhoods
surrounding our campus, lncluding the design of the
new light rail station that will be built on the edge of
the campus.
Today, thanks [o the vision of active neighborhood
organizatì.ons, augmented by both Augsburg and
Tiinity Lutheran Congregation volunteers, lhese
communities are thriving. Augsburg's connection to
and involvement in its neighborhood continues to
provide an extraordinary opportunity both for its
students and for those of us fortunate to lÌve and raise
our famihes in this remarkable and unexcelled rainbow
of humanity
Garry Hesser is professor of sociology and metro-urban
studies. The above is excerpted t'rom an article written
Children from the Seward Montessori school visited Augsburg in 1998
when the College announced a scholarship program with the school.
12
4UCSSURCi¡OW
for lhe Lutheran
magazLne.
Summer
2OO1
Targeting success:
NO BARRIERS ALLOWED
by Don Stoner
-fhe D.H. Lawrence poem is
I pro.inently displayed on the case
I rhat holds Aaron Cross'archery
equipment.
You remember the poem as you watch
Cross practice the skills that have earned
him international honors in archery. You
watch Cross concentrate on his coffee can
lid-sized target, which looks so small 70
meters away You watch Cross'eyes,
intense and focused on the task at hand.
He puts the arrow in place and draws
back the bow. At that point, with all the
tension in the world seemingly on the tips
of his fingers, he pauses, relaxes his
breathing. The moment seems like forever.
Then he releases the arrow. ln a fraction of
a second, the arrow arrives at its Largel.
Nearly perfect.
And then you remember he's in a
wheelchair, able to utilize just a fraction of
the physical skills able-bodied individuals
can use, and it doesn't seem to matter.
SELF.PITY
H
I neyer saw a wild thing
sorry for itselJ.
A small bird will drop frozen
deadfrom abough
without ever haying felt sorty
for itself.
Ë
-D.
H. Lawrence
t
tr
1
)'tg
?
I
ï
t72
StalJ photo
Å
Left: Aaron Cross '97 concentrates on the target during a practice session at Mike's Archery shop in 5t. Cloud, Minn. Right: James Mastro '73 battles
his opponent during a match in the 1998 Blind World Judo Championships in Madrid, Spain.
Summer 2001
,4ucs¡uRc
ltow
f3
AUGGIES IN THE SYDNEY PARALYMPICS
ugsburg has
^
l\n:';;3J".'
earned international
acclaim in disabled
sports-Aaron
Cross,
a L997 graduate, and
James Mastro, who
graduated in 1973.
Cross is
consÌdered one of the
top wheelchair
archers 1n the world
and has earned
numerous honors
and records in his
sport.
Mastro, an
Augsburg Athletic
Hall of Fame
member who lost his
vision while 1n hÌgh
school, has competed
in seven Paraiympics,
in several sports,
"In the first match, a minute-anda-half in, a guy from Austria tried a
stupid throq and the first thing to hit
the ground was my elbow," Mastro
said. "1 tried to continue in my next
match, bul I couldn't raise my arm up
above my elbow. I was just ticked."
For Cross, it was the luck of the
draw, and a quarterfinal meeting with
the eventual gold medalist in head-tohead competition that did hlm in.
Cross was considered one of the
since 1976. The first Paralympic athlete
ever to medal in four different sports,
Mastro has earned 10 medals-five gold,
three silver, and two bronze.
"These games were specifically
developed for athletes with certain
challenges to compete at an Olympic
level," said Cross, who competed in his
second Paralympics last year in Sydne¡
Australia. "Our scores are comparing well
with able-bodied scores. I compete
against able-bodied archers all the time
"l contftete dgainst øble-bodied
archers all the time and beat them ...
Cross'97
but we don't get recognized as m7tch."
-Aaron
and beat them, guys who were on the
U.S. Olympic team and beat them. But
we don't get recognized as much."
In the 2000 Paralympics in Sydney,
both Cross and Mastro were eliminated
earlier than they anticipated. For Mastro,
it was an elbow injury in the first match
of his judo event that ended his
competition.
o
s.
h
!
o
U
favorites in the W1 competition, one
of three levels of wheelchair archery
based on the range of disability of an
athlete. His class consists of athletes
who are quadriplegic, have extremely
limited functÌon in their arms and
legs, or have amputation of three
limbs.
But in the "ranking round," where
archers' individuai scores determine
their spots in the final round of 12
athletes, Cross said he didn't shoot
wel1. As a result, he failed to finish in
the top four, where he would have
earned a first-round bye in the headto-head competition. ln his first headto-head match, Cross smashed the old
world record in l8-arrow competilion,
but lost to Zdenek Sebek of the Czech
Republic, the eventual gold medalist,
in the quarterfinaìs by ¡usL six points.
"lt was just the luck of the draw,"
Cross said. "It was crushing. I had
shot four world records last year, I
had gained back all my national tì.tles
last year, and I missed a fifth world
record by a point."
While falling short of their
Aaron Cross (center of front row) poses with the 2000 U.S. Paralympic archery team before
competition in Sydney. lt was Cross'second Paralympic appearance in his archery career,
14
4UCS¡URC n¡OW
goals
was disappointing, the experience of
being part of the largest competition
for disabled athletes in the world was
Summer 2001
{r
JIM MASTRO_A
certainly a thrill. A crowd of more
than 100,000 people attended the
PARALYM PIC FLAG.BEARE R
openÌng ceremonies, and sellout
crowds were the norm for most
events; a welcome change
considering that Ín compelitions in
the last decade, event organizers
T-o. Mastro, competing in athletics
þ t.,ut always been a natural thing,
I .u.n nlLe, becoming blind
"You walhed up and down
the street ønd people hnew
that you were there
for the Parølympics."
-JimMa,stro'73
between his junior and senior years of
hÌgh school.
He enrolied at Augsburg and
became a member of the wrestling
team, while studying for his education
degree. He earned A11-MIAC honors
twice and won the conference
championshlp at 177 pounds as a
senior. Along the way, he became a
solid amateur wrestler, in spite of hÌs
vision Ìmpalrment. He was a member
of the U.S. team in the World
University Games in 1973 , was a threetime bronze medalist at international
competitions, and became the first
blind athlete to be a member of an
Olympic team, when he was an
alternate on the U.S. Greco-Roman
Wrestling team at the Montreal
Olympics in 1976. He was named to
the Augsburg Athletic Hall of Fame in
1997.
had to literally give tickets away.
"Australia was great," Mastro
said. "The people were really
friendly. They were as friendly as
their reputation is. They knew
about the Paralympics, knew what
it was for and that it was after the
regular Olympics. You walked up
and down the street and people
knew that you were there for the
Paralympics. The publicity there
was really great, much better than
Atlanta [in 1996ì."
"Europe and Australia have
much more respect for Paralympic
events than we do lin the United
Statesl ," Cross said. "Every single
event in Australia was sold out. ...
The people were amazing.
Volunteers were everywhere. Every
single volunteer I talked to said that
they would rather volunteer for the
Paralympics than the Olympic
Games. The culture matches the
people, as beautiful as you'd
me to determine how hard I would
have to work to do weil. I found that
the guys I was working with didn't
grant me any quarter because I was
blind. They'd throw me into the wall
expect."
like anyone
FlrtiÌtÌittitnrirI
a
o
s,
à
o
L)
James Mâstro, posing for a photo at the 2000
Sydney Paralympics, is one of America's
Paralympics pioneers. He has earned 10
medals and was the first Paralympic athlete
to earn medals in four different sports.
"When I was at Augsburg, I didnt
have to worry about being accepted.
When i was trying out for the
Olympics, I didn't have to worry about
being accepted there, either."
When the Paralympics began to
admit blind athletes ín I976,1t was a
natural draw for Mastro. He competed
in four different sports-1udo,
wrestling, track and field, and goalball
(an on-court team sport designed for
blind athletes). ln addition to his 10
Paralympic medals, he has earned 17
Ìnternational medals in the various
sports.
And in 1996, Mastro was honored
"l found thøt the guys I wøs worhingwith didn't grant me dny quarter
becøuse I was blind. They'd throw me into the wall lihe
anyone else."
Møstro '73
-Jim
"I wasn't able to compete until I
came to Augsburg, when I decided to
go into wrestling," he said. "lt helped
else.
for his years of service by being named
flag-bearer for the United States team at
Lhe Paralympics opening ceremonies in
Atlanta, where he earned abronze
medal in his weight class in judo, and
also competed in track and field in the
shot put and discus.
Judo has become his primary sport
ÆldilÚitililt¡lrrrE
{'
\s
sÂa
S
.a
B
q
J
(left) maintains a hold
on his opponent during the 1998 Blind
James Mastro
\Â/orld Judo Championships in Madrid,
Spain. Judo is similar to wrestling, a
sport Mastro competed in while an
interesting marathon
events, including doing
3,076 pushups in an hour
and bench-pressing an
Olympic bar 1,300 times
in
15 minutes.
At
age 52, Mastro
could be consiclerecl one
of the "elder statesmen" of
the Paralympic
movement, though he
doesn't enjoy that tit1e.
"Our blind judo team, none of them
are young. Most of them are in their later
20s or 30s, and they've competed a 1ot.
They know what it's like to compete, it's
their goal," Mastro saicl. "lt [judo] rnust
keep you young. it's either going to keep
me yoLlng or kill me. The injr"rry I had in
Sydney was my lirst inlury since
Augsburg student, in terms of throws
and intense action.
after wrestling was
dropped from the
Paralympic program
before the 1996
Ë
games.
E
was in Long Beach,
Calif. The Braille
H
¡tc
"When I was
introduced to judo, it
Institute had a
prograln on the
sport," he said. "After
I graduated from
college, I had
wrestled primarily
Greco-Roman, and
that style and judo
are very similar. The
biggest difference is
that you are able to
use the collar in judo.
The throws were
basically the same,
though a bÌg
difference was in
chokes and arm-bars.
It's like wrestling with
your pajamas on."
In order to raise
money for himself
and his family to
travel to major
competltions like the
Paralympics, he has
performed some
,4ucssuRc f{ow
wrestiing in 1973.I've been lucky"
Mastro has also been e pioneer in
his primary profession, teaching. He
became the first blind student to earn
CROSS BECOMES A
TOP WHEELCHAIR
ARCHER
T-or Cross. rrcherv wasn't his irst
þ iou., growlng up rn tne
I Sr . CloLrd, Minn., arer. By age
f
16, he was an accomplishecl biker and
cross country skier, and was
preparing for a spot on a Junior
Olynrpic team. Competing in a
bicycle race in Biwabik, Minn., in
May 1991, he crashed into a support
van. The accident left him a
quadriplegic, with no sensation from
the armpits down.
While rehabilitating at the Sister
Kenny lnstitute, a therapist, who
happened to be a Paralymplc archer,
recommcnded thc sport îs în activity
ln which he could excel, but he
preferred wheelchair track ancl rugby
instead.
a
Ph.D. in physical education in the
United States, and later taught in the
physical education department at the
University of Minnesota. Now he teaches
at Bemidji State University in the health
and physical education department,
including all the adapted physical
education classes.
He is unsure whether he will take
on the Paral)¡mpic challenge again, when
the games go to Athens, Greece, in 2004.
He will compete in the sport's world
championships in 2002.
"I'11 be 56 fin 20041," he said. "At
the world championships in a couple of
years, I will see how my arm is. My arm
right now is about 90 percent back. One
of the things I really enjoy labout the
Paralympicsl is the camaraderie, going
out and busting your butt with people
who understand and enjoy what's goÌng
on. I've gone to a iot of places 1n the
world, met a lot of cool peoPle."
"She gave me three choices o[
sports. She told me I could do
archery, I could do archer¡ or I could
do archcry." Cross 1oked.
While he was in high school, a
close frlend decided to take up
archery, and Cross joined hÌm in
trying out the sport.
"l got into it and we went down
"[My therapist] gave me three
choices of sports. She told me
I could do archery, I could do
ørchery, or I could do
drcherY."
-[6Yçn
Cross'97
to a national shootout in Las Vegas. 1
absolutely fell in love with it," he said
"That summer, I got a letter to try out
for the world team, went overseas for
the first tlme for the world
championships, and came back with
Summer 2001
{
l
't
,¡
sure I was going in the right
my first gold medal. Needless to say,
I'm hooked."
Eventually, Cross was winning
national competitions and gaining
sponsorships, from bow companies,
Target stores, and Mike's Archery, a
store in St. Cloud where he trains.
At that time, he also began to
speak publÌcly about overcoming the
obstacles in his life, a hobby that
eventually led to his current career as
motivational speaker. He speaks for
numerous school groups and other
organizatÌons through his business,
direction."
He was able to keep up his
str¡dies in spite of a schedule that
a
Motivation on Wheels.
Cross graduated from Augsburg in
1997 with a mass communication
degree and credits the school, especially
the Center for Learning and Adaptive
Student Services (CLASS), wÌth much
of his success.
"The CTASS office and the
communication faculty and staff never
had him flying across the country
lor major archery compeliLions,
along wÌth working on internships
and projects with accomplished
motivational speakers.
"I'd leave on a Thursday, shoot
on Friday, Saturday, and Sunda¡ all
day long, come back on a red-eye
flight ai ]:00 on Monday morning.
I'd study on ihe planes and in the
hotel rooms, and be back in class by
eight on Monday morning," he said.
Archery has become a passion for
ln addition to his achievements as a world-class
arche¡i Aaron Cross speaks throughout the country
about overcoming obstacles and maintaining
positive attitude in everyday life.
Cross, who is also an accomplished
bowhunter. He is currently ranked among
the top five archers in the world in the
Wl
class, and
will compete at the world
championships ìater Lhis summer in
Prague, Czech Republic. He is currently
"The CLASS ffice dnd the communication faculty ønd staff ... were
ølwøys a phone call awøy. If I needed something, they were there,
Cross'97
every single step of the wø1t."
-[6vçn
once backed down lor me. They knew
what I wanted to do, they knew how I
was going to do it, and they always
stood behind me," Cross said. "l can't
tell you how many times they bailed
me out. ... They were always a phone
call awa;r lf I needed something, they
were there, every single step of the way.
"Augsburg never babied me. They
put me in my place and they just made
FnfiïtÌnãfDn¡r
the governor for his region on the
Minnesota State Archery Association, a
technicai delegate to the USA Archery
committee, and on the Paralympic Athlete
Advisory board for the United States
a
placed fourth in an individual
competition and fifth overall at the world
championships, leading up to his
experience at the Sydney Paralympics.
He said the level of respect that
Paralympic athletes receive Ìn the United
States has improved, but it's still not at
the leve1 of Olpnpic athletes. Coverage of
the Paralympics needs to improve in
order for the athletes to gain the respect
of the public, Cross said.
"lf we were to get the respect that the
able-bodied team gets, it would be
dÌfferent for me," he said. "Slowly but
surely, it's working. Archery is getting
advanced in this knowledge. For years,
we've been competing against the ablebodied people. They know we're out
there. They're working with us." I
Olympic Committee.
Don Stoner is sports information coordinator.
He competed in his first Paralympics
ìn 1996 in Atlanta, and though he set a
world record in the ranking round, he
finished fourth overall. In 1999, he
Jim Mastro canbe reached at
<lmastro@b emidlistate. edu> and Aaron Cross
at <adron. cro s s@ motiv ationonwhe
els.
c
om>.
TEltE{Érfftilf.rnrtl
ugsburg's First International and Off-Campus
Studies Photo Contest
Over 100 entries were submitted in the inangr-rral photo contest for rnternational and off-campr-rs studies
sponsored by the Office of International Programs and Office of Public Relations and CommunicaLion.
Wlnners were selected rn three categones: Scenic lanclscapes; locai people rn a cross-cultural setting;
and Augsburg students in a host setting. All winnrng photos lvere displayed in Christensen Center dr-rring
International Student Week.
lnchrded here are the first- and second-place winners. To see all the wlnners, visit
<www. augsbnrg. edu/internationaVphotocontest>.
¿z
V
I
I
t-
:L
,.1
i
t.
ffi
ffi
z
ffi
a
ã
tltr
r.A
Ë
þ
F
Scenic landscapes. First place. "Spirit Gifts," Ross Murray'00. Chaing Mai,
Thailand, January 2000. People offer many gifts to the spirit world, and shops
sell ready-made flowers to offer the spirits.
Augsburg students in a cross-cultural setting. First place.
"Café in Rome," Stacy Funk'03. Rome, ltaly, January 2001
Local People in a cross-cultural setting. First place. "La Musica di Firenze,"
Rustin Newburger'01. Florence, ltaly, fall 2000.
18
,4UCSSURC fr¡OW
Summer 20O1
,d.##
Augsburg students in a host setting. Tie for second place. "Tortilla,"
Jennifer Brogger'01. San Jorge, Guatemala, January 2000.
Augsburg students in a host setting. Tie for second place. "Bay
Watche4" Mike Murray'02, Antibes, France, January 2001.
Local people in a cross-cultural setting. Second place. "Young
Girl," Brandon Hofstedt'02. Nueva Vida, El Salvadon fall 2000.
Scenic landscapes. Second place. "Wandering," Nathaniel
Bunker'03. Nice, France, January 2001.
E
Winners of the 2001
lnternational Photo
Contest, from L to R:
Rustin Neuberger,
Stacy Funk,
Nathaniel Bunker,
Kendra Hines,
Trephaena Sylte,
Jennifer Brogger,
Ross Murray.
Not pictured:
Brandon Hofstedt,
Petra Velander, Nellie
Pearson, Amy Funk,
Maria Sieve, Mike
Murray, Tenelle Russ.
Summer 2O0f
,4ucsnunc ruow t9
n[\
nÊ
t-¿ á
The next step ¡n Nicole Warner's music career
is clear-off to New York for study at the
Master of Arts in Leadership graduate Den¡se
Gordon receives her hood from Professor Bev
Manhattan School of Music.
Nilsson.
Dean Chris Kimball congratulates senior Stacy
Sellers as she receives her honor cords.
After receiving his Master of Social Work
degree, Nick Metcalf poses with his proud
family.
Erica Bryan (L) and Allison Heimkes (center) pose during lineup with
admissions director Sally Daniels (R).
COMVTEI\CEVIEI\T
This year's graduating mus¡c majors take their turn
drum during the Commencement Concert finale.
20
,4ucssunc Now
to beat the
I
n/
Summer 2001
President Frame congratulates a new
graduate as he receives his diploma.
On their way to the ceremony, seniors file through the line of faculty, stopping for quick hugs,
their professors applaud their achievement.
as
President Frame addresses the 2001 graduates, their families, faculty, and staff at the
Baccalaureate service.
Music professor Bob Stacke'71 and flagbearer Abby Mildbrand lead the seniors to
the ceremony.
The family of international student Terence
Tam traveled to Minneapolis from Malaysia to
be with him on Commencement day.
Summer 2001
Nursing professor Bev Nilsson (fourth from left) and Rochester program director Rick Thoni
(fourth from right) share the success of Rochester nursing students completing their bachelor's
degrees-the first in the Rochester program.
,¡lucsguRc rr¡ow
21
..LIFT
OFF ON THIS U/ONDERFUL
JOIIRI,{EY WE CALL LIFE"
Excerpts from the Commencement Address
The Hon. Daniel Goldin, NASA Administrator
May 20, 2OO1
I
t is a great privilege
to be addressing you
today. To the
graduating seniors ...
let me start with two
simple words: well
done! Well done, but
not mission
accomplished.
Each and every one of
you is an explorer in
the journey we call life
And, yes, today's
milestone is an
important one. But,
commencement means
a beginning, not an
end. The bulk of this
journey is still ahead
of you.
IUR
NASA Administrator Dan¡el Goldin advised Augsburg's class of 2001
that their college achievement is only part of the journey toward a
"mission accomplished."
...My advice is this: always remember
that life's lessons will not come from the
guy delivering a speech in front of you.
But, they have been developed and
nurtured by the people around you.
Your friends. Your professors. Your
mentors. And, even though you may not
realize to what extent now, life's lessons
come mostly from what I like to call
Mission Control-your family. Especially
your family. And never forget it.
... So go for it. Never deterred by the
fear of failure. In life, having no failures
The Augsburg College Class
554
331
128
59
36
22
is rarely a sign ofperfection, but rather
that your goals aren't bold enough. Find
something you love. Have a dream.
Pursue it. Believe in yourself. Whether it
is in Minneapolis or on Mars-make
your mark.
...So to the Augsburg College Class of
2001 ... Go for launch. Lift off on this
wonderful journey we call life. And
Godspeed to all of you.
Goldin's speech was included in both the
New York Times and NBC Nightly News
in theír roundup of top college
Rozenia Fuller rece¡ves Marina
Christensen Just¡ce Award
ozenia Fuller, a senior youth and
R family ministry major and McNair
Scholar, was selected as the 2001 recipient
of the Marina ChristensenJustice Award.
This award is given each year to the
graduating senior whose communityservice work best illustrates Augsburg's
motto, "Education for Service"
-itself
brilliantly displayed in Marina Christensen
Justice's personal and professional
dedication to the vitalization of urban
communities.
Fuller represents the best blend of
excellence in scholarship and an untiring
commitment to the community. She has
been active at Spirit Church and the
Harvest Preparatory School in North
Minneapolis and serves on the boards of
the Glenwood Ly.ndale Community Center
and Minneapolis Community and
Têchnical College.
An Augsburg student recently said of
her, "I could not imagine an Augsburg
minus Rozenia Fuller. She has helped
make Augsburg the intentionally diverse
community that it strives to be, and she
alone has kept many students of color tied
into this community"
The mother of two
children-
Jeremiah and Rosetta-Fuller lives by the
words she loves to share with them: "Try
to take advantage of the opportunities that
God presents you with." She has helped
homeless mothers locate housing,
developed support groups for junior high
and high school students, and helped with
counsel and spiritual support forjuveniles
in the Hennepin County Detention
Center.
commencement speeches.
of 2O0f
Candidates for graduation
Day students
Weekend College students
Graduate students (Master of Arts in Leadership and Master of social work)
Nursing students in Rochester-the first students completing baccalaureate
degrees in the Rochester program
,4UGSBURC tllOW
Rozenia Fuller'01 is congratulated by
President Frame as she receives the Marina
Christensen Justice Award.
Summer 2O01
)
ll I
From the Alumni Board president's desk ..,
/l
I
^
T
he work of
our
Augsburg
Alumni
Association is
like
a
jigsaw
puzzle-it
has
many parts, and
\Mirh diligenr
work and a bit
of luck, will come together to portray a
memorable picture. Oftentimes, when
working a jigsaw puzzle, you will pick up a
piece and try it in several locations before
you find the right place. Also, you never
throw away apuzzle piece, as you will need
it to complete the puzzle. If you cant find
the exact spot where the piece fits, just set
it aside for a while and work òn another
piece.
So
it is with the efforts of our Alumni
Board. We are always working on the
puzzle. We've tried quite a few pieces this
past year, including:
Alumni gatherings outside of the
Twin Cities
The association organized and sponsored
numerous gatherings of Augsburg alums in
sites near and far: Florida, Anzona,
Califomia, Illinois, Wisconsin, and greater
Minnesota. The intent was to test the waters
for the development of actual alumni
chapters in those areas. Many colleges have
such chapters and it's a good time for
Augsburg to do likewise. Out of those
various efforts, key contacts have been
identified in six locations to continue work
on this concept. In addition, an employerbased alumni chapter is in the works at the
3M Company, thanks to the interest of
several alums who work for that company
This project will take several years to
nurture and develop, but we're convinced
that it holds an important place in the
puzzle.
Alumnijob fair
We sponsored a job fair on the Augsburg
campus this spring \Mith 25 companies
represented who have Augsburg alumni in
key positions for hiring new grads. Job fairs
are not new, but having alumni staff the
booths gave it an extra spark, and students
were most appreciative of the chance to talk
with those present. The alumni also
enjoyed meeting each other and being back
on campus.
Augsburg Day at Como Park
An alumni event geared toward families
took place on May 5 when we gathered at
Como Park in St. Paul with a hearty group
of Augsburg fans. Students were on hand to
provide musical entertainment and a oneact play Parents had a chance to bring their
small childrenfuture Auggies to a Collegesponsored event. Next year w€ plan to
expand upon this pafticular "piece".
All these pieces look like they fit into
our puzzle and are going to sta)¿ The
picture rMe are working to complete is one
of a strong and vibrant Augsburg College
that enjoys broad support from its Alumni
Association. This support can take many
forms; financial, interest, and connections.
The picture is not yet complete. How do
you fit into this puzzle? Think about it.
Thanks to our AlumniÆarent Relations
staff, Nancy (Carlson) Toedt '94, Jeff
K¡engel '93, and l-aura Cichocke for a great
year. Also, thanks to the Alumni Board that
served diligently and creatively this past
year. June starts a new board year. Jackie
I(niefel Lind C69, MAL'94) is slated to
become the next president of the
association, and Andy Morrison ('73) is
president-elect. Seven new board members
have been elected to join our "puzzle party."
Keeping you in touch, in the know,
and in the spirit of Augsburg Collegeyou'll be surprised at what we can do
together!
.
Paul Mikelson'70
President, Alumni Board
.Homecoming 2OO1 to include new events
and a visit from Maya Angelou
¡Fhis
I
I
A
fall
uo-".o--
ing will feature
a talk by Dr.
Maya Angelou,
who is hailed as
one of the great
r4
voices of
Maya Angelou w-ll
present a talk during
Homecoming 2001 in
October.
Summer
2OO1
contemporary
llterature. As
poet, educator,
historian, bestselling author,
playwright, civil rights activist,
producer, and director, Angelou travels the
world, spreading her wisdom and
captivating audiences through the vigor and
sheer beauty of her words and þcs.
Her program, "An Evening with Maya
Angelou," is described as a patchwork quilt
of her life and work. She will appear October
8 at 7:30 p.rn.; more derails will be available
later this summer in the Homecoming
brochure and on the Augsburg Web site.
This year's theme for Homecoming and
Family Week 2001 is 'Augsburg on parade,"
actress,
and several exciting changes are planned. In
addition to Angelou's visit, Homecoming will
now be a full week of activities for alumni,
students, families, faculty, and staff. Some of
the new events this year include a 5K
run/walk for fun or charity along the
Mississippi River; an alumni art show; a
parade around Murphy Park; faculty and
faculty emeriti collaborationlpresentations; a
student variety show and coronation; Umess
Hall floor reunions (hosted by current
student residents); and much more.
4ucsnunc
now
2B
Martin Hl¡nka '99 s¡gns second contract
with
NHHs Washington Capitals
F
lt
s
È
in
s
or the
r".ond y"^.
a row,
o
Augsburg
alumnus Martin
ô'
Hlinka was
L
A.
à
U
a
(J
Martin
Hlinka'99
signed to a oneyear National
Hockey League
contract by the
Hlinka played briefly with the United
Hockey League's Quad City (Moline, Ill.)
Mallards in November, but returned to
finish the season in Portland. He was the
club's top centerman down the stretch,
used often on crucial face-offs by Pirates'
head coach Glen Hanlon, and was the
club's top scorer in the postseason.
A native of Bratislava, Slovakia,
Hlinka played both football and men's
byDons,oner
hockey at Augsburg from 1995-'99. Hlinka
came to America from Slovakia in 1994,
staying with a host family in Farmington,
Minn., and graduating in 1995 from
Farmington High School. He stayed with
the host family all four summers while at
Augsburg, and graduated with a B.A. in
business administration.
Don Stoner is sports information coordinator.
washington
Capitals, the
team announced in Ma;r
The signing was another step on an
incredible progression in professional
B
Ê-
B
Ë
o
À
hockey for Hlinka.
This season, Hlinka started the
campaign as the lone training camp invitee
on the opening-day roster for the Capitals'
top minorleague team, the Portland
(Maine) Pirates of the American Hockey
League. He originally was signed by
Portland to a25-game professional try-out
agreement, but soon after inked a standard
AHL deal that lasted the duration of the
season. In November, Hlinka signed to a
one-year contract wlth the Capitals, and
he was assigned to the Pirates roster.
!
o
a
É
Martin Hlinka (#a1, left) fires a shot during a Portland Pirates home game
in January in Portland, Maine. Hlinka signed his second one-year contract with
the NHL's Washington Capitals organization in May.
Alumna named Aquatennial Senior Queen
o
a
si
A;,'"'åä'
à
Eunice (Kyllo)
Roberts '62 was
named this
ô
U
year's Senior
Queen for the
Minneapolis
Aquatennial, the
lO-day official
civic celebration
Eunice (Kyllo) Roberts
'62 was named this
of the City of
year's Senior Queen for Minneapolis
the Minneapolis
fiuly 13-22). As
Aquatennial.
Senior Queen,
she
will travel to festivals and functions
zà ,4ucs¡unc ruow
throughout the state and region
representing the Minneapolis Aquatennial.
Roberts was nominated by
representatives of Fairview-University
Medical Center in Minneapolis, in
recognition of the more than 1,300 hours of
time she has donated to Child and Family
Life Services as a Watchful Companion. She
also serves as a member of the center's
Volunteer Services Advisory Committee.
Lastyear, Roberts was nominated for
the Friends of Nursing Award by the
nursing staff on the children's unit at
Fairview-UniversitY.
Since retiring from Augsburg Fortress
Publishers, Roberts has dedicated her time
to volunteer work, and is committed to
providing friendship and understanding to
help improve health and welfare in the
communit;r
"We applaud Eunice for her loyahy
and dedication and, especially, her
stamina," says Alex Thwaites, FairviewUniversity volunteer coordinator. "Her
energy, enthusiasm, and dedication are
wonderful motivators for all of us."
Roberts stays connected to the College
by singing with the Masterworks Chorale.
She and her husband, Warren, a retired
University of Minnesota psychology
professor, live in Fridle¡ Minn. They have
lwo sons.
Summer
2OO1
)
l
It
1942
Everald H. Strom, Fergus Falls,
Minn., has been retired for 15
years; he served as president of
the Church of the Lutheran
Brethren for IB years. He has
found retirement to be a very
rewarding experience, and enjoys
giving Bible studies and teaching
part time.
-
o
The Rev. S. Jerome
1949
(Hamberg)'54
Donald Peterson, Burnsville,
Minn., lost his wife of nearly 53
in November;
Donald and their four sons survive
years, Mabel,
her.
Joyce (Gronseth) Limburg
recently moved to Apple Valley,
Minn.; she lived in lowa for 5I
years and taught English in
Parkersburg, lowa, for 25 years.
She is happy to be back home
with family and friends. Sadly, her
husband, Sherm, died in 1993.
Harold C. Roosen, Phoenix,
Ariz., has been doing well since
his 1997 accident, in which a car
hit him after he exited a bus. A
retired elementary school teacher,
he enjoys reading and attending
Shepherd of the Valley Church
Eleanor L. (Ewert)
Hutchinson, Indianola, Iowa, is a
breast cancer survivor and was in
charge of survivors for this April's
Relay for Life event, which was
held in Indianola and sponsored
by the American Cancer Society
and Simpson College.
wedding anniversary in
January. They are both
retired and live in
Duluth, Minn., where
The Alumni Association hosted its
retired in 1990 after serving more
than 38 years with Hennepin
County Welfare; he currently
sewes on the state Department of
Human Services Special Review
Board. Sadly, his wife passed away
1999.
firct
"Augsburg Day at Como Pârk" celebration
in May. Despite rainy weather, the event
Lutheran Church in
brought together alumni and their
Superior, Wis. Having
families, faculty, staff, and students.
served missions to
Augsburg students (pictured above)
Tâiwan and Hong Kong, provided musical enterta¡nment.
he is hosting his sixth
dystrophy. He and his wife, Pat
tour to China in June and will
(Larson) '57, live in Anacortes,
host his seventh the summer of
Wash.,
overlooking Puget Sound
2002. All interested parties can
and
the
Olympic Mountains.
e-mail him at <revelness@aol.com>.
1
Karl Puterbaugh, Eagan, Minn.,
in
celebrated their 45th
Redeemer's Free
1952
1948
Elness and Elaine
Jerome preaches at Our
1951
1944
1954
(where forme¡ Augsburg
instructor, the Rev. Brian Erickson,
is pastor).
956
Bob Lockwood, Minnetonka,
Minn., says he is "back to 99
percent and ready to play golf
again" after recovering from
successful open heart surgery.
Bob Moylan was recently
diagnosed with muscular
1
961
Richard Lund, Edmonds, Wash.,
retired from the daily practice of
diagnostic radiology in 1997. He
is currently a consulting
radiologist for a medical device
company.
a
a
Iìeaching and learning ¡n Vietnam
L
o
(J
by Lynn Mena
For three weeks earlier this year, the Rev Harris Lee '57 and his wrfe, Maryon, traveled from Mrnneapolis to
Vietnam to teach conversational English to Vietnamese students. They traveled with a group of about l5
people and stayed at a hotel in Cao Lanh, located in the southern half of Vietnam. The trip was arranged
through Global Volunteers, an organizatlon based ln Little Canada, Mlnn.
"My wife and I had long talked about taking part rn a
volunteer opportunity such as this," says Lee. "The
experience was very fulfilling; we received such a warm ancl
respeclful receplion from the students. It was a very relaxed
and healthy relationship."
o
a
s
à
!
o
U
The students, all advanced college students str-rdying to be
teachers, doctors, and computer professionals, already had a firm
grasp of the English language, but were eager to enhance their
skills.
The Rev. Harris Lee '57 (left)
traveled to Vietnam earlier this
year to teach English to
Vietnamese students.
"The experíence was very
Jult'illing; we receíved sucLr a
warm and respectful
reception
from the students."
"The students were excited to use English for several reasons,"
says Lee. "Of course, it's an international business language and knowing it helps to find a good job
Br-rt they were also excited to be able to read good books written in Eng1ish."
Lee's
wife, Maryon, stands in the
Vietnamese classroom where they
taught; the experience was arranged
through Minnesota-based Global
Volunteers.
Summer 2001
The sludents had not heard of Minnesota-until the Lees mentioned the Mississippi River. "They
remembered the river from Mark Twain's books," Lee says, chuckling.
A retrred ELCA pastor and stewardship specialist, Lee still does some stewardship work for the ELCA;
he also works as an independent consultant lor churches. Maryon is a retired elementary teacher.
,4ucs¡uncruow
25
Class Notes
968
1964
1
Deanne M. (Star) Greco,
Carol (Torstenson)
John Clawson relocated f¡om
Duane llstrup, Rochester,
Bloomington, Minn., was
appointed to the Board of Ordway
Circle of Stars. As a member of
the board, she will join other
volunteers committed to
supporting the Ordway Center for
Performing Arts.
McCausland, Warner, N.H.,
Minneapolis to California after he
was elected president and chief
executive officer of Lutheran
Social Services o[ Southern
California. He began his work
with LSS of Minnesota in I992 as
director of the public poiicy office.
Minn., was rhe Bntish lournal of
Surgery invited speaker at the
965
recently celebrated several happy
family occasions: a wedding, a
new granddaughter, and a son
starting law school. Carol is a
Title I coordinator for the
Hillsboro-Deering School District
1967
1
in Hillsboro, N.H.
ffi
Marlene (Chan) Hui '74=
Moved by the spirit
o
S.
à
so
Q
ln
1968, a Lutheran missionary approached Marlene (Chan) Hui, then a
studious high school student living in Hong Kong, with an opportunity
to attend college in the United States. The prospect of attendìng a U.S.
college, and specifically Augsburg College, appealed to Hui. Two of her
brothers were already livíng in the U.S., and the idea of belng able to
explore her faith while immersed in academia suited the l8-year-old,
who attended Tiinity Lutheran Church in Bata Lou. Moreover, if she
remained in Hong Kong, she would face limited opportunities to attend
college, due to a shortage in higher education institutions.
adapted to life 1n the U.S. and at Augsburg. She served as chair of the
Foreign Student Group, and was very involved in faith-related activities.
During her first year at Augsburg, she 1lved with biology professor Neal
Thorpe and his famrly She fondly remembers going on family trips and
participating in Bible studies with her host family. Although Hui lived in
the clormitory her second and third years of college, she formed her
iongest lasting friendships with the girls she met during her senior year
while livlng in the Lambda House. Last summer, the lormer residents
reunited in Brainerd, Minn., for four days of reminiscing and catch-r-rp.
1971
David Siedlar, CarlisÌe, Mass.,
accepted a position as a student
Ioan administrator for Brandeis
University in Waltham, Mass.
1973
Rebecca (Nystuen) Berger,
Green Bay, Wis., is director of the
Door County Library
Marlene (Chan) Hui, class
agent for the CIass oÍ 1974,
works as a special education
teacher and Iooks forward to
fulfilling her goal of doing
missionary work in Asia.
Joyce Catlin, Maple Grove,
Minn., married the Rev. Paul
Casey in April at Brookll'n Park
Evangelical Free Church. Joyce is
a second grade teacher at
AlbertviÌle Primary School and
Paul is a part-time worship/music
pastor at Waterbrooke Fellowship
ìn Victoria, Minn.
"Augsburg enriches d
person relig¡ousþ,
spiritualþ, and
academically."
Hui majored in English and elementary education and minored in French; however, her career path
became clear to her during an Augsburg internship. Her first professional experience entailed working
with low-income children. "We seemed to get along well, and it seemed like I could get through to them,"
says
Research Society and the
Association of Surgeons of Great
Britain and lreland in April in
Birmingham, England. He
presented a lecture titled "Should
You Always Believe in What You
Read?" He is associate professor of
biostatistics at the Mayo Clinic.
Õ
by Wendy Elofson
Though the challenge of adjusting to the highly variable weather of
Minnesota was difficult (Hong Kong has a tropical climate), Hui quickly
joint meeting of the SurgicaÌ
Hui. "it was God's plan."
She works with high school
students who are considered moderately to severely mentally lmpaired, ancl she is eager to say that
teaching the students is her favorite part of the job. She recently taught one of her students with Downs
syndrome how to e-mail his father who llves across the country.
Hui has been a special education teacher at Jefferson High School since 1976.
As for the future, Hur and her husband are contemplating an early retirement, which would allow them to
pursue missionary work in Asia. "Retirement doesn't mean that I don't do anything; retiremenl means thal
I can pursue different interests, and do something new and different," says Hul.
Hui was asked to consider being the Class of 1974 class agent. She accepted the
opportunity becanse she saw it as an enjoyable way to give back to the Co11ege. She enjoys relaying
information about Augsburg to people, and seeing former classmates and faculty members. She is very
grateful for her experience at the College. "Ar-rgsburg enriches a person religiousl¡ spirituaily, and
Two years ago,
1974
Sharon (Holt) Garland,
Minnetonka, Minn., completed
her training as spiritual director
from Sacred Ground Center for
Spirituality at the College of St.
Catherine. Her husband, Rick
'75, is a technical trainer for
Northwest Airlines.
1977
William Reyer, Tiffin, ohio,
was
nominated and selected by his
colleagues at Heidelberg Coìlege
to receive the college's
Distinguished Teaching Award for
Faculty for 2000. The award,
established in 1995, recognizes
excellence in classroom teaching,
academic accomplishments,
professional activities, and service
academically."
to the Heidelberg community. A
Wendy Elofson is an information specialist Jor Augsburg's institutional ødt,ancement ot'fice.
member of the Heidelberg faculty
since 1983, he is a professor of
English.
26
.AUCSnunC ruOW
Summer 20Of
)
Eye of the beholder
by Maggie Weller'01
hnagine how clifficult it would be to paint a prcture six feet wide and seven feet tall that would be considered
good enough to be displayed in national exhibits. Now rmagine accon.rplishing that feat with double vislon,
shaking in both eyes, and very httle depth perception.
These are exactly the conclitions that Jon Leverentz is forced to worl< under every day Leverentz has recelved
private instruction at Ar-rgsburg îrom I975-'79 and from 1990 to today
At the age of IB, Leverentz was ln an automobile accident that caused brain stem damage and led to the
dlsabilitìes described above. Surgery to the right thalamus, usua\ used to treat Parkinson's disease, reduced his
shaking but lefi him with double vision and little depth perception.
"I must make intr-ritive judgments regarcling what I perceive as close and what seems to be far away," sald
Leverentz. "For instance, it's hard to get the pen into the ink bottle, but I just think hard about where the middle
of my two r,rews are and then I make it."
Leverentz cuffently r'rsits Augsburg once a week to receive private instructron from art professor Norman Ho1en,
whom he credits for some ol his success. "Norman is a really great guy," he said. Holen has helped him find art
shows, and, "he helps suggest which
galleries I should put my art in."
Jon Leverentz (left) has received
pr¡vate instruction from art
professor Norm Holen (right) at
Augsburg since 1975.
"My worh is my main activity,
and Lts worhmanship is as
important to me now as it was
bet'ore the accídent."
While he admits to enjoying painting the mosl, Leverentz also draws and sculpts.
Despite his disabilities, he insists on doing most of the work himself. "I take pride 1n
tÐ4ng to work wrthout he1p," said Leverentz. "Though I work wrth friends, it is
important for me to have control over my own work. My work is my main activity,
and its workmanship is as important to me now as it was before the accident."
Though Leverentz never graduated, he "took all the studio courses and a couple
more classes," lnc1r-rding socÌologz Leverentz continues to work at Augsburg because
people like Holen are wilhng to heip him when necessâry and because it gives him
access to materials he could not use easily at home, "llke clay and toxrc inks."
Many of Leverentz's pieces, such as this vivid painting
of sunflowers, are exh¡b¡ted nationally.
f 980
The list of Leverentz's exhibits is extensive, and accordlng to Holen, Leverentz's work
is exhibited nationally and in exclusive galleries. Leverentz won the Sister Kenny
Shorv honorable mention in 1986 and 1996.
Catherine (Knudtson)
production goaÌs
for his effgts in
2000. In the
Andress, Rosemount, Minn., is a
senior technical writer at Lawson
Software in downtown St. Paul,
securities industry
he received the
"Cìrcle of
where she has worked for seven
years. "My children are growrng
fast and wll soon be of driving
age!" David is 15 and Carl is 14.
Kathryn Encalada, Isanti,
Minn., recently left her position o[
nearly seven years as director of
Allied Health Programs at Gogebìc
Community College in lronwood,
Mich., to return to the Twin Cities.
Jeffrey K. Jarnes, Bloomington,
Minn., a certified financial planner
with Fortune Financial in
Minneapolis, achieved two top
Summer 20O1
ExcelÌence"
honor; he also achieved "Top of the
Table" honors awarded by the
Million Dollar Round Tâble for his
work in risk management. He and
his wife, Jacqui, have three
daughters: Kristin, Justine, and
Erika.
Jim Rongstad, Woodbury Minn.,
an accountant with Ramsey
County, is on the school board ol
East St. Paul Lutheran School,
where his children, Lexi and
Matthew, attend. He was a delegate
to the Libertarian Natlonal
Convention this past June in
Anaheim, Calif.
1982
Brian J. Anderson was
appointed to a three-year terrn as
editor for the space physics section
of Geophysical Research Letters. He
is a former assistant professor o[
physics at Augsburg and is
currently a member o[ the
principal professional staff ar the
Johns Hopkins University Applied
Physics Laboratory in Laurel, Md.
He and his wife, Leeann (Rock)
'81, live in Mount Airy Md.
Tammy Cowan, Minneapolis, is
now in her second year as a
physical education teacher at South
High School in Minneapolis; she
was previously an investment
banker for seven years.
Debra (Krueger) Knight,
Bloomington, Minn., was recently
featured in GtyBusiness joumaÌ for
her success as co-owner of Edinabased Career Professionals, a
specialized search firm that
matches recent college graduates
with companies seeking to fill
entrylevel positions.
1
983
The Rev. Valerie de
Cathelineau, Avon, N.Y.,
recently became pastor of St.
Timothy Lutheran Church in
Geneseo, N.Y. She previously
served as assistant pastor of Holy
Trinity in Buffalo, N.Y.
4ucsnunc
now
27
Class Notes
@
1984
As a member of the Augsburg
College Aiumni Association,
you are a very important part
of the College community and
are welcome to receive various
John Ennen, McKinney, Tèx.,
joined Exel corporation in Dallas
benefits including:
7achary.
.
AugsburgNow, the quarterly
College publication
. Bi-annual
letters from your
class agen[, who will keep
you updated on news
.
Tnvitations to Homecoming,
reunions, and other special
events on campus
.
Access to the computer 1ab,
librar¡ and fitness lacilities
.
Access
to Career Services'
alumni
. An alumni directory
containing complete
information on classmates
that is available for purchase
. Volunteer opportunities on
leadership boards and
committees
.
.
a director of customer
development. He and his wife,
Opportunities to participate
in alumni tours around the
This 12-day tour program features flve nights on the
world-famous Norwegian coastal voyage, sailing south
from the "top of Norway" to Bergen.
Thomas L. Terpening, Key West,
Fla., has settled into his new life
and job as advertising composition
and graphic services manager for
Key West Citizen,which is owned
by Cooke Communications LLC.
He is in charge of nine weekly and
one daiþ publication. He misses all
his family and friends in the
Midwest, but sure is glad for the
beautiful weather! You may have
in the March 13,
2001, edition of the Nøtional
Enquirer wirt' the Mercedes he won
in an AIDS Help raffle in Key West.
f986
Lisa Baumgartner, Amherst,
N.Y., received her doctorate in
adult education from the
University of Georgia last August.
She is assistant professor of adult
education at Buffalo State College
in Buffalo, N.Y.
Karl Howg, Hopkins, Minn., is
Legacy scholarships for family
members of students and
chief meteorologist on the new
Fox29News Nine local newscast;
his on-air name is Karl
a
Norway in the summer of 2002.
1985
world
alumni to sludy toward
degree at Augsburg
Join President and Mrs. William V Frame and
Professor Frankie Shackeìford on a journey through
Mary have a 4-year-old son,
caught Tom
TCSOUICCS
. A special tuition discount for
DISCOVER NORWEGIAN
TREASURES AND HERITAGE
as
This tour has limited spaces remaining; please call the
alumni office ar 612-330-1178 or l-800-260-6590 for
more information or to sign up for an upcoming
information session.
country before fulfilling his dream
o[ retuming home to Minnesota.
John Wahlberg,
,
Sr. Paul,
recentþ formed his own company,
Excel Promotions, which is a
distributor of corporate apparel
and promotional items.
her short story "Bent Tiee," was
accepted for publication in the
upcoming antholog¡r Spirit Songs.
1990
Karen Reed,
Atascadero, Calif.,
author of Music is
1989
Laura Netson, Minneapolis,
job in February
started a new
the Master Key,
sigred copies of
her book at a Twin
as a
support consultant at låwson
Software; she previousþ worked
at the University of Minnesota.
Cities-area Bames
and Noble in October. According to
Reed, a music therapist in
Califomia, music is the key to
Gail (Moran) Wawrzyniak,
unlocking the mind closed by
Raleigh, N.C., recentþ had a play
published online at Native
Realities (www.wordcraftcircle.org/
mental illness.
natreaVhome.htm). In addition,
Carla Beaurline, Hopkins,
Minn., is a monthly guest host on
Spring. He worked in
smaller markets across the
1
99r
the QVC shopping network as vice
president of product development
ETIIIÙII¡II:Í.,ÍIITÐ
2001-2002 Alumni Board
meeting schedule
June 19
August 2I
November 20
February 19
April16
Meetings are open to the public
and all alumni are invited rcr
attend. Each meetlng features
ln April, the Alumni Board, the Alumni/Parênt Relat¡ons Office, and the Center for Service, Worh and
Learning sponsored the firct alumn¡ job fair on Gamput which brought togeths morê than 25
companies, alumni, Augsburg seniors, and r€cent grads. The event was the brainchild of Colleen K.
Watson'91 MAt (picfured above with business partner Deb Krueger Knight'82), president of Carcer
Plpfessionals and chair of the Connections Committee of the Alumni Board.
2A
4uCSnUnCruOW
a
guest speaker such as the
president, dean, or other
Col lege adminisl rator. Th is
Ìnformation will be available
online at <www.augsburg. edu/
alumni>.
Summer
2OO1
for ZEVA's Natural Nail products.
Waconia; she was
She is also a dÍsplay adverrising
previously assistant to
the city manager lor
the City of New
Brighton.
represenrarive for the s¿. Paul
Pioneer Press.
Colleen Watson, Mendota
Heights, Minn., was recently
featured in GtyBusinøss journal for
her success as co-owner of Edinabased Career Professionals, a
speciaÌized search firm that
matches recent colìege graduates
with companies seeking to fill
entryìevel positions.
1992
Sharol
(Dascher)
Tyra, Hanover,
Minn., was
recently
interviewed on
KSTP-5 news
and in NurseW¿eh and, HealthWeeh
publications for her work as a
personal success coach.
1
Alumni Chapter key contacts
include:
Los Angeles
Amy Ellingrod'95
Bonnie Bina,
Minnetonka, Minn.,
compieted her master's
degree in health and
human services
administration at St.
Mary's University She
is the clinic
administrator at
ConsuÌtants Intemal
Medicine.
aellingrod@laphil.org
Chicago
Kaydee
Todd Steenson'89
tsteenson@hklaw. com
Sun
Cit¡ Ariz.
Borgie (Rholl) Gabrielson'47
623-972-7206
Washington D.C.
Kari Arfstrom '89
Erica Benson was
recently hlred by
Studio City, a leading
broadcast marketlng
company, as
KArfstrom@aasa.org
writerþroducer/editor.
She was previousþ
Rochester, Minn.
Norman'75 and Kathy (Anderson)
'76 Wahl
Wahl@bethellutheran. com
UPN affiliate in Chicago as
been doing
Maren Lea Carlson,
Pl).rynourh,
Minn., married Steve Combs in
March 2000. She is the business
manager for Dr. Gary L. Carlson in
Minnetonka, Minn.
1994
Susan (Horning) Arntz, Fridley,
Minn., accepted a new position as
city administrator for the City of
Frilrrilit]lrit
'Auggies at the Minnesota
freelance
producing at
Studio City
since October
2000, working
E
on such projects
as the launch of the NBC Saturday
Movie, sitcoms Spin City and
Change oJ Heart, and the
promotion of various Paramount
ffi
movies. As a staff member she will
continue to work on comedy series
and NBC movies and mini-series.
Erica has an extensive background
State Fair
in promotion, having worked at
WHHO-ry rhe WB affiliate in
Don't mrss the new ancl
improved Augsbr-rrg booth at
the Mrnnesota State Fair!
Columbus, Ohio; WTTW-T! the
PBS affiliate in Chicago; and the
UPN network, in addition to her
work at WPWR. She's earned two
Emmy Awards for editìng, and
received six Emmy nominations for
her work.
August 23-Septen-rber 3, 2001
Located in the education
burldrng, the booth will featr-rre
many special events this year,
ìncì ud ing Al Lrmni gat herings.
Stefanie (Murphy)
Guzikowski, Portsmouth, N.H.,
Check out the scheclule online
works at Beaupre
at www.
Relations, Inc., as a senior account
au gsburg.
edu/statefair
lnterested rn volunteering?
Contact the alumni office at
612-330-1I78 or
1-800-260-6590
Summer
2OO1
This past year marked the beginning
of the Alumni Chapter Program, which
was developed by the AIumni
Association to encourage alumni to
organize themselves (either around a
geographic basis or an employment
basis) to reestablish ties, promote the
interests of the €ollege, and to be of
service to its alumni. Above, two alums
enjoyed coffee and conversation at a
gathering in DeKalb, lll.
withWPWR-TV the
writerþroducer/editor. She had
993
Kirk'98
kaydeeklrk@yahoo.com
&
Co. PubÌic
executive. She moved to the East.
Coast five years ago and loves
living by the ocean. She married
Christopher Guzikorvski, a Bosron
native she met through her former
employer American Express
Financial Advisors in Minneapolis.
She is working toward
certification as an aerobics
instructor and enjoys running 5K
and l0K road races and playing
piano and acoustic guitar. She's
had two poems published and
hopes to some day publish a
horror novel. "No kids yet, but a
cat and some fish."
f 995
John Nielsen, Chicago, received
his master's degree in ancient Near
Eastern history from the University
of Chicago; he is currently working
on his doctorate.
1
998
Mark Goetz,
Eagan, Minn.,
married Christine Wilmer earlier
in June.
Eileen Kerr has been named
Champion of Health for her work
with Women's Inte¡narional Sel[reliance Enterprise and her
ongoing advocacy and supporr of
persons of all nationaÌities.
Champions of Heahh honors
individuals, organizations, and
businesses that have gone above
and beyond to improve the health
of their community It is sponsored
by Blue Cross and Blue Shield of
Minnesota, the Minnesota lnstitute
of Public Health, the Greater
Minneapolis Chamber of
Commerce, and CityBusiness.
r
999
Christopher James Rothe,
Britton, S.Dak., married Jamie
Lea Kyle '00 in May Christopher
is a deputy sheriff in Britton, and
Jamie is working with special
education students at Britton High
School.
2000
Ann Staton, New Hope, Minn.,
was awarded a Siehi Scholarship
from St. John's School of Theology
Seminary where she is pursuing a
master's degree
in theology This
award is in recognition of her
academic performance and
leadership abilities.
Jack Stover, Burnsville, Minn., is
a software engineer (modeling and
simulation and Web programming)
for Lockheed Martin Tactical
Systems in Eagan, Minn.
4ucs¡uRc lrrow 2s
Births/Adoptions
James Kuehl '92 and Sarah
Roy Carlton '83 and his wife,
Mary BumsvilÌe, Minn.-a son,
Christopher Leonard, in May
He joins older brother, Bryan
son, Samuel Walter, in
November. James is a mortgage
bond analyst for Wells Fargo
Mortgage and Sarah is an account
manager lor Portu-Sunberg
Russell, 5. Roy is an accountant at
Ban-Koe Companies in
Bloomington, Minn.
Roger Griffith '84 and Jean
Taylor'85,
Minn.-a
Eagan,
daughter, Emma, in December.
Jody (Anderson)'90 and Mike
Acers'90, Cloquet, Minn.-a son,
Andrew Michael, in August.
He
joins sister Emily.
M. Susan (Noleen) '90 and
Steve
Bianchi, Duluth, Minn.-a
daughrer, Lucienne Elisabeth, in
December. She joins siblings Mario
and Isabel.
(Evans)'95,
Ramsey,
ErcrcTrcTrcTlfi
Minn.-a
Visit Augsburg's online bookstore!
www. bkstore.com/a u gsbu rg
NeHi Christian Preschool and
Daycare.
Marketing.
Todd Cina '93 and his wife, Kari,
Steven Dow'95 and his wife,
New Berlin, Wis.-a daughter,
Lauren Jean in Novembe¡.
Sarah Schaffner, Dubuque,
Þ
Carrie (Skradski) '93 and Tom
Phillips, Big l-ake,
Stephanie N. (Johnson)'94 and
Robert E. Moreno'94, New
Brighton, Minn.-twin sons,
David Emanuel and Daniel
Eliah, inJanuary Roben continues
to work for US Bancorp as a
lowa-a
Mark, inJanuary.
Jennifer (Strickland) '96 and
{3
Minn.-a
daughter, Ashley Elizabeth, in
March. She joins brother Parker,2.
boy, lsaac
Jim Buehler, Lincoln, Neb.-a boy,
certified network administrator and
desktop technology services
engineer. Stephanie is pursuing her
master's degree in early childhood
education and development at
Jared Bartlett, in December.
Xanara Amand '00 and Marc
Stevenson, Bloomington,
daughter,
Minn.-a
Malaya Ãlexis, ln
December.
Concordia University; prior
to the twins'birth, she
worked as a teacher at
a
o
\
ñ
m
!
o
U
A room at the inn for all
by Lynn Mena
As a sociology major at Augsburg, MinamJacobson'69 had been intrigued by the problems of diverse
people lÌung together within the limited confines of a citlz later, as a nurse working in Chicago in a
variety of environments (including a rehabilitation unit, an emergency room, a hospice, and a mobile
unir), she became professionally aware of physÌcal accessibility issues, and how society can adapt to make
places universally accessible. And more recently, she found herself personaþ involved wtth universal
accessibllity when her mother became paralyzed from a stroke and lived with her for nearly five years.
ln lighr of these experiences, Jacobson and her partner, Marian Korth, left Chicago to open a bed and
breakfast in a century-old farmhouse on the outskirts of Cambridge, Wis., with the dream of making their
inn handÌcapped accessible.
The pair opened the Country Comforts Bed 6s Breakfast in May 1998, with plans lo build a 600-square foot
handicapped accessible guest suite. However, their plans were quickly halted when they ran into a snag in
the srare law By Wiscorsin law, bed and breakfasts can have up to eight bedrooms. But bed and breakfasts
were prohibited from adding on to their original house, unless they abided by commercial building codes.
Residential codes, which are far less restrictive and expensive than commercial codes, didnt apply
Miriam Jacobson'69 (right) and her
partner, Marian Korth, added a
handicapped accessible guest suite
to their bed and breakfast inn last
year, and in the process changed
Wisconsin state law.
"IJ we hadbeen intimidated
one bit, we wouldn1have
gotten thís done."
Their problem caughr rhe arrenrion of State Rep. Martin Rel'riolds, who had run into the same building code dilemma when he wanted lo make
changes to his own bed and breakfast. He contacted Jacobson and Korth and encouraged them to take their problem to the state leglslature. He also
conracted fe11ow Assembly Reps. Cloyd Porter and Joan Wade Spillner about sponsoring legisiation to change bed and breakfast bulldlng code
requirements.
Jacobson and Korth appealed to state regulators, but out of fiustration (and fear of losing several advance reservations that had been made for the new
suite) they went forth and completed the addition to state commercial codes. However, they still thought the commercial code requirements were too
restricrive for bed and breakfasts, and they testified at assembly and state hearings on the legislature put together by Reynolds, Porter, and Spillner.
The bill moved quickly through both houses, and in May 2000, Gov Tommy Thompson signed legislation that allows bed and breakfasts in buildings
50 years or older ro expand without having to follow commercial codes. BothJacobson and Korth were present for the bill slgning in Sauk City, Wis.
Shortly thereafter, the Wiscoilsin State lournal featured the pair on its fiont page, and reported that the change in legislation could be "a boon to the
growing bed and breakfast industry," making it easier to make modifications as well as to create inlerest tn converling older homes into inns. Both
"If we had been intimidated one blt, we wouldn'l have
Jacobson and Korth are happy that others won't have to endure the difficulties they faced.
gotien rhis done," Korth told the lournal "Fortunately, we aren't easily intimidated." Jacobson added that the new br11 will be very helpful. "Several
B&Bs rhanked us for helping to change the law"
30
,4ucs¡unc
rr¡ow
Summer 2001
I
)
c
The Rev. Lloyd V. Sand'29,
Lake N4ills, lor,va, clied in March; he
r,r,as 94. Alter completing his B.A.
at Augsburg, he taught high school
for three years; he ¡eturned to
attend Seminary and gracluated in
l9lj. He sened as a rnissionar'f in
Africa fol several years, dedicating
n-ruch of his time to help transcribe
LLrther.S Snrall Catechisnt and The
Biblc into the Gbaya language. ln
1950, he and his rvife, Beryl
(i,r,hom he met and married in
Africa), rvorked with another
couple to establish a Bible school
for the training ol church leaders.
After his retirement in 1974, he
sewed as a r.isitation pastor at
Salem Lutheran Church in lowa.
Alice (Simonson) Solberg'29,
Rolette, N.Dak., died in lr4arch; she
95. For 44 years she taught
music at Perth, Wolford, and
Rolette public schools and taught
piano lessons [or 77 ye:rrs, reliring
on\, last year. She sen'ed as a
longtime church organist, choir
director, and Sunday School
teacher. She also sen,ed as a Cub
Scout, Bo1'Scout, Girl Scout, and
4-H leacler' she received the Silver
r'vas
Fa*'n arvarcl for her ,10+ years of
sen'ice to the Boy Scouts. She also
enjoyecl li'riting a ner,i's colurnn for
the T¿rrtie Motuúahr Star.for rnore
than 40 years.
I
Roald Ovren '37. Elk lr4ound,
Wis., cliecl in May 2000; he l'as
87. A retirecl fanner, he loved
music and sang solos at church,
rveddings, ancl funerals. He rvas
past president ol both the Northern
Lights Barbershoppers ancl Big Elk
Crtek Lutheran Church.
Mentor R. Larsen '49,
Bucl'nrs,
Ohio, died inJanuarl'; he rvas 78.
A veteran of \\\Wl, he r.vorked at
the Ylt4CA for 28 years in Red
Wing, Minn., and in La Crosse and
Mrdison. Wis., bcfore sen ing as
executlve director in Bucyrus for
13 1,s¿¡r. After his retirement from
the Y\4CA, he r'vorked for lB years
at D. Pickling and Co. He
volunteered his time on many
projects and boards, including the
Unitecl Way and the Crawford
County Society for Crippled
Children and Aclults.
Rodney
E.
Anfenson '51,
St. Cloud, lr4inn., died in April; he
r'r'as 71. Prior to retiring in 1993,
he was associate professor at
St. Cloucl State Universitl', rvhere
he taLrght kinesiolog¡; athletic
admir-listration, and racquetball. He
wrote two books. one on
râcquetball techniques and another
on the histoD¡ o[ the Rum River
Athletic Conlerence. ln 1990, he
rvas recognized lor his athletic
inducted into the SCSU Hall of
Fame;
Sidney B. Johnson, Cumberland,
in
1992 he rvas also
inducted into the Bemidji State
Universitl' Hall of Fame.
Sharon (Raivo) Remmen'61,
Los Gatos, Calif., died in December
rlter a trvo-1'ear battle rvith ovarialr
cancer; she rvas 6I. She lvas an
adoptior-r social worker, ancl was
deeply involved with the Christian
Women's Club, the Daughters of
Norwa)', and various other
organizations. She rvas a talentecl
artist, photographer, rvriter,
speaker, and musician ancl suflered
a case o[ rvanderlust; before settling
into the California Bal, A*u, tn.
llved in Hawaii and [ir.e other
states as u'ell as abroad in Eg1pt.
Spain, the Philìppines, and
Malaysia. Even as her disease
aclvanced, she contÌnued her
practice of reaching out to people
in the midst o[ suffering, sending
out l0 carcls and letters a day
Fritz Hadeler'80, Maplervood,
Mlnn., died in March of cancer; he
42. After receiving a bachelor's
degree in pharmacy from the
University of lr4lnnesota, he rvent
on to eern a rnasler's degree in
pharrnacy ancl an lvlBA in
nrarketing. He rvas I marketing
manager in the pharmaceutical
r'r'as
Wis., died in N4arch; he rvas 76. He
rvorked at Augsburg for 22 years,
lirst as a custociian and then as a
buildings and grounds employee.
He retired
in
1989.
Other deaths:
Hazel Willand '39, Minneapolis,
clied in February. She lr'as a retÌreci
teacher and editor.
The Rev. Alfred Weltzin'41,
Viroqua, Wis., died inJanuary
Valdemar Xavier'46, Alberr
Minn., died in April; he rvas
86. He uas a ret¡red education
administrator.
Lea,
Stanley G. Puelston'51,
Minnetonka, Minn., died in March,
he u'as 77. He rvas retired llom
Alexander 6¡ Alexander lnsurance
Company
Lloyd Huesers'52, Minot,
N.Dak., died ìnJanuaryr
Laton "Jack" C. Schwartz'52,
Minneapolis, died in March; he
u,as 72.
Alan Redman '68, Prineville,
Ore,
Daniel Reuss '77, St. Paul, died
in February 2000.
Eclitors note:
At
presstínte, we weïe
saddened to receive notice oJ the death
division of 3M until his cleath.
oJ Chuch
accon-rplishn-rents by beir-rg
Gabñelson'77;
see tlrc JaIl
issrre/or a contplete notice.
i
Send us your news
photos!
and
i.
Please tell us about the news
in
your new job, move,
marriage, and births. Dor-r't forget
yonr
Full name
Maiden name
Class year
or last year attended
Street address
life ,
to sencl photosl
Cìty
ls
zip
State
this a new address? n Yes Ll No
E-mail
Home telephone
F*ol ner'vs ol a death, rvritten notice
n
Okay to publish your e-mail
address
notice , or progran-r
fiom
a
memorial seLvice.
Sencl
Employer
Position
ls spouse also a graduate ol Augsburg College?
Work telephone
n
Yes
n No
lf yes, class
your ner.vs iten-Ls, photos, or
change of acldress b1' ¡.,^i1 to,
Augsbu'g Nor,r, Class Notes,
Augsburg Co11ege, CB 146,
22l l Riverside Ave ., Mrnneapolis,
MN, 55454, or e-mail to
Spouse name
Maiden name
Your news:
<alumni@ar-r gsburg. eclu>.
Summer
2OO1
i
l
is rec¡ttired, e.g. an obìtuar¡ fi-rneral
,4ucsnuRc
luow
31
Each year the graduating class nømes four honored faculty members (one from eøch division) ønd one outstanding
staff person. The following are excerpts from the remarhs of these honorees during CommencementWeehend.
**"/6*
a%tt-,
SOCIOLOGY AND METRO-URBAN STUDIES
HEALTH AND PHYSICAL EDUCATION
"i consider myself to be very lucky to be surrounded by many neat
students. They give me the opportunity to do what I love. Without
all of you, I would not be standing here today .. . Honestly, I think
this is the coolest thing that's ever happened to me."
"At the heart of all forms of Buddhism ì.s the concept and practice .
of 'mindfulness.'Among other things, mindfulness reminds us to
stop endlessly looking for greener grass somewhere e1se. Being
mindful reminds us of the incredible gifts that surround us in the
people and places that we so often take for granted."
ç/Ø*
COMPUTER SCIENCE AND HONORS PROGRAM
(Referring to a story he recounted of a woman who felt the
presence of Jesus standing with her during a difficult time....)
"One way to think about our time together would be... as you go
through various tests and trials (and you surely will), to think
back upon your Augsburg experience, and perhaps in a smal1 way
my experience with you, and to think of the question, 'How
would it be if we stood with you'?"
COMI\/IEI\CEVIEl\trT
/
32
,.4UCSSURC i¡OW
RELIGION
"something that's very important about Augsburg is the role that
tradition can play Tiadition does not have to be constricting or
enslaving; but, in fact, it can free. This is a conviction shared by
many here, and it's what makes Augsburg a fun place to be and a
great place to teach."
DIRECTOR OF THE ROCHESTER PROGRAM
"Beyond a wish for success and happiness, my hope for Augsburg
graduates is that they will be able to lead lives that are filled with
meaning-iives enriched by moments that draw equally on the
mind, the heart, and the spirit. I believe an appreciation of how
these elements of human experience interact to create meaning is
at the core of an Augsburg education."
Summer 200f
)
fhe Alumni and Parent Relations Office would like to enhance the Alumni Web site
I lwww.augsburg.edu/alumni). We want ro know which online services would be most useful to you.
When you return this survey, you are automatically entered in a drawing for a $50 gift certificate from the
College Bookstore if you fill out the contact information at the end. Returl the survey byJuly 20. You may
fill out this same suwey online at the alumni site, but please complete only one survey Thank you!
PLEASE ANSWER EACH OF THE FOLLOWING:
Class yearI am an Augsburg Alumna/us: O yes E no
How often clo you visit the Alumni Relations Web site:
D never visited D once a month fl less than once a month
E
male E female
Below is a list of online services we are considering. Please indicate how often you would use the
following services by circling a number in the column at right:
O=would not use 1=would use occasionally 2=would use frequently
Searchable Alumni Directory
Registered alumni have password-protected
access to a secured database of Augsburg
alumni names and addresses. Would allow
users to update their information online.
Message Boards Organized
Class Year
by Topic or
Class Notes Online
Post your updates on marriages, births, and
promotions online. View notes from other
alums. Class notes would continue to
appear in printed publications.
0
0
t
1
Moderated Chats with Faculty and Staff
Share opinions, debate, orjust talk with a
E-mail Addresses
Lifetime Web-based e-mail addresses (e.g.
yourname@augsburgalumni.net) that let
you check your mail from anywhere you
have Internet access.
2
lan Alumni Reception
Gay Hawthorne Jazz & Poetry Bash
hing of Edvard Grieg: Diaries, Articles,
i, a collection of Grieg's writings in
ianslation, by Dr. Bill Halverson'51
rwegian scholar Finn Benestad)
0
l
2
tdar and is subject to change; please see your
echure-due ín maílboxes later t'ltis summer.
0
l
2
0
1
2
0
I
2
0
I
2
Give your suggestions for online services:
OPTIONAL INFORMATION (required for entering drawing!)
Name
E-mail
Phone number
ìK/1K Run/Walk (for fun or charity)
ning Parade
2
featured speaker.
Career Center
Post résumés for other alums and approved
employers to review. Approved employers
may also post job listings.
lay, October 13
[he park
hing Football Game vs. Macalester
hing AlumniAwards Social & Dinner
¡nions of '1951, 1961,'1976, and 1991
Online Giving
Give to the college with a secured credit
card transaction or make a pledge.
¡sburg on Parade
(J
À,,
Each year the graduøting class nømt
staff person. The following are excer
/@
/
ø/t¿o¿ Qt1/ce
HEALTH AND
PH
"I consider myself to be very lucky to be su
students. They give me the opportunity to r
all of you, I would not be standing here toc
this is the coolest thing that's ever happene<
Lô
¡
cô
a$.
o Hb'E
ú " g
H:
r¡Sq¡Ln
m
(t) Èr (.)
b
S
L^
P"à2.
g.l=
v.Y'ã g=Ø
ro ä.¿ È
-¡ ('Ër
ãø Ð
O
Þ OE+-p^-E
t
COMPUTER SCIENCE
/Nå
U <U<N¿
ANf
(Referring to a story he recounted of a won
presence of Jesus standing with her during
"One way to think about our time togethet
through various tests and trials (and you st
back upon your Augsburg experience, and
my experience with you, and to think of th
would it be if we stood with you'?"
CON/IVIEI\CE
200
32
4UCSBUnC ruOw
/
"Beyond a wish for success and happiness, my hope for Augsburg
graduates is that they will be able to lead lives that are filled with
meaning-lives enriched by moments that draw equally on the
mind, the heart, and the spirit. I believe an appreciation of how
these elements of human experience interact to create meaning is
at the core of an Augsburg educatì.on."
Summer 2001
a
¡¡
I
o
o
Homecoming and Family Week 2001: Augsburg on Parade
October 8-13, 2OO1
Monclay, October
.
.
S
a
Saturday, October 13
B
.
.
.
.
.
.
.
An Evening with Dr. Maya Angelou
Parents Reception
Thursclay, October 11
.
Variety Show and Coronation
o
Friday, October 12
.
.
.
.
Homecoming Chapel Service
Alumni Band & lazzBand Reunion Concert
Hall of Fame Banquet
Auggie 5K/1K Run/Walk (for fun or charity)
Homecoming Parade
Picnic in the Park
Homecoming Football Game vs. Macalester
Homecoming Alumni Awards Social & Dinner
Class Reunions of 1951, 1961,'1976, and 1991
Pan Afrikan Alumni Reception
M. Anita Gay Hawthorne Jazz & Poetry Bash
Book signing of Edvard Grieg: Diaries, Articles,
Speeches, a collection of Grieg's writings in
English translation, by Dr. Bill Halverson'51
(with Norwegian scholar Finn Benestad)
preliminary calendar andis subject to change; please see your
Homecoming
eventbrochure-due in mailboxes later thís sutnmer
JulI
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Minneapolis, MN 55454
Minneapolis, MN
Permit No.2031
PAID
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Letters to the editor
Learning by
doing rrr
A
t the very core of an Augsburg education
Ìs the belief that learning takes many
forms and happens in many places outsicle ol
the classroom. Lealning through experience
teaches us that there rs lransformative power in
walklng the path of a person in another culture
or in trying out a job instead o[ "book
learning" how to do it.
In thÌs issue, we feature three courses that
take students out of the classroom. fwo are
travel courses held cluringJanuary lnterim; the
third is an education course, funcled by a
national grant, that trains future teachers to
incorporate new lechnology in their students'
learning. All three classes involved both day
and Weekend College siudents, whose jobs
and family commitments of[en prevent them
from taking part in travel or experiential
More comments on the new
Augshurg Now
M
ay I add my word o[
apprecratron for the new Now
It is not only the fine new format,
yor-r
and your staff are doing very well
with the editorial conlent. Much
could be saicl. May I express
appreciation lor two features. I like
very much the "Chapeltalk" page. I
trust yorl intend that as a regular
feature. I c1o not think you will have
difficr-rlty findlng good selections for
each issue. This leaLure gives yoLr
a
good opportunity to lntroduce new
laculty members.
f
hor-rgh not an Augsbr-rrg alum, I've
the last two of your Augsburg
I r.".
to linity Lutheìan
Church as the new office secretary
there. Compliments to you on both of
them-which l've lound interesting
and well done-so much so that thls
non-Auggie has reacl lhem cover to
cover. The photos (even of groups)
are clear and well-captioned (so one
knows what's being shown). The
layout is very attractive. I like the mix
of current happenings, alumni focus,
campus histor¡ and the thematic
thread of focus on Augsburg as a
church school.
Nor,vs aclclressed
Gisselquist,
-Orloue
ProJessor
Em¿ritus oJ History
-lune
Prange
learning.
Whether these students are in Cuba,
France, or Minneapolis, their stories describe
\
the learning that engages them and pushes
them beyond their cultural and educational
comfort levels to new insÌghts.
The Auggìe Thoughts page also crosses
cultural boundaries. PresÌdent Frame reflects
on dÌscussions he and other Minnesota private
college presidents had with Chinese higher
educatÌon offÌcials when the Minnesota
delegation traveled to China last fa11.
We hope you enjoy these glimpses into
Augsburg learning. As always, we welcome and
encourage your comments.
Ww
Betsey Norgard
Editor
We welcome your letters!
Please
write to:
Editor
AugsburgNow
2211 Riverside Ave., CB 145
Minneapolis, MN 55454
E¡nail:
norv@augsburg.edu
Fax: ó12-330-1780
Phone: 612-330-I181
Letters lor publication must be signed and
include your name, class year, and daytime
telephone number. They may be edited for
length, claritl', and style.
Lindell Library is now connected to Sverdrup Hall (left) via
new skyway link. See page 3.
a
I
At¿csBuRG Now
Vol.63, No.3
Spring 200f
Features
Augsburg Now is published
quarterþ by Augsburg College,
22lI Riverside Ave., Minneapolis,
Minnesota 55454.
Editor
Experiencing CubaMeeting the People, Tracking
the Numbers
Lynn Mena
compiled by Cass Dalglish
,{ssistant Editor
-[wenty-one journalism
students spent 10 days in
Betsey Norgard
Kathy Rumpza
Cuba, interviewing Cuban gowrnment and cultural
Graphic Designer
Ieaders, researching statistical data, and meeting
the people.
President
Dan Jorgensen
Director of Public Relations and
Communication
Nancy Toedt '94
Director of Alumni and Parent
Têaching the Teachers
Technology
Relations
Opinions expressed in Augsburg
Now do not necessarily reflect
by Dan Jorgensen
official College policy
Education students øre Learning ways to
incorporate technology into curricula to englge
students in actiye learning.
rssN 1058-1545
Postmaster: Send correspondence,
name changes, and address
corrections to: Augsburg N ow,
Office of Public Relations and
Communication, 221 I Riverside
Ave., Minneapolis, MN 55454.
E-mail: now@augsburg.edu
Telephone: (612) 330-1 lBl
Fax: (6I2) 330-1780
Augsburg College, as affirmed
in its mission, does not
discriminate on the basis oJ race,
color, creeil, religion, national or
ethnic origin, age, gender, sexual
orientation, marital status, stdtus
with regard to public assistønce,
or disøbility in its education
p oli cie s, admissions p olicie s,
scholar ship anil lo øn pr o gr ams,
athletic anill or
scho ol
administereil pro gram1 except
in those instances where religion
is a bona fide occupdtional
qualiJication. Augsburg C ollege
is committed to pro\tiding
r e as onable accommo d ation s to
its employees and its students.
Family Ministry around
the World
14
Departments
2
nt"Artist's Book:
Provence to Paris
Around the Quad
Faculty Notes
Sports
19
Alumni News
21
Class Notes
28
Auggie Thoughts
inside
back
cover
Calendar
On the cover:
Eze, a picturesque, medieval village
in Provence, has charmed artists
and tourists and provided
inspir ation
www.augsburg.edu
for Augsburg students.
See story on pdge 14. Photo by
50 percent recycled paper (10 percent post-cot'rsumer waste)
Heather Sweeney'02.
NE@Eil!
Jeanne Boeh, economics, serves on the
ln print
Introduction to Critical Thinking
By Bruce Reichenbach, philosophy
McGraw-Hill, 2000
Bruce
Reichenbach,
Board of Economists for the Minneapolis
Star kibune. The panel meets periodically
to discuss economic trends and make
philosophy, decided
to take matters into
his own hands
when he couldn't
fìnd a book that
forecasts.
Professor Ragnhild Collin-Hansen,
from Sør Tiøndelag College in
Tiondheim, Norway, co-taught an Interim
social work course with Tony Bibus.
There are currentþ l0 students from
Norway studying in the undergraduate
social work program, and two in the
M.S.\M program. Also from Tiondheim is
education professor Br¡t Hauger, who is
teaching at Augsburg this spring while
Augsburg professor Susan O'Connor
teaches at Sør Tiøndelag College.
Garry Hesser, sociology and merrourban studies, was chosen by the
American Association for Higher
Education and Campus Compact to serve
as a consultant to institutions across the
country interested in service leaming and
social and civic engagement. He was
noted as a "pioneer" in service leaming.
Norman Holen,
art, created a L2foot stainless steel
sculpture titled
'Arbor Image" for
the new Kirchbak
Sculpture Garden
complemented the
critical thinking
Bruce R. Reichenbach
with comprehension and aheady
Nin
By Cass Dalglish, English
Spinsters Ink, 2000
Cass Dalglish is
fascinated by the
oldest and ne\Mest
forms of writing. In
her translations of
Sumerian cuneiform
Holen also
won Best of Show
for his graphite drawing, "Winter I," in
the Extremely Minnesota competition,
sponsored by the Hennepin Artists of
Robbin Gallery in Robbinsdale.
"Arbor lmage"
writing ftom2350
BCE, she finds that
Nin, by Cass Dalglish
three-year term on the Council of the
American Sociological Association Section
on Undergraduate Education.
4
,4UGSBURG
Now
possess
the sophisticated critical thinking skills the
texts are designed to enhance," he said.
Reichenbach includes numerous
exercises in his book, taken from media
sources, such as newspapers. magazines,
and advertisements.
to be dedicated in
the spring.
sociology, was elected to a
class offered at
Augsburg College.
Last summer, McGraw-Hill publlshed his
Introductíon to Cntical Thinhing.
The book is designed for the critical
thinking class that all Augsburg freshmen
must take if they cannot pass the entry level
skills test in this subject. Reichenbach said
he tried using several different books in the
course, but found that they did not address
the students at their level.
"The writing level and approach of
many of the critical thinking books
available presuppose readers who can read
in Richfield, Minn.,
Diane Pike,
Dalglish's second novel, Niir, provides
a connection for the reader to this ancient
she uses many of
the same metaphors
and comparisons as
she does when discussing and teaching the
newest language environment-hypertext.
Both require "reading" in a way that sorts
through layers of text and jumps from
image to understanding.
world of women who wrote four millennia
ago. Nin is a mystical, mythical, magical
fable set in the high-tech, modern-day
world of air travel, telephones, computers,
and the World Wide Web. Nin Creed is a
feminist poet who sets off to recover the
lost writings of her mother, who died the
day she was born. On the way, she
encounters a legion of women writers who
lived and wrote centuries ago and whose
work, too, was lost to future generations of
writers and readers.
When Children Pay: U.S. Welfare
Reform and its lmplications for
U.K. Policy
By RosemaryJ. Link and Anthony A.
Bibus, social work
Child Poverty Action Group (London),
2000
For a number of
years the Child
Poverty Action
Group (CPAG),
a
British agency
similar to the U.S.
Children's Defense
Fund, has paid a
great deal of
attention to the
lmpact of welfare reform initiatives in the
U.S. and whether similar reforms could be
adapted as policy in the U.K.
In their book, When Children Pay,
social work professors Rosemary Link
and Anthony Bibus study some of the
American policies that have influenced
British poiicy and the lmplications for
chlldren in poverty The authors seek a
critical understanding of the ways
countries exchange pollcy ideas and the
dangers as well as the opportunities of
such transplanting. The book is a policy
analysis which also helps students to
understand the useful insighrs into
domestic policies which come with
international comparisons.
The book reaches members of the
British Parliament as parr of the Child
Poverty Action Group's legislative package.
Link and Bibus' combined inrerests in
issues related to child poverty stem from
rheir longtime work in the
field-Link
was
Spring 2O0t
worker, and Bibus served
for many years as a child protection
a school social
worker.
Ave Eva: A Norwegian Tragedy
By Edvard Hoem; translated by Frankie
Shackelford, modern languages
Xenos Books,2000
Aye Eva: A
Nor'wegian kagedy,
an award-winning
novei from 20thcentury Norwegian
writer Edvard
Hoem, is now
Frankie Shackelford
available to the
English-speaking
community in the
translatlon by
Frankie Shackelford, professor of
Norwegian.
The novel, descrlbed on its bookjacket
as "powerful", "dark", and "brooding" is
charactertzed by Shackelford as "a complex
murder mystery/intertextual dialogue with
Milton's Paradise Lost.'' Despite its
complexity, she says, it has recently
captivated readers as diverse as an B6-yearo1d Wisconsin birdwatcher and a23-yearold actress from Zimbabwe.
The novel's hero returns to his
ancestral farm ancl finds culturai,
economic, and political changes. His
struggles to confronl the resulting
difficulties echo the universal theme of
regaining paradise.
The translation was commissioned by
the National Endowment for the Arts and
supported by the Office for NorwegÌan
Literature Abroad.
Presenti n g/Pe rform
in
g
Dan Hanson, speech, communication,
and theatre arts, wrote a chapter in the
book, 12 Step Wisdom atWorh, released by
Hazelden and Kogan Page.
Norm Holen, art, has two sculpted
pieces-a terra cotta figure titled "Bethe"
and a glazed guinea hen-featured in a
book on contemporary artísts, Mahing
Ceramic Sculpture, by Raul Acero.
Bradley Holt, religion, wrote a chapter,
"The Twentieth Century" in the book, The
Story oJ Chnstian Spirituality, by Gordon
Mursell, published by Fortress Press.
Rolf Jacobsoñ, religion, published "The
Costly Loss of Praise" in the October 2000
issue of Theology Today.
Janet Gottschall Fried and Bradley
Greenwald, musì.c, played leading roles in
the re-staging of the Theatre de la Jeune
Lune's production of The Magtc Flute.
Greenwald played the character Papageno,
whlle Fried was the Queen of the Night.
Doug Green, English, delivered the
closing lecture on "Shakespeare in Love:
Sexuality, Cinema, and the Literature
Classroom," at the Carleton-St. Olaf College
undergraduate Shakespeare conference.
His
essay, "Preposterous Pleasures:
Queer Theories and'A Midsummer Night's
Dream'," has just been re-released in A
Midsummer Night's Dream: Cñtical Essays,
edited by Dorothea Kehler and published
Ann Lutterman-Aguilar, Center for
Global Education/Cuernavaca, Mexico,
facilitated workshops on cross-cultural and
experiential learning at a conference
"Pedagogy and Theatre of the Oppressed,"
at the University of St. Thomas, and at the
Annual International Conference of the
Association of Academic Programs in Latin
America and the Caribbean.
She also presented a paper on the
Mexican Virgin of Guadalupe at the
IV International Congress of the Americas
in Cholula, Mexico, and a paper, "Violence
within Protestanl Churches and Theological
concepts that Foment Voilence agalnst
Women," at the Catholics for Free Choice
meeting in Mexico City
by Routledge.
Kathy Schwalbe,
Steven LaFave,
business
administration/Mls, presented
"Supplemental lnstruction and Academrc
Outcomes in a Second Accounting
Principles Course" at the annual meeting ol
the North American Accounting Society.
Dallas Liddle, English, presented "in one
Guise or Another: Voice, Profession, and the
Dilemma of the Victorian Woman
journaiist" at the North American
Conference on British Studies.
Spring 2001
business
administration/MIs, gave a kep-rote talk,
"The Magic of lS Project Management:
Revealing the Masters' Secrets," to the
Project Management Institute's lnformation
Systems Specific Interest Group (PMlISSIG). She is also editor of the quarterly
Newsletter, "ISSIG Review," and member of
a team to develop a new certificatron exam
for people managing technology projects.
Mark Tranvik, religion, presented a paper,
"Seventy Time Seven? Preachrng
Forgiveness in the Lutheran Reformatron,"
Merilee Klemp and Jill Dawe, music,
area featured performers on a new CD of
chamber music by Stephen Paulus, A
Chamber Fantasy, on the Innova label.
Esther G. McLaughlin, biology,
collaborated with David J. Mclaughlin and
PA. Lemke to edit an extensive volume,
The Mycota, vol. 7: Systematics and Evolution,
that is part of an encyclopedic series on
different aspects of fungal biology.
Bev Stratton, religion, published
"Ideologr" in the Handbook of Postmodem
Biblical Interpretation
to the American Society of Church History
meeting.
Joe Young, Pan-Afrikan Student Serwices,
and Garry Hesser, sociology and metrourban studies, presented a workshop, "A
Civil Rights Immersion: Experiencing and
Learning from History" at the National
Society for Expenential Education.
Also presenting at that same conference
were Ann Lutterman-Agu¡lar and Mary
Laurel True about the Center for Global
Education, and Tim Pippert, socÌology, and
Garry Hessef on service learning.
,4ucssunc
fr¡ow
5
The "Ernie Anderson Couftrr is dedicated
by Don Stoner
!r'nìe Anclerson csehcwcd pclsonaì
L Instcad. he cclcbrntecl his gi[t:
glory.
through the accomplishments of the
students who learned under his guidance
and the athletes r.vho showcased their
talents on the basketball conrt.
So it was fitting that, when Andelson
was asked to speak at a luncheon in his
honor, alter the College that was so much
part ol his lile nrmed thcu gymnrsiunr
floor for him, his response was simple.
"l really should just say 'thanks' and
'Amen.' That would be appropriate," said
Anderson at the Feb. 17 luncheon, lvhere
more than 150 former players, lellow
coaches, and friends gathered to celebrate
Augsburg's dedication ol the Melby Ha11
christened as AndersonNelson Field. The tielcl
will be rededlcated in
Nelson's honor
-õ
in lali
2001.
U
Several former
a
"Ernie had ø way of nnhhry us feel
confident andpreparecl to play our
gantes."
Meyers '65
-Dan
players returned to
camprls to join in the
celebration of
Anderson's
accomplÌshments, ancl
most said their lives
were changed from the
lessons learned on the
court from the gentle
r:oar:h.
'Ernie had r way of
making us feel confident
and prepared to play our
games," sard Dan Meyers
A plaque honoring Ernie Anderson's long service to Augsburg will
hang in Melby Hall. (L to R) Ed Saugestad '59, professor emeritus
and retired men's hockey coach; President Frame; Ernie Anderson
'37; Edor Nelson '38, professor emeritus and retired football coach
'65, who played for
Ar-rderson's teams from 1961-65. "Ernie
made learning the game fr-rn and easy I
center court in hls honor. Later that
allernoon, during the halftrme of the men's
basketball game against Gustavus
Adolphus College, the court was officially
dedicated as the "Ernie \ùl Anderson
never heard harsh or cruel words from
Ernie. He has been a Christian example of
living life in a quiet wa;r He does not bring
Court."
the greatest players in school history, said
that his coach was a true role model and
mentor.
Ernie Anderson has been a member of
the Augsburg community since the 1930s,
when he attended the Augsburg Academy
âs a prep student. He played basketball
and baseball at Augsburg, graduating lrom
the College with a history degree in 1937.
Mariþ Florian'76, women's athletic
director, said that as a young coach early in
her career, Anderson gave her a chance to
retum to her alma mater. Florian served
the College as volleyball coach for 18
"l need to thank all ofyou and
remember all the wonderful things these
young men did while they were here," said
Anderson, deflecting the honors from
himself to his players.
However, others were quick ro point
out the true man of honor in the
celebration.
"This College stands today on the
shoulders of giants, and those shoulders
include yours," said President William
Frarne at the luncheon.
Anclerson served the College as men's
basketball coach for 23 seasons and as
athletic director for 34 years, in addition to
teaching in the heaith and physical
educatÌon department lor nearll' four
decades.
The College originalll, honored
Anclerson, along with fellou, athletic
clepartrlent legend Edor Nelson, in 1984,
u'hen the outdoor athletic held rnas
6
,+UGSBURG NOW
attention to himself."
Dan Anderson '65, considered one of
seasons.
"Emie role-modeled leadership,
integrity, commitment, and caring. He had
a long-lasting influence on Augsburg
stuclents, faculty, and staff," Florian said.
"l have a personal thank-1'eu to gi\¡e
Ernie," said Florian. Jr¡,enty-one )¡ears ago,
in her seconcl year teaching and coaching,
Anclerson called to encourage her to apply
for LaVonne (Mrs. Pete) Peterson's position
when she retired. "Without that call,"
Florian sald, "I wouldn't be here today"
Chris Kimball, vice president for
academic and learning services, noted that
of the many reflections on the impact
Anderson had on the College and its
community, records and accomplishments
are rarely mentioned.
"This has not been about wins and
Iosses," Kimball said. "But it's about values,
commitment, and personal integritythings that make Augsburg such a
wonderful place and have made Ernie a
wonderful example to all the people who
have been aflected by him.
Ás for Anderson, after the numerous
standing ovations in his honor were
concluded, with his family and friends
surrounding him, his thank-yous were as
simple and direct as his lifetime of service
to Augsburg College.
"I would just say thank you. I
appreciate what has been said, and I hope I
can live the rest ol my life as an example to
others," he saicl. I
Don Stoner is sports irformatiort coordinator.
Spring 2001
Augsburg to host the Lutheran
Music program
Lutheran World
lrom June 24 Lhrough July 22, more
I than 220 high school students lrom
Federation.
will take up residence on
Augsburg's campus. They wiil be joined by
across the U.S.
an additional 60 faculty and staff members.
This national gathering, Lutheran Summer
Music (LSM), will be hosted for the first
time by Augsburg College.
LSM is a four-week summer camp for
student musicians in grades 8-12. Founded
by a group of visionary Lutheran educators
and musicians in 1982, LSM has been
hosted by seven Lutheran colleges or
universities. It is a program committed to
excellence in music. "LSM encourages
youth of high school age to develop their
God-given talents. The goal of LSM is to
extend the Christian tradition of fine
musical performance in worship,"
explained the Rev Dr. Victor E. Gebauer,
LSM executive director.
Even though this is the first time LSM
has been to Augsburg, the program has an
Augsburg connection in Melissa Olson,
director of admissions and financial aid.
Olson, a 1989 Augsburg graduate with a
degree in English and communication,
began at LSM in 1996 alter working for
Augsburg Fortress Publishing and serving
in Switzerland and Ethiopia with the
Olson credits her
career choices and
service to the church
to Augsburg.
"Augsburg literally
opened the world to
me," she said. "It
Melissa Olson '89
exposed me to
ideas and an environment I never knew
existed. I have enormous respect for small,
Lutheran liberal arts colleges."
ln talking with LSM students, Olson is
quick to point out Augsburg's advantagesthe best of both worlds, offering a tight-
knit community within
aLarge
metropolitan area. This Ìs echoed by Ruth
Hook'03, a current Augsburg student and
LSM alum from 1996-99, who described
Augsburg as a hometown in a big citli
This is the first time LSM will be ln a
major metropolitan area, and ú will benefit
from the Twin Cities' extraordinary culture
for the fine arts. Such an atmosphere is the
perfect setting for the more than 50
concerts and recitals that LSM will produce
during iLs lour-week duration.
It is this aspect of the summer camp
that most excites Augsburg music professor
and former LSM faculty member (198294) Merilee Klemp.
"LSM will bring a vibrant,
comprehensive, musical community during
¡þs 5¡mrn¿¡-not just to Augsburg, but to
the whole West Bank community," Klemp
said.
However, the most important part of
LSM is not the musical knowledge, Iocal
culture, or outstanding facult¡ but the
close spiritual community that LSM and
Augsburg will foster. The daily schedule
includes morning and evening prayer; it is
this characteristic that most defines LSM
and is what Hook and many other LSM
alumni most remember.
For more information regarding
Lutheran Summer Music 2001 or for a
listing of LSM 2001 concerts and recitals,
call toll free, 1-888-635-6583, or visit
LSM's Web site at <LMP@lutheranmusic
program.org>. For admission and financial
aid information, contact Melissa Olson at
the above number or Web site.
'Little Auggies' take center court
Æ
;ïJ,ffi
::i::,ffff
î:,nåîi"
-.
and visiting teams that are introduced, but
a third team as well-the Little Auggies.
Girls'basketball teams in the Twin
Cities are invited to come to an Auggies'
home game and get some special lreatment
from the women hoopsters. Before the
game begins, the Little Auggies sit on the
team bench and listen to advice from Lauri
Ludeman, Augsburg's women's team coach.
Then the women Auggies line up, and each
ol the Little Auggies, as they are
introduced, runs through the line, getting
"high-fives" along the wa;r During the
halftime, the Little Auggies take over the
Spring 2001
fioor and show their stuff for the
home-team crowd.
One basketball team that signed
up as Little Auggies is a slxth- and
seventh-grade traveling team from
South St. Paul High School, coached
by Augsburg junior Kelly Manly, an
elementary education major. "They
thought it was really cool, going into
the locker room and getting to play
on the g;.'m floor," saÌd Manly about
her team's visit as Little Auggies.
Each of the visiting girls received
team
photo; and then, Manly said,
a
rush
was on to get autographs
the
lrom the Auggie women.
Women's basketball coach Lauri Ludeman gives
advice to the Little Auggies, from South St. Paul, with
their coach, Augsburg junior Kelly Manly (back),
looking on.
,4ucsnunc
ruow
7
FAMILY MINISTRYARoUN
by Betsey Norgard
Rev Thor Somrlerscth, pastor ln
resiclence, from Bergen, Nolway.
"The messrgc rs tlrat il you want
to make a church, yor,r l-rave to malie
it in every family, not only in a
chapei," said Sommersetl-r. "[The
T:il:',i'j'.i:.îiîï;åli,Läi'äLi'
and Family lnstitute (YFl) have taken it to
evely state in the U.S. and norv are literaLly
taking it around the u.orlcl.
During the past year, Dick Harclel,
cxecuiive director, and David Anderson,
clilector of laith formation education, have
travelecl to Canacla, Norway, and Alrstraha.
institntel research
Tanzanía, ancl U gancla.
A message and a paradigm
What the Youth and Family lnstitute
olfers and what chnrches across
denominations and around tl-Le lvorld are
seeking is a vision and r.vorkable modeis l'or
a nelv paradigrn in ministry with chrlclren,
yor-rtlr, and thcir [ar¡jlics.
YFI's message was ar[iculated recently
to the Augsbr"rrg commnni[y rn chapel by
t1-re
influence of laith comes from
lami1les."
Around that conccpt YFI has
cleveloped a range of Lesources-
Jn Canacla a1one, the rnstitr-rte's activities
have inclucled two r.vorkshops, lbr-rr
bÌshops' theological conferences, and plans
lor l'our more trlps.
Both Harclel ancl Anderson wili retnrn
Lo Ausiralla lor three weel<s in the spring to
present r.vorkshops ancl train church
lcaders. Ancl, ìn Lhe summer, Hardel will
lead a group, as part ol a new lamily wellbeing program, to Poland, East German¡
and the Czech Republic.
This is not to mention the service
reqllests tha¡ YFI has received from church
leaders in Malaysia, India, South Afrlca,
shor,vs tl-rat
consultations, wolkshops, prlniecl
materials, a peer mÌnistry program,
internships for the youth and family
ministry rnajor at the College, ancl a
sLlmmer leadershÌp conference.
Specialties to Norway
Augsburg's Youth and Family lnstitute provides
resources for congregations, organizations, and
individuals to help strengthen faith Iife in the
home. (Front row) Sarah Gustafson, Ross Murray,
Marilyn Sharpe, and Regina Pekarek, (Back row)
Richard Jefferson, David Anderson, Steve Lundell
Not pictured are Dick Hardel and Lyle Griner.
Sommerseth's r,rsit to Augsbr-rrg
is part of a special reiationship that has
developed over the past eight years between
YFI ancl the Chr,rrch of Norway In 1999,
Anderson and Hardel enjoyed a rare
opporiunrty to leac1 a tr.vo-day conference in
Oslo with more than 100 c1-rurch leaclers in
the Lutheran and other Christian
communities. Each year, Anderson teaches
a course al the Norwegran Têacher
Acaclemy in Bergen for Augsburg students,
and YFI is now exploring a partnership
witl-r this academy to help them begin
trainrng Norwegian students in youth and
lamrly mrnlstry.
Begrnnrng in the fal1, Kari Burke, an
Ar-rgsburg stndent graduating wìth a
double major in youth and family
ministry and Norwegian, r,vill begin
youth ministry r.vork with
Sonrmerseth xl lwo e ongregsl ions in
Bergen.
Tripp Trapp, tl-ie Chulc}r of
Norway's sr-rbscription series of
resources for the home, became the
model lor YFI's Fairhlile in rhe
Home resource guide ancl cenler.
Offering materials from more than
50 publishÌng sollrcres, the guide
makes available books, Bibles, CDs,
Augsburg senior Kari Burke (left) and the Rev.
Thor Sommerseth (right), YFI'S pastor in
residence, begin planning Burke's youth and
family ministry in Bergen, Norway, with his
congregation,
8
,+UGSBURG NoW
WöRLD
vrcleos, games, puzzles, ancl toys to
lamilies in passing the falth
rom gcncratiurì lo P,cncmti()n.
assrst
f
Resources and conferences
Resource centers have been placed ln
over 200 churches across Lhe country; and
many ol these churcl-res have established
partnerships with the institr¡te and provide
internships for the nlore than 40 Ar-rgsburg
studen[s majonng in youth and family
ministry
YFI's popular Child in Our Hands tlvoday conference series has also traveled
around the world. In acldition to the three
conferences that Hardel and Anderson will
lead in Australia, 11 are scheduled arouncl
the U.S. during 2001.
The ecumenical and internatÌonal
Summer Leadership Conference brings
together pastors, youth directors, Chrlstian
educators, and church leaders lrom around
the world, The fourth annual conference,
"Worship and the Spiritual Life," lvill take
place on the Augsburg campus lrom July
3O-August 3, 200f , and feature Dr. Martin
Marty among others.
The Youth and Family Institute rvas
louncled rn 1987 by Mertoll S¡rommen '42,
in memory of his son, David '83. Over its
14 years, the insLitute has provtcled the
spark lor lxany new progrellts ìn c1-rurch
groups ancl congregations.
"We've created a vision of horv to
crcate a new paracligm to pass on the
liit1-r," Harclel said. "You can't own a
visiclt't-;,ott have ttl give it ar,vay," I
Spring 2001
EXPERI
Photos by students in the class
-J
NÁI
;gÅ
PULAR
IDIR P,.
MeETING THE
PEOPLE, TRACKING
nûl
THE NUMBERS
uring Interin-r 2001, Augsburg
clay
and lveekencl stnclents u'hcr
enrolled in Quantrtatn,e
Journalism left their complÌters behind
ancl spent l0 clays handllng data and
stories in Cr,rba. They interviewed people
in schools and cloctors'offices, in hospitals
and orphanages, in cigar factories and on
farms, in homes, community centers and
churches-Ìn
spaces that reminded them
of the 1950s and bore little resemblance
to the cyber-age classroom they lelt behrnd
in Lindell Library.
The Cuba journallsm course was built
on a drearn of going to Cuba that began
lor me in 1968, when I was a Peace Corps
volunteer, living in a cement-block house
rn a slum-clearance project halfway down
the erodrng edges of a Colombian hill.
Often, in the evening wher-r I linished
teaching a literacy class or came back lrom
a neighborhood meeting, I turned on my
short r.vave radio ancl sat down to read one
o[ the Hernlngway stories that came in my
governmeni-issued book locker'. Most of
the trme, rhe only freqr,rency I coulcl pull
in was Radio Havana and the only voÌce
.that came droning across the rnountains
into my house was that ol Fic1e1, I've never
been able to lorget that souncl, Fidel's
voice used to question my rntent: What
was I
dorng-a
Yankee
velun¡ss¡-in
Augsburg's Quantitative Journalism class poses in front of the Cuban National Assembly.
Colombra? Drcln't I know how Cuba was
dorng thrngs?
From that ûloment on, I've rvanted to
travel to Cuba, to see it for myself, but
l1'avel restrictions made it almost
rrnpossible. So, when I realized Augsbr-rrg's
Center for Global Edncation cor-rld help
turn the Cuba dream into reality for me
ancl lor my students, I began working witl-r
the center on a cor-lrse that would give day
and weeliend journalism sluclents a chance
to learn about a place lvl-rerc few U.S.
citizens havc been able to stuciy Or-rl goals
were thc same as tl-rey ah.vays are for
QuantiLative Journalism: to evaluate ancl
analyze inf orn'ratior-r botl-r nr,rmerìcally ancl
verball;', to communlcate ql-rantltatirre clala,
ancl to r,vrite reaclable storlcs that
Y
Professor Cass Dalglish says good-bye at
an orphanage for special needs children
in Havana,
Spring 2001
demonstratc an ability to gatl-rer, l-rarrdle ,
ancl present quantitative inlorrnatron.
Once in Cuba, the studenl
journalists' observations tilted easì1y to the
quantitatrve sic1e, as they rnterviervecl
economists, met government officials,
travelecl to co-op larms and country
chr-rrchcs, ancl spent tirne wlth doctols and
teachers. They spoke wlth an adviser to
the Cr-rban National Assembl¡ the
equivalent of a Cuban Congress, and with
cliplomats in the U.S. lnterests Section, the
equivalent of a consulate. They talked and
sang ancl dancecl rvith mernbers of the
Commlttee for the Delense of tl-re
Revolution and ll-re Women's Fecleration ol
Cul¡a. All the whÌ1e thcy were learning
about the Cuban economy ancl tl-re gains
and challenges politics have brought to
Cuban people.
What dicl rhc srudents lind? ln some
cases, the student journalists observecl what
they cxpectecl. In some cascs, they came
bacl< to the U.S. surpnsed by what t1-Lc data
sho,,vecl. hr many ceses, the stuclent
jor-rrnalists learned whai Malia Lopcz Vigiì
prcclictcc'l in the booli we usccl es oLrr tcxt:
Cttbu wcts N¿i¿hcr Ilc¿¿v¿r Nor Hcll.
lnlcrspersecl here with pl-rotogr:ap1-rs ol
the Ar,rgsburg stuclcnts arrcl the peoplc they
met in Cuba are samples ol thr: stuclents'
writing.
¿¿ss¿rci¿rlc
-Cuss
Dalglish.
profirssor ry' English
,4ucsnuRc
n¡ow
9
EDUCATION
Sara Thedinga '01 is a day student whose
report compares literacy rates and student
teacher ratios in Cuba and Minneapolis.
Th. teacher rold us that it is hard for them to find basic
I school supplies like maps, paper, pens, and pencils.
Although these supplies are scarce, teachers always find
way to get by
a
also r,rsited the School of the Arts, which is a school devoted
to music, theater, art, and creative writlng. Students from
seven schools come here one day a week to learn the arts. ...
The enthusÌasm of the students and teachers makes it apparent
that they do not feel deprived in any way ... Parents are highly
J
I
A grant from
the Student
Coalition for Action in Literacy
Education, provided a focus on
literacy in the Quantitative
Joumalìsm course. While in Cuba,
the students studied literacy rates,
leamed about human elements of
literacy, and visited the National
Literacy Museum. Mary Laurel
True and Merrie Benasutti, from
Augsburg's Center for Service,
Work, and Learning, joined the
students on this trip.
Two other English courses will
also include service-learning
components around literacy In the
"Share a Story with Me" project,
children at the Cedar-Riverside
Community School will write
down family stories with the help
of Augsburg English student tuiors
and then share them with the
larger community
10
,4ucssunc f{ow
involved with the school. They
help make costumes and plan
and attend fiestas at the school.
... Some students sat down to
talk to us. They told me about
their dreams to become lawyers,
singers, interpreters, science
researchers, and biolech nìcians.
These elementary school students
are obviously proud ol their
abllÌties and excited about their
education. ln the school hangs a
banner which reads, "Those who
say educate also say love." It is
obvious that the children are very
loved by their lamilies and
teachers, and they are encouraged
to use their intellectual talents to
help other peopie.
(¡
Sen¡ TH¡orNcR
Luisa Campos, director of the National Literacy Museum,
the only such museum in the world, tells of Fidel's
sending 100,000 young people into the countryside to
teach €ubans to read and write.
-J- h. most impressive
I purt of Cuban
education is the special
attention each student
recelves due to small ciass
size. In Cuba, there is one
teacher for every 10
students. This is the best
student-teacher ratÌo in
the world."
"Those who say educate
also say love," Students at
the School of the Arts are
now corresponding with
students ât Adams School
in St. Paul.
Spring 2001
AGRICT]LTURE
Kellen Bredesen '03 is a c1a;,
rr ho rlitl íì c()nìpaì¡'al ive
studclli
study ef lamring
ar.rcl tl're
cooperative moveûÌelll rn cuba
nncl \\'isconsin
.
KrllpN Bn¡orsrN
uhas plivnLizccl c(roperative larmtng \,vas part of agrarian reform
lcgishLion prssecl ln 1994 to revive a chokecl cconomy. ... The là11 ol tl-ie
Communist block in 1989 ancl the ensuing rencging of Soviet slrppolt lelt tl-rc
islancl natiorr with only two percent olits lormer fueL sr-rpply, l5 pcrcenl olits
raw materiais, ar-rcl 25 percenl ol its fc¡od. .. . Cubans have a name lol thcii
time o[ dilfrculty: the SpcclaÌ Perioc].
f
\--,
l-hc Spccirl Pcriocl has forcecl far-nrs througl-rout Cr,rba to beccrme more fuelI clf i.iurrr lncì cxplon rllr'r'nrt iv,'llrnrirrg mul lrod5. Tllc Nitcto Pr'tiz L,,-r,¡r
A Cuban woman makes cigars by hand in the factory
at Piñar del Rio, Travelers to Cuba on a state
department license (like this class) are allowed to
bring 25 Cuban cigars back to the U.S.
is runnrr-rg at 70 perccnt of iis lormer luel consumption. Teams of orcn clo somc
ol tl-re plowing these days. GonzaÌcz saicl, "We har.e used worms in the
plocluctron ol humus ancl we also nsc companion plantrng-the association ol
crops. ... We mix corn with a 1ot ol cliflèrcnt crops, liÌ<c squash and beans and
sweet potatoes."
E
E
'J"lrt Rcr. HLuììlì('r't() AlgLttlrrr. l)iì>l{rt ()[
tr thc l\4rrrgt I Pt ntUt osl.ìl LlrLUi ll in
(J
Puclto Esperanza along CuLrr's wcstcrn
:Ã
i
his palisl-rioncrs. "Thc r,verlthicst jn Cuba
toclay arc tl-rc pcasants-Lhc oncs who livc
lvith thc llcst conclitions." l-rc saicl.
coest, says hc is ¡r lirmcl ancl so arc all ol
Ê4
Kellen Bredesen 'O3 visited the Niceto
Perez Cooperative Farm, about an hour
outside of Havana and spoke with Carlos
Enrique Gonzalez, the head of
production.
Spring 200f
,4r;csguRc
luow
11
POVERTY
Camilo Power '03 is a day student u,ho c1ic1 a comparati\¡e
str-rdy of povelty in Nìcaragua
and Cuba. He said he comparecl "srnall facts" about the tu'o colrntries ancl found that in
Nlcaragua, the life expectancy ¿rt bìrth is 68.4 ¿rncl in Cuba it is 7ó.1. The mortaliry rate for
clrilclren under live in Nicar:rgua Ìs 47 per 1,000 ancl in Cuba it rs 8 per 1,000. There are 7.4
pl-r1'sicians per 10,000 people in Nicaragua, 52.9 per 10,000 ir-r Cuba.
in Nicnrgr-ra, bnt I r.rou.go to school
at Augsburg College. I participatecl in a trip tcr
citizens, ancl onl;'a fen'l-racl lteen to ¿r
Thircl \\/orld colìntr): \'h' IìrsL reaction uùen I got to Cr-Ìira \\'as orle ol snr¡trise , ltccause ol the
level ol ccluc¡ttiot-t of t"t'ti-rsL oltire peopÌc n.ith n'htrm l spoke. ... lt nas anrazir.rg The ltovertr'
lcvcl tl'rat I san'ir-r Cuba uas rlot corrl)aråble to thc l)overt)'fr¡nncl u.r the stlcets of ì\'lanagua, thc
ca¡rital ol NrcaragurL. I clicl r.rot scc a singlc chìlcl bcggir-rg lol fìrocl rn thc silccts ol-Har'¿rr¿l, r-rnlikc
thc lhousancls LhaL cach clar, in to sluvivc rn thc strccts o1 \,lanagua.
u'rrs lrlsecl
f
ICubr u'rth thc grrrul) that n'as macle r-rp olrnostl;'U.S.
TOI]RISM
Clvnlo Pow¡n
INDT]STRY
Kathy Kayser is a Weehend
Collcgc studcnt wl-lo wrote
about tourism and
prostilLltlon rn Cuba.
Knruy Keyssn
-fI
Jill Mintz
'O1
joins the musicians in a square in OId Havana.
hose ir-rvoivcrl in the tourism business who get tippecl ln clollars
rrc clchniLcly bcLLer off than the people whose incorne is strlctly
in pesos. ... An example ol the economic schism ls seen thlough an
exan-rple of a basl<et ol one pound ol pork chops, rice ancl black
beans, two pounds of tomatoes, three limes and one heacl ol garlic,
The bashet cost 43 40 pesos in Havana rn August 2000. It wourld
take the economist 3.8 days to pay fbr thrs basliet, a cloctor 1.9 clays,
and a prostitr-rte who teceives $20 U.S. a clay,2.3 hours. Where is
the incentivc to spencl long years str,rclyìng to malie a low salary in
dillìcult conclitions r,vhen a person coulcl easily go into thc tor-rlism
lrusiness ancl makc casy moncy?
-T- hr )¡olìrlgcr gùrlcr.ìrior1 ihat has r.ìot had to make agonizing saclilices for the re\¡olLltion,
1llie their parielÌts, erc the most encouragecl by
lilcstylc of th.-'tollrists. Stuclcnts have bcen clropping out olschool Lo talic.jobs surror-rncling lourism. Belwcen 1990 ancl 1998,46
percent of stuclents clropped ont ol seconclary schools ancl from those who continuecl thcit stuclies, belweeu l9Bg ancl 1998, 28 percenl
I
Lhc
of gracluate stuclcnts lelt therr stuches.
12
,4UCSSUnC fr¡OW
Spring
2O01
RACE AND CLASS
-Þ
Desman Oakley '01 is a day stuclent who rvrote about hou'
he found life in a country witir a majorit)' o[ -t".0 .u..
people (Cuba), r'ersus his experiences in a country u'ith a
wl-rite majority (USA).
Ë
(j
s
Ë
A
I
ca
r. Eduar.do Hernandez, a Cuban politician, said classification oI racial
rnnketrp is not in the traclition ol his counlr;: Both bhcl<s olcl rrhitcs
strugglecì together for nationalism and a strong bor-rd stemmecl fiorn ¡he
f-\
IJ
ir-rclepenclence figl-rt "
I
-'.tj-
Drsnnx ORxlsv
! il
E
Economist Gladys Hernandez stands in front of the Martin Luther King
Center in Havana, a partner with the Center for Global Education where the
class stayed,
\ T /hcn rshccl rl r.acial separation hacl anything to do wrth a class
VV ,yr,.,.r. cconoi¡jst Giedys Llernanclez qr-rickly answerecl, "No, t-to
.rvay. Tl-rc rcvolutrorr was crealecl lor social justìcc. Dlffercnt races harrc
their own cultulcs ancl tcnclencics, but iL doesn't mattcr, it's thc
rcvolution." Ms. Hcmanclcz also spokc ol some raciaL stcreotypes about
blacli Cubans tl-rat lccl nre to bclievc I was gciting thc runarouncl.
ccansc of thls, I clecicled to hit thc strcet,looking krr somcone who
cor-rld best breali it clor,rm for nlc. ... My ncw lricncl Jose Antonlo, a
clcfiniLe "blacli" Cuban ancl an Amcrican-influcncecl onc, bcgan to ask mc
aboLrt }rip-hop music. . .. J tmmecliately stertccl lhc Llr,ìcstionlllg frLrecss
B
Desman Oakley '01 visits the prehistoric mural in Viñales
Valley, designed by Leovigildo Gonzalez, a Cuban artist
who was a pupil of Diego Rivera. In f 959, Cuban farmers
hanging from parachute harnesses eight hours a day
completed the painting of the mural. The mural depicts
the "pre-history" of Cuba.
whcrc l-ris mr-rslcal ir-rfLuenccs camc lrom. "From lricncls," hc saicl.
lìrom blecli lricncls? I askecL. "Ycah, fron-r blacl< lricncls, fron-r whrtc liiends,
firom all ol rrry l'rienc1s." . I askecl, "Do yor-r have problems hcrc becausc ol
thc color of yor-rr sliin?" ,Josc pu1lccl clown the headphones ancl snicl<erecl.
"Llh, no. No, r.vc clo not hn,c e colllltry likc yor-us. I hcar it in your music,
hor.v l¡rcl iL is. We havc a cliflerent l'rÌstor;r thar.r you. In yor-tr colÌntry, you
arc blach. ancl that ls bacl. lìere, you arc t1-Lc pcrlcct color. Yolt are a pelfect
While in Cuba, the ciass met with Ann
Cuban."
Havana since last June.
esliir.rg
Spring 2001
AUGGIES IN CUBA
Gabrielson '84. She is a foreign service officer
r,vith the U.S. Departrnent of State and has
been posted to the U.S. Interesis Section in
,4ucssuRc
^Iow
13
T'S BOOK:
to
Provence
Paris
An interdisciplinary course
in art and French
For three weeks in January, 15 Augsburg students
and 10 students from other Upper Midwest
campuses traveled through France with Augsburg
professors Tara Christopherson and Pary Pezechkian.
They followed the paths of six masters from the
last century: Matisse, Monet, Renoir, Van Gogh,
Cezanne, and Picasso, visiting studios, sites, sources
of inspiration, and museum collections from
to
Provence
Paris. An exhibition of the resulting artists' books
was installed in Lindell Library during February
documenting those incredible sensory experiences in
words and images.
Excerpts from the books and photos are
published here with permission of the artists.
N
Õ
"õ'
q
L
s
E
EZE
Enchanting, Cobbiestone
Winding, Medieval, Village
Blankets of fog biilow down,
HOBBIT
Art professor Tara Christopherson (second from left)
and French professor Pary Pezechkian (right) look
through the artists' books on display with Augsburg
students Ariann Russ'04 (left) and Michael Murray
'02 (second from right).
1q
,Aucsnunc now
Gustavus
-Wendy
Adolphus
Bryanr,
College
The quaint village of Eze, France, attracts
tourists and inspires artists.
Spring 2001
-''E*¡såSsåcwtu*
I left my solid foundation at home,
and now I am losing my footing.
It's my trip ... my time to explore
the world ...
But as the homesickness sets in, I
find that the only thing that
comforts me
is your smile, which is what I see
whenever I close my eyes ...
-Heather
Top left: Adam Vorderbruggen, Weekend College. Above: Each student created a book,
documenting their inspiration in text and images. Michael Murray's book is pictured here.
Right: A watercolor sketch by Ariann Russ '04.
Bottom right: Lydia Noggle'01 and
Heather Sweeney'02.
Let it Go ...
Words can not express
how much I have grown,
we have grown.
F
s
Õ
i
have learned to
relax, "chill" and
"let it go" but most
important enjoy
EVERYTH]NG
-Michael
Spring 2001
Murray'02
Sweeney'02
MruE@
.Joseph Ericksor-r ancl l-iis collcagr-rcs in
Augsbr-rrg College's Echrcatron Departmcnt
¿ìre on a missior-l lo changc how stuclcnls
are preparecl to become teacl-rers in
Minnesota's schools.
"We need to lrain tomorrow's teachers
not only how to effcctively r-rse technology
but so that they go into the classroom
For hids today, computer
rvanting to do so, and not having to be
dragged klcking and screarning inLo the
technologt is a natural; but for
process," the Augsbr"rrg associate prolessor
remarked. "To stay current, teachers need
their teachers, technology in the
to both understand the 'big picture' of
technology use in schools and how to
think creatively abor-rt new ways things can
classroom can be unfamiliar
be done ln their classrooms."
Erìckson said his department
recognizes that it's going to be vely hard to
change the profession because most
and daunting.
inherently slow abont adapting
to new ideas. "l hate to say ir, but the
process is sort of like trylng to change a
tire while the car ls still rolling."
sc1-Lools are
A new program at Augsburg
is
training its education faculty
and its students-future
teacher
s-how to incorp
or ate
new, high-tech learning into
their classrooms. The aim is to
engctge children
in hands-on
learning with computers, digital
cclmeras, video equipment, and
other media, rathet" than letting
them passively watch their
teachers use them.
16
,4ucs¡uRc lr¡ow
And, he aclcled, "Wl-ule 1-Lardly anyone
thinks we shonlcln't be doing this, the brg
question is holv? Many teachers and
parents lavor trying new thlngs 'br-lt not
with my chilclren.' They clon't r.vanl theit
kids to be the 'expeliment.'We need lo
engage in a discussion on what lve think
teaching and learnÌng rs al1 about and
embrace the possibilities that technolog;'
provides; lo think creatively about neu'
ways lhal things can be done in our
the tcachrng lvorlcl.
The Ar,rgsburg program-Millennium
Teachers Technology proJect (MT2, lor
short)-features a r-tnique collaboratron ol
the College, a number of urban pr-rb1ic and
charter schools, ancl private technology
businesses lbcused on cleveloplng a model
lor technology training for teachers.
The prolect is being directed by a
team made up of project leacler Sonla
Schmieder; Education Department faculty
mernbers Erickson ancl Gretchen lrvine;
ancl Bili Bierclen, a technology specialist
,
ancl acl.lunct professor. Schmieder came
over to run the project lrom a nonplolit
school chslrict cooperative ca11ec1 TIES
(Têchnology and Inlonnation Educational
Services), a consortium of 36 school
districts headquartered in Roseville, Minn.,
that rvas created to aid edlttcators in
infusing techr-Lology into therr schools and
into lnstruction.
TiES firsr approached Augsburg about
taking or-r this project and helped secure a
pilot planning grant to explore the
leasibilrty of such an ambitious proJect.
"Augsburg has clevelopecl a repr-rtation
classrooms."
Torvard that encl, the Augsburg
Eclucetion Department has receivecl a
three-year, $,750,000 grant from the U.S.
Departmeni of EclucatÌon's "Preparing
Tomorrow's Teachers to Use lechnology"
(or PT3) program to immerse rts faculty
members and stuclents rr-r both learning
ancl applyìng "cr-rtting edge" technology to
Spring 2001
U
\
B
-l
both innovative and as a center for
teacher education. We are among the
largest teacher education programs in the
state (more than 500 students are
currently seeking licensure)," Erlckson
said. "But, even though the College is'big'
in that regard, it also has the reputation of
being 'small' in terms of the close
relationships between faculty and
as
students-something we thought would
be important if this was going to succeed."
Augsburg also has a reputation of
being an advocate for all teacher programs
in the state. Toward that end, the College
is planning to sponsor an event for
prospective teachers and their faculties
from all of Minnesota's teacher preparation
institutions sometime yet this spring.
Schmieder said it was is a natural
thing to do. "We must think beyond our
Education professor Joe Erickson and Jade Wanzeck '02 work together on a new computer
program in the education lab.
being to train and deepen the skill level of
the education department's faculty By the
end of the first semester, each faculty
member had learned how to develop his or
her own Web page and had taken training
"A teacher of the 27st cuttury mustbe well enough prepared so
that they are not intimidated or oyerwhelmedby new technologlt."
-Karla
M. Juetten, Weehend College student
own grant and look for ways to present a
united voice to insure that we prepare
technology-proficient [uture teachers," she
sald.
Erickson noted that much of the
credit for securing the grant also goes to
the College's lnstitutional Technology (IT)
Department, which had been staying on
top of the newest technologÌcal trends and
investing in a campus-wide network to
glve faculty and students something to
which to connect. The lT Department also
has been actively involved in helping put a
new high-powered, yet sn-rall, laboratory in
place where the students enrolled in
teacher education will have the
opportunity to experiment with the latest
equÌpment-ranglng from laptop
computers to digital scanners, computers,
and digital cameras.
The project got underway at [he start
of the academic year with the lirst step
Spring 2001
on use of other technology as well.
Step two this semester involves
rntensive work with 20
teacher education
students, recruited
advocate with their professors in their own
training. We see Augsburg as a learning
community and we want this to go both
ways with the students belng both
supported and supportive."
Karla M. Juetten, Plymouth, a
Weekend College student, said she
volunteered to be one of the 20 students
because, "A teacher of the 2lst century
must be well enough prepared so that they
are not intimldated or overwhelmed by
new technology The tools available to the
classroom teacher are changing at such a
fast pace that we honestly can't know what
from both the clay
and weekend
(J
s
"\J
¡
programs.
"We will take
what we learn with
these 20 studentswhom we're calling
Student Technology
Advocates-and
spread it across all the
students in our
program during years
two and three,"
Erickson said. "We
want to have them
not only learn for
themselves but also to
Bill Bierden, a technology specialist with the Augsburg's Millennium
Teachers Technology (MT2) project, discusses a class assignment
Weekend College student Karla Juetten.
4ucssuRc
with
Now
17
will be posslble five years from now. We
to enhance and communicate wrth people
need to consider technology a lifelong
subject and work to prepare teachers to be
open to the changes ahead."
Once the students are comfortable
wlth this new model, they will do their
community "service learning" in one of the
"partner" schools where they wlll be given
the opportunity to both teach and help
implement the use of technology wherever
possible. Eventually, it is hoped that in
addition to an ever-growing number of
in their community about what they are
doing in the classroom. Others might use
digital still or video cameras.
"And, we definitely want to geÍ away
U
'\s
-r
from the o1d model where students are
taught about technology by taking a
course on the subject. Our goal is to
embed technology across the curriculum.
We don't teach students how to use chalk.
They just see how it works by watching
how others use it and then use it
curriculum. We don't
teach students how to use chalh. They just see how it works by
watchinghow others use it and then use it themselves."
Joseph Erichson, associate professor of education
"OLLr goal is to embed technologt across the
-
teachers trained ln this manner, these
schools can serve as models for other
schools in the state and beyond.
"If you think of technology as a 'tool'
it
that can be used in many dlfferent ways,
becomes a new way of thinking," Erickson
noted. "And, technology is more than just
computers. It's any advance in materials
and information that helps accomplish a
task. It's a continuum from spoken/written
language to the use of satellites. Some
kids, for example, might use fax machines
themselves. The same needs to be true for
technology-on an advanced level. We
want teachers to avoid the trap of
everybody having to do the same thing,
the same way, af the same time; avoid the
standard way of thinking and embrace the
possibilities.
"Some students might be using
computers, others digitai cameras, and
others VCRs-all at the same t¡me-as
they use different methods to solve a
Sonja Schmiedel MT2 project leadet came to
Augsburg from TIES, a 36-school consortium
aimed at helping teachers infuse technology
into their classrooms.
problem or accomplish a meaningful
learning task. That's why we need to get
past the o1d way of thinking and think
creatively about new ways things can be
done.
"And, of course, it'IÌ be an evermoving target, because as technology
grows and deveLops, so musl our training
and how it is used in educatlon." I
Education students Ryan Dehnel '02 (left) and Shannon Moen-Fjeld'01 (right) experiment
with the possibilities on a digital camera.
18
,4UCSBUnC ruOW
Spring 2001
I
A
/
ll I
-
From the Alumni Board
president's desk ,¡,
Fl o you remember what the Augsburg
lJ.u*pu, was like when you *-u" ustudent? I was a student from 1966 to
1970, and I recall being quite proud of
our new facilities: the College Center [now
Christensen Centerl and Urness Tower.
Before that, students used to hang out in
the basement of Memorial Hall, where the
cafeteria was located. The bookstore was
in the basement of Sverdrup Hall, and
there was a Fort Knox-tpe arca for paying
tuition and seeing the registrar. Chapel
was held in Melby Hall. Football games
were played in downtown Minneapolis at
Parade Stadium. Hockey was played at
various arenas around the Twin Cities.
Many students, like myself, lived in the
older houses around campus. On the
average, we were all pretty similar looking:
white, Anglo-Saxon (if not Norwegian),
Lutheran kids, fresh from Luther Leagues
all over Minnesota. Augsburg was an
enclave in the midst of the big city of
Minneapolis.
Well, it isn't that way any more.
The Augsburg campus has been
improved many times over and continues
to get better each year. A wide variety of
students now attend our College: young
people, adults, working people, nonLutherans (even non-Norwegians!), and a
great cross-section of nationalities,
ethnicities, and cultural backgrounds. The
physical facilities continue to improve,
with the latest addition being a skyway
link between the new Lindell Library and
Sverdrup Hall. At one end of the link is
the newly remodeled Enrollment Center, a
one-stop visit for students with financial
needs and registrar questions.
I realize that many of our alumni live
in other parts of the country and can't get
back to Augsburg to see these changes.
Not to worry Soon you will be able to log
onto the Internet, go to
<www.augsburg.edu>, and get an online
campus tour (on the welcome page).
While you are on our Web site, go to the
alumni page, click on "keeping in touch,"
and give us your latest news. The best way
to keep track of what's going on is right
before your eyes-the AugsburgNow. Your
news will be listed in this magazine and
readby thousands of interested alumni.
One of the roles of the Alumni Board
is to find \Mays to keep Auggies connected
to each other and to the school. We are
trying many different ways of doing this,
from Internet news to alumni chapter
meetings. Keeping you in touch, in the
know, and in the spirit of Augsburg
College-you'll be surprised at what we
can do togetherl
Qrrr,,eWþL,
Paul Mikelson'70
President, Alumni Board
Alumni chapter program establ¡shed
I
I
t used to be that the only way non-local
aiumni couici remain active with the
College and fellow Auggies was to plan a
special visit to attend Homecoming or
other events. But now, thanks to a
program established by the Alumni
Association, it's possible to keep ties from
anywhere in the world.
The Alumni Chapter Program was
developed to encourage alumni to organize
themselves, either around a geographic
basis or an emplo;'rnent basis, to
reestablish ties, promote the interests of
the College, and to be of service to its
alumni.
Spring 2001
"Historically, the Augsburg Alumni
Association has counted on local
involvement," says Paul Mikelson'70,
president of the A.lumni Board. "If you
lived in other places, it was difficult to
remain actively involved." But Mikelson
the chapter program as a new,
important extension of the Alumni
Association, enabling alumni to stay
sees
connected.
Alumni chapters are beneficial ro the
College in many ways, such as career
networking, event plannin g and/ or
publicit¡ resource development, keeping
track of Auggies, and studenr recruitmenr.
Chapters can be established with any
number of interested people. It is expected
that the chapters be self-governing and
operate without ongoing assistance from
the College. The Alumni Board suggests
that chapters have volunteer leadership
identified and that an annual plan of
chapter activity is developed and
communicated to the board.
For more information about alumni
chapters, please contact the AlumniÆarent
Relations Office at I-800-260-6590, or
e-mail <alumni@augsburg. edu>.
.Æucssunc
Now t9
Alumni news
Two Auggies at the longest-running
wedding in town
byBerseyNorsard
I
J
anet Paone '83 was the mother o[ the
Uria. for five and a half years, and
heard her daughter say "I do" 1,785 times.
She was one of the original cast members
of Tony n'Tina'sWedding, a comedy at the
Hey City Theater in Minneapolis that set
records as the city's longest-running
theatrical production before finally closing
inJanuary.
Augsburg senior Kathn¡n Koch also
had a hand in the nuptials. She joined the
crew in 1998, and then became stage
manager last October-all while still a
full-time student. During that time, she
was a swing caterer and trained ne\¡/ actors
into the show.
Paone, a theater major and music
minor at Augsburg, came to the
production from a stage career in opera
and musicals, including the New York City
Opera, the Minnesota Opera, and two
years in Nunsense. To clinch the role as
Tina's mother, Paone had to return for
callbacks that included improvisational
skills and interacting with "audiences."
It was just these qualities that Paone
believes made Tony n'Tina so appealingit was interactive and pailicipatory
depending on the comfort level of the
audìence.
The play's run came to an end amid
sold-out performances. Koch describes
how difficult the farewells were amongst
crew members, and says it felt like
graduation with everyone then going off
on their own.
Koch, a theater major and music
minor who will graduate from Augsburg
next year, will stay on as stage manager for
the next production.
"l'm committed to Hey City Theater,"
Koch says. "It's an amazingcompany to
work with, and they have taught me a lot."
Paone had no time off as she
immediately began rehearsals for S¿r¿ef
Scene af The Minnesota Opera. Since
1984, she has also been the theater
director at Irondale High School and does
voice-over work.
And, she has not been to a real
wedding since before Tony n' Tina.
Janet Paone '83 (right) is shown here as
mother-of-the-bride Josephine Vitale in
the long-running musical Tony n'TinaT
WeddÍng at the Hey City Theater. Senior
Kathryn Koch (left) was stage manager.
Alumni
Gatherings
fo RSVP and get directions, please call
I the AlumniÆarent Relations Oflice at
1-800-260-6590.
First alumni job fair planned
n April, Augsburg will host its first
alumni job fair in an effort to bring
together Augsburg alumni (and their
employers) with Augsburg seniors and
I
recent grads.
Sponsored by the Augsburg College
Alumni Board of Directors, the
AlumniÆarent Relations Office, and the
Center for Service, Work, and Learning,
the goal of the job fair is to match the
talents and experience ofAugsburg
graduates with the needs of employers.
"I think it's often the case that
Augsburg students dont really realize how
many successful alumni are out there,"
says Colleen Watson '91, past president of
20
4ucsnuncruow
the Alumni Board. "The job fair will allow
students to meet and connect with these
alums. It's good for students to see that
their education has value-it's a chance for
alumni and their firms to say'we have
hiring needs, you're good, we \Mant you,
and we value your Augsburg education."'
The AlumniJob Fair takes place on
April 10, 5-8 p.m., in the Christensen
Center. For more information or to reserye
table space for your firm, call the alumni
office at 6I2-330-IL7B or send an e-mail
to <alumni@augsburg.edu>.
Los Angeles, California
March 29, 5:30-7 p.m.
Hilton Universal City and Töwers
Sierra Suite, Mezzanine level
555 Universal Terrace Parkway
Universal City, Califomia
DeKalb, illinois
April4, 7:30 p.m.
Augsburg Choi.r performance
;
alumni reception following
First Lutheran Church
324 North 3rd Street
Dekalb,Illinois
Chicago, Illinois
April5, 5:30-7 p.m.
Rivers restaurant
30 South Wacker, Mercantile Exchange
Chicago, Illinois
Spring 2O0l
)
¡¡
o
(t
1945
1957
1
Marguerite (Greguson)
Beverly (Olson) Flanigan,
Larry Scholla, Willmar, Minn.,
Larsen, Fargo, N.Dak., and her
husband, the Rev. Mart¡n D.
Larsen '43, celebrated their 50th
Athens, Ohio, has taught
linguistics and English as a second
language at Ohio Universiry since
1980. She received her M.A. from
Saint Louis University and her
Ph.D. from Indiana University She
has one son, Patrick, who is an IT
consultant in Europe.
retired from teaching math; he is
self-employed as a carpenter. His
wedding anniversary in October.
Both enjoy spending the winter
months in Mesa, Ariz.
1954
Erling Huglen,
Roseau, Minn.,
r 959
and his wife, Rhoda (Monseth)
'59, celebrated their 40th
wedding anniversary in October.
served Moe Lutheran Church
Roseau for 35 years.
in
1956
John Thompson, Benson,
Minn., was ¡e-elected in
November for a third teûn on the
Swift County Board of
Commissioners. This election was
his ninth consecutive election to
local public office.
1964
M
granddaughter, Mara.
ike Walgren, Plymouth,
Minn., became chief operating
officer of the Children's Hospital
Foundation.
Pa., was elected to the
Institute of
Medicine of the National
Academies. He is medical director
of the March of Dimes Birth
Defects Foundation in New York.
1970
Nikki Rajala, Rockville, Minn.,
celebrated the publication
ofher
first book, Some Lìhe it Hot The
Sauna, its Lore and Stones. To
complete it, she intewiewed
Sergei Khrushchev (son of Nikita)
about his basement "banya"; a
Finnish general whose NATO
troops built saunas in Kosovo;
Tucson community
mourns w¡th Lute
Olson
;jjäï¡:r::',,ï"i"X,1il'".T:fi:lìii:lflfï:;
of Arizona Basketball"' died of cancer on Jan, 1,2OO1.
her
coach since 1983. She accompanied
husband on nearly all road trips and speaking
engagements, and was populai u-orlg th"
t.ã-
"No. I wit'e , No' 7 mother, and No.
grandmother-always No.,1 ."
1
Bobbi Olson was also active in the Tucson
community Her two-hour memorial sen'rce was broadcast ovet Fox Sports Network there, demonstrating the
popularity respect, and affection rn Arizona for this family
in remembering his grandmother. "She died today,
grandmother-always No. 1," he sald.
The Anzona Datly Star quotes Olson's grandson, Mattherv Brase,
Spring
2OO1
mother, and No.
Rob Engelson, Clinton, Iowa,
returned to Augsburg in October
as one of the guest conductors at
the millennium choir reunion
during Homecoming 2000. He
also recently wrote an article, 'J.S.
Bach's Final Joumey to St.
Thomas," which was published in
the November issue of The Choral
Journal (the official publication of
the American Cho¡al Directors
Association).
Jim Grossman, B¡ainerd, Minn.,
is director o[ Hidden Mountain
Center, LLC, which he owns with
his wife. The organization
provides spirituaì direction and
corporate and individual
development. He is also assistant.
editor of the Braínerd Daily
Dispatch newspaper, and writes for
spiritual publications such as
Cistercian Quarteþ. In addition,
he completed course work on a
master's degree in theology with a
certificate in spiritual direction
from the College of St. Catherine.
olish - E ast G er man Relations 1 9 4 5 1962 (Westview Press). After a
two-year leave from Miami
P
Lute Olson '56, with his arm around his wife, Bobbi,
Bobbi olson acrivery shared inherhusband,s
career and became known as the "first lady of
NCAA men's basketball national championship ¡n 1997,
Bobbi Olson, affectionately known as the "First Lady
Arizona basketball" where Olson has been a
I
contributions ( 1-800-476-8599)
Sheldon Anderson,
grandchildren.
wife, No.
anecdotes for a
second book, and welcomes
Minneapolis, published his second
book, .A ColdWar ín the Soyiet Bloc:
The Olsons were married in 1953, while Lute
was a sophomore at Augsburg. They have five
chlldren and 14
0l/0V01-No. t
to collect
1973
Unlversity of Arizona men's basketball coach
Lute Olson '56 lost his wife of 47 years,
'Bobbi,
to cancer onJan. l.
playersandrecruirs.
she is continuing
1972
966
Donald Mattison, Pittsburgh,
Rev. Joe Nystuen, Richmond,
Minn., and his wife, Nancy, were
the subject of an article in the 5t.
Cloud Times newspaper. The article
profiled rhe couple and rheir
decision to tum their longtime
cabin into a rustic lakehome after
they retired in August 1999. Joe is
a retired Lutheran minister; Nancy
is a retired registered nurse.
Erling, a retired ELCA pastor,
wife, Muriel (Berg) '67, is a
Title I instructor fo¡ Willmar
Public Schools. They both enjoy
spending time with their first
1
and dozens of
other enthusiasts.
The process was
so much fun that
965
I
University (Ohio) (during which
time he filled in for Professor
Emeritus Richard Nelson in the
Augsburg history department), he
is retuming to his tenured
position at Miami, where he is
associate professor of history
1976
Larry Morgañ, Denver, Colo.,
moved to Denver to assume the
role ol director oI compensation
and benefits for J.D. Edwards and
,4ucssuRc
t¡ow
21
Class Notes
Compan¡ an eCommerce
organization. He lives near the
foothills of the RockÍe Mountains
with his wife, Beth, and their two
children.
1977
splits his time between the High
Sierras and the central coast of
CaÌifornia. When he's in the
mountains, he does personal
fitness training and massage
therapy. When he's on the coast,
he enjoys surfing at Pismo Beach.
Ron Housley, Arnold, Calif.,
198.2
Diane (Peterson) Kachel,
Woodbury Minn., started a
company in Woodbury called
Wood Wonders, which specializes
in fine woodworking/furnishings.
She co-owns the business with her
husband, Jim, who has been
ffi
working in the buiìding and
cabinetry industry for more than
20 years.
1
983
Roy Carlton, Bumsville, Minn.,
was promoted to the rank of major
in the Army Reserves. He is also a
full-time accountant with Ban-Koe
Systems in Bloomington. He and
his wife, Mary have a 4-year-old
son, Bryan.
Jim Bernstein:
Joining the "body politic"
Christopher W. Nelson,
Woodbury Minn., was named
by Maggie Weller'01
associate managing partner for the
LeNeave Group, part of New
England Financial.
Augsburg graduate Jim Bernstein '78 traded a c leeÍ in the private sector
for one in the political arena, and is now commissioner of the Mlnnesota
Department of Commerce in Governor Jesse Ventura's cabinet.
1984
Nila Neumiller, Minnetonka,
According to Bernstein, becoming commissioner was "sort of an accident,"
because he actually "started off as deputy commissioner in a department
that no longer exists." Now he is commissioner of a department which "is
the chief regulating agency in the areas of telecommunicatrons, energy, and
financial services."
He first became involved with Ventura's cabinet in March 1999 when
friend and colleague Steve Minn asked Bernstein to serve as deputy
commissioner of the Departmenr of Public Service. At the time, Minn was
serving as the department's commissioner.
Minn., is the founder and
executive director of Reaching
Jim Bernstein '78 was
appointed commissioner of
Bernsteln accepted Minn's offer because, "I supported the governor, and I
the Minnesota Department
thought the idea of working for him was very appealing." Bernstein also
of Commerce by Governor
admltted that he thought working for Ventura was going to be "quite a ride." Jesse Ventura.
He served as deputy commissioner until September 1999, when the
department was merged into the Minnesota Department of Commerce. Then,
when the Minnesota Senate failed to confirm Steve Minn as commissioner of
the newly merged department, Bernstein was asked to stay on as the acting
commissioner. He served in that capacity until last July when he was
appointed commissioner.
"Augsburg extended nry
yision andhorizons
in away Ihad
never imaglned."
PrÌor to his involvement in public service, Bernsteln spent most of his career
in marketing, public relations, and advertising. Most recently, he was vice
president and research manager at Colle 6c McVoy Advertising and Public Relations.
Bernstein admits he sometimes misses his former career and coworkers. However, he said, "I thought
not do rhis, I would spend the rest of my career in advertising, public relations, and marketing."
il I did
Staying in one career for his entire working life was something he wanted to avoid. "Too many people settle
into their career and wish to do other things and just do not do it," he said.
Bernstein attributes much of his success to what he calls the wonderful education he recerved al Augsburg. In
fact, he said, "The Air Force taught me confidence and made me grow up; Augsburg extended my vision and
honzons in a way I had never imagined."
The education and experience Bernstein received at Augsburg have kept him involved with the College as a
member of the Augsburg College Alumnl Board. "I wish more alums would do that. I strongly believe you
need to serve youÍ community, and I also think you have an ethical obligatlon to give something back to your
col1ege," he said.
Bernstein graduated lrom Augsburg wlth a B.A. in political science. He is a program advisor for St. Cloud
Têchnical College, a member of the Minnesota State College and UniversÌty Trustee Candidate Council, and
has served on the State Board of TechnÌcal Colleges.
Arms International, an
international adoption agency and
ministry outreach located in New
Hope, Minn. To date, Reaching
Arms has placed nearly 400
children in loving homes. Last
April her agency opened an
orphanage in Kieg Ukraine, called
Cradle of Children's Hope. The
first privately-run orphanage in
Ukraine, the facility is currently
home to eight toddlers, and will
soon be able to accommodate up
to'10 children. Neumiller became
an ordained minister in 1997 and
was recently honored as one of
three recipients for the 2000
Women of Achievement by Trin
West Chamber of Commerce.
1987
Patricia A. Lee, Minneapolis, was
accepted into the master of
divinity progrâm at Luther
Seminary in St. Paul last fall. She
also serves as a medical social
worke¡ for Fairview University
Medical Center and Minneapolis
Children's Hospital.
1989
Devoney Looser, Tempe, Ariz.
celebrated the publication of her
new book, Bntish Women Witers
andtheWitingoJ History
I 67 0-1820, by Johns Hopkins
University Press. Looser
22
,4UCSrunCruOW
Spring 2OOf
)
Paul last fall. She also serves as an
events strategist at Augsburg.
tflanll¡rmrz
E
DISCOVER NORWEGIAN TREASURES AND HERITAGE
a
Karen Schachtschneider,
Sarasota, Fla., was promoted to
Join PresÌdent and Mrs. William V Frame and Professor Frankie
Shackelford on a journey through Norway rn the summer of 2002
senior marketing speciallst at
Speedcom Wireless CorporatÍon.
2000
Norway tour information meeting
Guest speaker: Frankie Shackelford, associate professor of modern languages
Christiaan Simmons, Brookþ,
"The New Norway"
N.Y., is a production coordinator at
Thomas Publishing in Manhattan;
his fiance, Susan Spector'00, is
an editorial assistant at Dennis
Publishing (also in Manhattan).
Sunday, Apr|I22, at 2 p.m.
Marshall Room, Christensen Center, Augsburg College
byAprll 20 to the alumni office: 612-330-Il78 or 1-800-260-6590
RSVP
This l2-day tour program features five nights on the world-famous Norwegian coastal voyage,
sailing south from the "top of Norway" to Bergen.
If you are unable to attend the information meeting, call the alurnni offlce to be included on
a special mailing list with fi-rrther tour details.
ù
1992
Larry John Anderson,
W
N
MNI¡
ffi
Star Ttibune, the Pioneer Press, and
the Ci¿y Pages {or his production of
Eagan,
Minn., completed his master's
degree in biblical studies at
Andersonville Baptist Seminary
where he is now enroÌled in a
doctorate program.
Noya J. Woodrich, ('94 MSW),
MinneapoÌis, was appointed
executive director of the Division
of Indian Work in Minneapolis.
She has been on the staff since
I991, serving most recently
The Elephant Man,
Cedar Riverside Peopleb Center in
Minneapolis. The Star Ttlbune
wrote that "Curtis directs with
restraint, pace, and a fine
understanding of the mirth of lthe
author'sl language."
Hutchinson, lady Mary Wortley
Montagu, Charlotte Lennox,
Catharine Macaulay, Hester L1,nch
Piozzi, andJane Austen, and shows
how "each o[ their contributions to
historical discourse differed greatly
as a result of political, historical,
religlous, class, and generic
affiliations. Adding their
contributions to accounts of earþ
modem writing refutes the
assumption that historiography
was an exclusive men's club and
that fiction was the only prose
genre open to women." Looser is a
visiting assistant professor of
EnglÍsh at Anzona State University
She is the editor o[ Jane Austen and
Díscourses oJ Feminísm and coeditor
of G eneratíons: Academic F emínists
in Dialogue.
member for social work at.
Metropolitan State University
1
993
Stottler,
1
Valley,
Minn., is a chaplain assistant in the
Army stationed in Heidelberg,
Germany
1
996
Football game vs.
Macalaster CollegeSaturday, October 13
Reunion celebrationsClasses of 1951, 1961,
1976,1991, and 1996
998
Minn., completed her master's
degree in special education at
Bethel College inJanuary She
ffi
teaches special education to grades
7, B, and 9 in Prior l¿ke, Minn.
1
A gifi from the Augsburg
Bookstore goes to Helen
999
Gordon R. Flanders, Inver Grove
Amy Covington,
Heights, Minn., became a new
grandfather to twin boys, Derek
Calif., moved to San Diego last
(Nichols) Quanbeck'44 and
Phrl Helland'42, who both
correcrly identified rhe ice
Aprii, where she work at Academic
skaters pictr-rred
and Jarrod.
Press and writes for several
1997
newspapers.
archlve photo ln the winter
issuc as Dick McCuigan '45
and Laville (Henjr"rm)
Larson'44.
Zach Curtis, Minneapolis,
received glowing reviews from the
Spring 2001
dinner-
Amy Michele Reid, Savage,
995
Gary Munson, Apple
Forest
Buchanan, Smith
& FrederÍck, PA.,
as an associate attome)¿ He pians
to concentrate his practice in the
area of business law.
1
October 11-14
Saturday, October 13
l¿ke, Minn.,
joined the law
firm Fryberger,
Robert Berg, St. Paul, gor
married in September.
HOMECOMING 2OO1:
AUGSBURG ON PARADE
Homecoming
Travis D.
as
also sen'es as a community faculty
tiI.rùtl{-'.rùt¡Iùr.-rlraÍ
which ran
November 3O-December 16 at the
associate executive director. She
investigates the careers of Lucy
Christopher N. Wahl,
Indianapolis, Ind., married Kelly
Harley in Chicago in November.
Wahl is a law student at Indiana
University
San Diego,
Deb Hutterer, Hudson, Wis., was
accepted into the master of divinity
program at Luther Seminary in St.
ln the
,4ucs¡unc ruow
23
Class Notes
ffi
Lessons in culture
program rn hrgher education
administration. He completed the
program in one year and one
by Lynn Mena
summer.
Amid the sunny
tourist destination
Having passed through Key West
once before, he relished the
rhought of its easy-going
personality It seemed the perfect
place to lay low and observe
humanity The region, which
attracts visitors of diverse faiths,
cuÌtures, and ethnic backgrounds,
Matt Milless
in
fascinated Mil1ess.
graduated from
immediarely upon
beaches of Key
West, F1a., Matt
Milless tended bar
and fished in the
wann, lroprcal
waters. He had
fled to the popr,rlar
Augsburg in 1998
1999,
"Culture plays such a huge role in
Milless (right) with a coworker in Key West, FIa.,
my life," he says. "I've always had
where he lived for one year after completing his
a desire to learn and understand
master's degree in 1999 at Ball State University,
other cultures." He found himsell
picklng up bits and pieces o[
sense of accomplishment." He helped raise
several languages-Spanish, German,
thousands of dollars to bring in such
French, and more. The experience served as
nationâl figures as Chuck D, activist and
a real-1ife extension of Milless's academic
member of rap group Public Enemy, and
studies in multicult ural al^lairs.
actlvist Jane E11iott.
receiving hrs
master's degree at
with a student-
designed B.A. in
Ball State
University in
Muncle, ind.
multicultural
studies.
"I lived in Key West for a year," says Mi11ess.
"First I worked as a cook for Marrlott
Hotels, but a couple monrhs later I left to
work a[ a locaì restaurant as a waiter,
"My major at Augsburg was a self-designed
major in multicultural studies, with an
emphasis ln sociolog¡" says Mi1less. "My
degree alìowed me the opporlunrty lo
bartender, and occasional cook." He also
helped a friend open a coffee and sandwich
shop.
explore other ideas and different cultures."
The jor"rrney south serued as a much-needed
hiaius from acaciemia. After receiving his
bachelor's degree from Augsburg in 1998, he
was accepted into Ball State's graduate
"I've
I
Born and raised in Columbus, Ohio, Milless
chose Augsbr-rrg because it was one of very
few sma1l, private colleges situated in a
major metropolitan
alwøys^had a desire to learn and
area. "I'm Augsburg's
biggest fan," he says.
under stand other cultures. "
"Augsburg recognizes
the value of
il BF
ffi
H
E
ffi
m
þrui
I
E¡l
H
ü
ã
Ë
w HË
24
4UCSSUnC NOW
ü
ffi
Milless (bottom right) poses with a local youth and a
group of orientation students at Union College in
Schenectady, N.Y,, where he is assistant director of
student activites.
the value of its
location in an urban
area. I walked away
appreciating my
education; 1t
provlded me with a
great foundalion to
enter grad school and
the professional
G
E
multiculturalism and
wor1d."
While an undergrad
at Augsburg, Milless
co-chairecl the first
[wo annual Diverslty
Weeks. "It was a li[eshaping experience,"
he says. "I rea11y felt a
In addition, while attending Ball State, he
worked as a grad assistant in the college's
multicultural affairs office. He also
compieted an internship at Butler University
in lndianapohs as an advisor in the office of
student activilies.
Today, Mllless is assistant director of student
activities at Union Co11ege, a smal1, pdvate,
nondenominational college in Schenectady,
N.Y. 'lt's great to be working on a small
campus. Because ol my experience at
Augsburg, i knew that I wanted to lind a iob
at a similar college," he says.
He accepted the position last August, feeling
the itch to bid farewell to Key West and
return to academia. "I advise students and
support their ideas and programming. It's
really been a good experience, with
opportunities to meet interesting students of
diflerent backgrounds. Right now I'm
developing Respect Day, and putting
together a commitlee of students to wnte a
stâtement or 'code of respect' for students to
sign and support."
Ultinately, Milless would llke to get his
Ph.D. and become a dean of students at
smal1, private college-somewhere like
a
Augsburg.
"Mrnneapolis and Augsburg are where I have
felt most at home-I loved it there."
Spring 20Ol
)
Births
Karin (Sabo) '86, and Nicholas
Mantor, Burnsville,
Minn.-a
John Bjorn, inJanuary
son,
He joins
sister, Emily, and brother, Thomas
Kimberly (Kopitski) '86 and
David Spoerner, Lake in the Hills,
Ill.-a
daughter, Lauren Nicole,
in August.
Marc McElyea '92 and his wife,
Jenny, Shoreview, Minn.a daughter, lsabelle Marie, ìn
August. She joìns sister, Elizabeth.
Molly
(Fochtman)
'92 and
Greg
The Alumni/Parent Relations Office invites you
Schnagl'91,
to become an act¡ve member of the Alumni
Assocation! For information about
Blaine,
opportunities, contact the the alumni office at
Minn.a daughter,
Megan, in
August. She joins brother Thomas,
3. Greg received his master's degree
in education from the University o[
St. Mary's; he is teaching 4th grade
1-8OO-26G659O or e-mail <alumni@augsburg.edu>.
Pictured (clockwise from top) is Laura Cichocke
(administrative assistant), Jeff Krengel '93
(assistant director), and Nancy (Carlson) Ioedt
'94 (director).
Julie Sabo'88 and her father, Martin Olav
Sabo'59, were both sworn in as legislators
on the same day in January-but 1,500 miles
apart. Julie is serving her first term in the
Minnesota Senate representing part of south
Minneapolis, and Martin began his f2th term
representing Minnesota's Fifth District in the
U.5. House of Representatives.
at Rice Lake Elementary in the
CentenniaÌ School District.
Terry Okonek '93 and his wife,
Angeia, Woodbury Minn.-a boy,
Ryan, in October. Terry is an
engineer for 3M.
Julie Lynn (Holmquist)'93 and
Ted Sellers, Hamel,
a daughter,
Mirr.-
Katie Lynn, in
September.
Tiffany (Crawford) '94 and
Chris Klett, Apple Valley,
á son,
Minn.-
Jordan Christopher, in
October.
Stacy (Harmon)'95 and
Christian Johnson, Pll.mouth,
Minn.-a boy, Benjamin Emory,
in October.
Daniel Lideen '96 and his wife,
Jessrca, Dundas,
Minn.-a
son,
Wesley Daniel, in October.
Jim South '96 and his wrfe,
Robin, Cottage Grove,
daughter,
Minn.-a
Holly Lynn.
Jennifer Ringeisen '97 and Mau
Berg, Inver Grove Heights,
Minn.-a
boy,
in September.
Noah Matthew,
AN AUGGIE WEDDING
Sarah Ginkel '99 and Damion Spilman were married in December in New Ulm, Minn., where there
was no shortage of Auggies in attendance!
to R) ROW I (front): Erica Bryan 'o1, Sarah (Ginkel) Spilman '99, Damion Spilman. ROW 2: Sara
Luce '01, Meg Schmidt'01, Mark Peterson '01, Jason wegner'ol, Robyn Kahle ,99, Adrianne Rieger
'OO Katie Kolles '01. ROW 3: Jason Van Houten '0Q Lee Sprouts 'O1, Erin Peterson '00, Carrie Blau.
Row 4: Todd Boerboom '01, Jim Peterson '99, cassi van Ausdall 'ol. Row 5 (back): scott
(L
Hvistendahl '99, Angie Rieger'01, Mary Carlson ,00.
SprinE 2O01
,4ucssuRc
ñtow
2s
I
Gerald Thorson, alumnus and former
English professo[ dies at 79
erald Thorson,
a former
English professor
G
'43
from the 1957
Augsburgian
and chair of both
the English and
humanities
departments, died in January of congestive
heart failure at his daughter's home in
Knoxville, Ti:nn.
Thorson graduated from Augsburg in
1943 and returned ín1946 to teach
English. He played an important role in
building the Augsburg English
department, and served as department
chair from 1952 ro 1964.In 1959, he was
named chair of the humanities division,
Geratd Thorson
where he became a leader in broadening
programs in foreign languages, drama, and
arr. He resigned in 1964 and finished his
career at St. Olaf College, where in
addition to heading the English department,
he chaired the language and literature
division and was acting chairman of the
German department. He retired in 1986.
Rick Smith, vice president of admissions
and enrollment services at Augsburg,
remembers fondly the courses he took from
Thorson as an undergaduate English
student at St. Olaf. "Professor Thorson was
rigorous in his expectations of students, but
he was also a kind, thoughtful, and gentle
soul who provided that addi.tionai word of
encouragement and support you sometimes
needed," says Smith.
"He will be deeply missed by many,
not just me," continues Smith. "But, more
importantl¡ I hope his legacy as a scholar,
teacher, supporter, and friend will
continue to serve us ali as an example of
what involvement in Lutheran higher
education should always be about."
Thorson also published over 125
reviews, poems, articles, and translations. '
He had just completed an English
translation of the Norwegian book, Thø
Saloonheeper\ Daughter, to be published by
Johns Hopkins Press later this year.
M¡m¡ Johnson, who encouraged seniors to
continue to learh, dies at age 74
by Kavita Kumar, Star Ttibune staff writer (reprinted by permission of the Star l?ibune)
or 25 years,
F thousands of
senior citizens have
gathered in
churches and
community centers
to discuss topics
ranging from
Minnesota politics
Mary Elizabeth to stained glass as
(,,Mimi,,) Johnson part of an Augsburg
College outreach program.
That's because of Mary Elizabeth
(Mimi) Johnson's vision.
Johnson, of Plymouth, founder of
Augsburg's College of the Third Age and
professor emerita of modern languages,
died of liver cancer [January 23rd] at
North Memorial Hospital in Robbinsdale.
She was 74.
She was a strong believer that even in
a person's "third age," the retirement years,
the learning should not stop.
"Everyone talks about lifelong
education, but no one does much about
it," said her son, Eric Johnson of Eden
Prairie. But "she really tried to keep people
26
,,,IUCS¡UnC ruOW
active and learning."
A New York native, Johnson was the
dean of \Momen at Luther College in
Decorah, lowa, before comìng to Augsburg
in 1962.
She taught French and was an
international student adviser at Augsburg.
It was during a sabbatical in the early
1970s at the University of Toulouse in
France thatJohnson came upon the idea
Today there are almost 250 liberal arts
programs a year in the College of the
Third Age in Twin Cities neighborhoods.
An enthusiastic traveler, Johnson
organized many trips abroad for senior
for the education program for seniors.
She met a sociologist there who
studied the desire of the elderþ to leam.
With a group of graduate students he
helped create a curriculum for them at the
university
Johnson took this idea back with her
to .{ugsburg and within a few years had a
similar program in Minneapolis, one of the
firsr of its kind in the area.
"lt was always Mimi's and my belief
that people who keep learning put back
many hours into the community through
service," said Karen Lindesmith, director
of the College of the Third Age. "It makes
people more alive and alert ... keeping the
mind supple and excited about living."
lifelong student," Lindesmith said. "She
had such a wonder at the world and a
desire to keep learning."
Johnson retired from teaching about a
decade ago, but "retired badl¡" Eric
Johnson said. She continued to stay
involved in the school and related
programs before her death.
In addition to her son, survivors
include three grandchildren.
Editor\ note: Mimi Johnson was preceded
in deathby her husband oJ 47 years, Einar
citizens through a local credit union. She
also was heavily involved in Minnesota's
Elderhostel, which offers short-term
learning programs for senior citizens.
"She was a teacher, but she was also a
Johnson, proJessor ementus oJ education. Both
Mimi and Einar are deeply míssed by the
Augsburg communíty.
Spring 2001
John Harold Luther Hanson
schoÌarship. The scholarshiP
'33, Golden Valley, Minn., died in
April 2000; he was BB. A retired
established in their name was the
largest gh'en in bÌology and is
awarded annually to a biology
buyer/merchandiser, he was a 43year employee of Gamble Skogmo.
He sen ed four years in the Air
Force during WWII. In I989, he
was inducted into the Augsburg
College Athletic Hall of Fame.
student, preferably studying plant
pathology. Fridlund was honored
by Augsburg as a Distinguished
Alumnus in 1980.
Marvin C. Sulzdorf '44,
Ariz., died inJanuary; he was 78.
died in December at
LyngbÌomsten Care Center. She
was a missionary teacher in
Madagascar for 32 years.
He was a teacher and a coach
before joining 3M, where he
worked for 32 years.
included a number of
opportunitìes in international
work as a consultant in
horticuÌture, with research
Send us your news
J.
Augustine'51,
Sandstone,
Minn., died in December after a
brief battle with cancer; he was
72. After being ordained in 1955,
he served parishes in St. Hilaire,
with genuine ca¡e and patience.
unexpectedly
in February of
apparent heart failure; she was 75.
She was a great friend o[ the
College, her husband Milt Kleven's
('46) alma mater. She was a
member of the Augsburg
Associates and was a generous
supporter of the College. She is
survived by her husband, lour
chiÌdren, eight grandchildren, and
many other loved ones.
Other deaths:
Doris (Howe) Hartwig'45,
Shell Lake, Wis., died in August.
Stan R. Magnuson'67,
Burnsville, Minn., died in
November; he was 56. He spent
32 years with the Burnsville
School District, where he spent
most o[ those years as a counselor
and retired as dean of students at
Burnsvìlle High School.
Evanelle (Johnson) Lackie '46,
Richfield, Minn., died in October;
she was 75.
Frank Edward Petersen'50,
Wayz^ta, Minn., died in
December.
Robert S. Carlson, Edina, Minn.,
Thomas C. Grindberg'79,
He also served as a missionary
wrth the Lutheran Church in
Tanzania, East Africa. Upon his
retirement in 1987, he embarked
on a new career with his son,
died in December. He was a
football coach at Augsburg Ín
1940,'4I, and'46, and later at the
University of Wichita.
Blaine, Minn., died in November;
he was 43.
Full name
PLease tell us aboul the news in
your 1i[e, your new job, move,
marriage, and births. Don't forget
to send photos!
Street address
Maiden name
ls
State
this a new address?
n Yes n
ls spouse also a
died in ocrober.
year or last year attended
zip
No
Home telephone
Employer
Cla¡on Sordahl
Class
city
For news ol a derth, wrillcn n( )li( c
ls recluired, e.g. an obituar¡ funeral
a
Minn., died
Monticeilo, and Sandstone, Minn.
and photos!
nolice, or program from
memorial service.
Anchorage,
Ore. He touched lives of alÌ ages
company unril his retirement in
1986 as manager of the broadcast
transmitting equipment
department.
The Rev. Douglas
The Rev. Bruce Alan
Engebretson'65,
centered around the prevention
and treatment o[ viral dÍseases in
deciduous fruit trees. In 1987 he
retired from the graduate faculty
at the Research and Extension
Center at Washington State
University. In 1999, Fridiund and
his wrfe, Maxine, helped the
Augsburg biology department
build a plant sciences program by
creating a laboratory in his name
dedicated to that area of study,
and through an endowed
products company in Eden
Prairie, Minn. He had a passion
for music and was involved in
numerous bands and an orchestra
in Minnesota and Arizona.
Alaska, died in December at his
home of cardiac arrest; he was 57.
He moved to Alaska in 1967 and
served as pastor in seven Lutheran
churches; he also served at
Bethseda Lutheran ln Eugene,
Verne Mattison'46, Berqm,
Pa., died in October; he was 76.
In I95I he joined RCA in New
Jersey and remained with the
(Lijsing)
Kleven, Edina,
Augustine Medical lnc., a medical
Peoria,
Evelyn R. Lovaas'40, St. Paul,
Paul R. Fridlund '41, Prosser,
Wash., died in November. His
distinguished career in research
Dorothy
Marie
Scott, co-inventing and
developlng several medical
products. He also co-founded
Position
graduate of Augsburg College?
E-mail
Work telephone
n Yes n No
lf yes, class year_
Send your news items, photos, or
change of acldress by ma11 to:
AugsburgNow Class Notes,
Augsburg College, CB 146,
221I Rlverside Ave., Minneapolis,
MN, 55454, or e-ma11 to
<alumm@au gsbr-rrg. edu>.
Spouse name
Maiden name
Your news:
We want you to stay connected to
Augsburg!
Spring 200f
4ucs¡unc ruow
27
I
A
o
o
¡-
o
O
Thoughts from China
ñ,
by President William V. Frame
de\egation of Minnesota private college
!{prr,ornts,
Doara mem*ers, ana rocaL
business leaders traveled to China
last
eight days, hostedby the
Chinese Ministry of Education, aiming to
strengthen relations b etw een higher e ducatíon
systems in both countnes.
November
for
November 7,2000
I write the morning of election day in the
U.S., and the day after our most extensive
conversation with the Ministry of
Education concerning the utility of
America's version of private higher
education for China.
At the moment, our hosts doubt the
relevance of our tradition to their
situation, but they are fascinated by our
description of it and wish to continue the
interchange. Part of the reason for their
skepticism is revealed, I think, by our
difficulty in explaining how one founds or
starts a private college of the sort we
represent. They want to know what
economic interest in our kind of education
"lthas
President Frame confers with Haidian
University president Fu Zhengtai (right),
who will visit Augsburg this year.
forces is hard to articulate, let alone
discuss.
November 8, 2000
The ancient artifacts lat the archeological
museum of the imperial regime in Xianxi
are stunning for their refinement in form
and proportion, and the narrat-ive
arrangement of them indicate the grand
trends in cultural development.
dfficult for us to explain the dedication of our institutions to
the training of men ond women for life in a free society ..."
been
WilliamV Frame, speahing about díscussion at a meeting of Minnesota private
-President
college presidents and Chinese higher education
fficials
is strong enough to draw investors who
require an attractive return and how the
government can make sure that such
institutions can help keep economic
development moving.
It
has been difflcult for us to explaln
the dedication of our institutions to the
training of men and women for life in a
free society; to the preservation and
cultivation of particular cultural
This great museum does no better
than any other we've visited in pointing
out the grand ideas that reorient society
The 5,000 years of Chinese history are
presented without reference to anything
like the trial of Socrates, the
Enlightenment, the Reformation, or even
the founding of the Communist Party of
China. I wonder if our current moment is
as utterly disconnected from our past as it
appears to be here?
The private colleges and unlversities
Íhar arc springing up across the country
are faulted for the quality of thelr faculties,
facilities, and the size of their
enroilments-but admired for their
popularity, iheir success in attractÍng
investors, and (perhaps) feared for their
potential ability to move forward wlthout
the need of official control.
The one check against this latter
possibllity appears to be accreditation.
Only one of the proprietary institutions
has lreceived] the right to grant four-year
B.A. and B.S. degrees; all the others grant
associate or three-year diplomas. Even as
the largest and oldest of the private
institutions await the ultimate level of
accreditation, they claim that their
graduates are winning immedj.ate and
rewarding employment.
The management both of the
proprietary institutions with whom we
have met and of the provincial and city
governments overseeing higher education
express strong lnterest in continuing the
conversation which has been occurring
with us over the past week. I think we
should continue our interest in it; we are,
after all, in touch at very high levels with
perhaps the greatest educational challenge
ever faced in the modern period. We
might be able to help, and we will
certainly learn new things about our owrr
challenge in the process.
Toda¡ we are off to the tomb of Chin
Shih Huang Ti. Tomorrow Shanghai. I
dispensations even as students are
prepared for full participation in the
proloundly
pl ural istic society.
The oldest proprietary university in
China is entirely focused on workforce
conslderations, and lts misslon is entirely
determined by industrial trends and
employment demand. The institution
seems to be in service to social forces
rather than to the liberation of the student;
the idea of education correcting social
28
,AUCS¡URC nOW
Spring 2001
¡¡
tt
I
a,
tt
Music
Theatre
For more inJormation on any of these eyents,
call 612-330-1265
For theatre tíchet reservations call
612-330,1257
Apr. 3-B
Ap r. 2A-29
g
Augsburg Choir Midwest Tour,
"lmages"
Wisconsin, Michigan, Illinois,
Visiting Scientist Lecture:
"From Antarctica to Mars and Europa:
The Search for Life"
Dr. Christopher McKay,
planetary scientist,
Space Science Division,
2001 Sverdrup
Iowa, Minnesota
NW
Apr.
B
Augsburg Choir Tour home concert
7 PM., Hoversten Chapel
Apr.20
"Trout Quintet" by Franz Schubert
Jill Dawe and Paul Ousley perform with
members of the Audubon String Quartet
7:30 cH¡., Sal"eren Auditorium
May I
Jazz Ensemble Concert
7 eu., Hoversten Chapel
lB-22
June
Theatre Arts Summer lnstitute
Darcey Engen at 612-330-1549 to'r
Gage
Family Gallery hours: Mon.-Fn. 9
Sat. 9
e.v.-6
p.l¿.,Sun.
p.ttt.
Chamber Music Recital
4 nv., Sateren Auditorium and Foss
May 19-20
ll
COMMENCEMENT WEEKEND
May 19
Concert Band Tour Kickoff Concert
7 PM., Central Lutheran Church
May 2l-June 5
Other Events
April 10
For i.nformation call 612-330-1178
.Atrium
Concert Band Tour
Ireland and England
May L2
"Eye to the Future" Conference
Alumni Job Fair
5-B ervr., Christensen Center
B
Mav 19
For information, call
612-330-r lB0
For information, call 612-330-155I
Hoversten Chapel
Commencement Concert
7:30 pv., Hoversten Chapel
Chapel
April l0-Noon talk, Hoversten Chapel
For gallery information call 612-330-1524
noon-7)
May
p.v., Public
Lecture, Hoversten
Exhibits
Masterworks Chorale concert
May
Center
Apri19-8
8 ¿.tvt.-12:30 nr,r.
Young women have the opportunÍty to try
different math and science careers and
work closely with professionals on related
activities.
Ca11
more information
t.u.-10 en.,
p.tr¿.,
NA.SA Ames Research
The Conference of the Birds
ByJean-Claude Carrière and Peter Brook,
based on the poem of Farid Uddi Attar
Directed by Darcey Engen
Performances: April 20, 2I,26,27,28 at
7 r.u.; April 22 and 29 at 2 p.x,t .
Tjornhom-Nelson Theater, Foss Center
May 6
7
Seminars,
Lectures, and
Films
Commencement Dinner
5:30 nv., Christensen Center
Mar. 23-May 20
"Textiles from the Silk Road"
Explore the exotic world of the Silk Road
through the colorful textiles of its people.
Gage Family Galler¡ Lindell Library
Opening reception, March 23, 6-9 ev.
l\/[n',
At-L\)
la\
Lv Lay
Augsburg All Students Juried Art
Exhibition
Alumni Gallery, Christensen Center
Opening reception, May 4,4-6 ev.
Commencement Concert
7:30 eu., Hoversten Chapel
lr{ay 20
Baccalaureate Service
10 nlr¿., Hoversten Chapel
Commencement Ceremony
1:30 p.tu., Si Melby Hall
Seating begins at 12:30 err¿.
Tlckets required
President's Reception
3 r.u. Murphy Square
\?
4.
()
T
'æ,{Ëii1ë.
COLLEGE
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Minneapolis, MN 55454
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AUGSBURG NOW
A
PUBLICATION
Winter
2000-01
FOR
AUGSBURG
COLLEGE
ALUMNI
&
FRIENDS
Vol. 63, No. 2
About the new Now ...
he new, New, New, NEW Now arrived
in Lhe mail today and , if you don't
mind , I have a sugges tion to make . Do it
again and again and again . Hooray.
Finally got ... Show more
AUGSBURG NOW
A
PUBLICATION
Winter
2000-01
FOR
AUGSBURG
COLLEGE
ALUMNI
&
FRIENDS
Vol. 63, No. 2
About the new Now ...
he new, New, New, NEW Now arrived
in Lhe mail today and , if you don't
mind , I have a sugges tion to make . Do it
again and again and again . Hooray.
Finally got a real alumni magazine. And
this is a won der ful premiere issue . Good
for you and the others who helped make
Lhis come to pass. It is so attractive. It will
be fun to see all of the good stories ,
features, artwork , etc. that you can fit into
it. An enjo yable ch allenge, I am sure. My
best wishes to you and your team .
T
-T om Benson '56
I
j ust wanted to let you know how
WO DERFUL the Aug burg Now looks!
Its great! I found myself actually READING
the entire publi cation. Nice work!
-R enee Dubs '82
ongratul ations on the Now's new loo k.
Its wond erful. I hope you are hearing
that over and over again .
-Paul Daniels 79
C
ust received my co py of Lhe magazine
with iLS"new loo k." It's a real knockou t gra phi c design , the ph otos are a
pe rfect compl ement to the articles, and the
thematic appro ach and sup erb writing are
add ed bonuses . Writing in th e alum
publi caLions has always been the high est
quality, but you folks have really outdone
yourselves with this issue.
The articles about Old Main and
several of the Auggie families broug ht
smiles to my lips and tears to my eyes.
Can't wait for the next issue. Keep up the
good wo rk.
J
ongratulations and than ks for the new
format of the Aug burg Now received
recent ly. The contents brou ght back so
many memori es from the 11 years I spent
as an !academy, college, and semin ary!
stud ent on the Augsbur g campu s and four
years as a staff person .
The article on "Rememb ering MainOld and New" was of special interest to
me since all of my classes , social function s,
chapel, ph ysical edu cation , showers, etc.
were spent in this buildi ng during my
stud ent days. I lived in North Hall, a
thr ee-story men's dorm .
Personally, I am grateful for Old Main
and Lhe service it has rend ered for nearly
100 years to the life and developm ent of
Augsbur g. The edu cation and training I
received within th ese walls has been of
specia l blessing to me ph ysically, socially,
and spiritu ally. It was in the theological
room that God called me int o the mini stry
in wh i h I have now served for 6 1 years.
To have witnessed th e transformati on
of the Augsbur g campu s from one squ are
block with four or five old buildin gs, a
stude nt body of 200-300 to the present
campu s of more than 25 acres, 20 or more
mode m bu ildin gs, parkin g lots, tenni s
cour LS, athletic field , and a stud ent body of
3 ,000 is trul y a miracle and som eth ing I
never th ought I would see in my lifetime!
- Cliff M. Johnson '34
C
We welcome
your letters!
Please wn le Lo:
Editor
Augsburg Now
22 11 Rive15ideAve., CBl4 5
Minneapolis, MN 55454
E-mml: now@augsburg.edu
Fax: (6 I 2) 330- 1780
Phone: (6 12) 330- 118 I
Le11e15for publica11on mus1
be signed and include your
name. class year, and daytime
telephone number. They may
be edned for length, clanty,
and style.
-Co raly n Bryan '62, '92 WEC
Correction
The an,cle ,n the Summer 2000 ,ssue about
Augsburg student RyanCobians Goldwater
Scholat5h1pstated that the $7,500
scholarship would cover the cost or tuition,
fees, books, and room and board. It should
have stated that the schola15h1pwould apply
toward these costs.
A correction ... Augsburg student Becky Stensvaag '01 was inadvertently omitted
from the photo in the fall issue w ith her grandfather, Clair Strommen '46 . Becky
is pictured at left above , with her sister, Kirsten , on the right .
AUGSBURG NOW
A
PUBLICATION
FOR
AUGSBURG
COLLEGE
ALUMNI
& FRIENDS
Winter 2000-01
Vol . 63 , No . 2
Features
Augsburg Now
is publ ished
qu an erly b y Augsbur g Co llege ,
2211 Riverside Ave., Minn eapo lis,
Minn eso ta 554 54 .
Betsey Norgard
Engaging Research-Stud ent
and Professor One-on-One
Editor
by Lynn Mena
Lynn Mena
AssisLam Ediwr
Meet several Augsbu,·g studenrs who spent thei,·
summer working closely with their faculty mentors
on research projecrs.
Kathy Rumpza
1
Graphi c Designer
William V. Frame
President
Dan Jorgensen
Director of Publi c Relations and
Communi caLion
Nancy Toedt '94
Directo r
orAlumm
and Parem
6
Relations
O pinion s ex pressed in
Augsburg
Now do nm necessarily reflect
ISSN I 05 8-1 545
Postm aster: Send co rrespond ence ,
name chan ges , and addr ess
correc tion s to : Augsburg Now,
O ffice of Public Relations and
6
Communication , 22 11 Riverside
15
Ave ., Minn eapolis, MN 55454 .
Augsburg College, as affirmed
or disability in ifs education
policies, admissi ons policies,
scholarshipand loan programs,
atliletic and/or school
adminisr ered prngrams, except
in those instan ces where religion
is a bonafide occupational
qualification.Augsburg College
is commiu ed to providing
reasonab le accommodations lo
its employees a nd ir.sstudents.
www.augsburg.edu
Smiley's Point Returns to Augsbur g
Crui sin' at Camp Snoopy
Departments
2
in its mis sion, does not
discriminar e on the basis of race,
color, creed, religion, national or
ethnic origin, age, gender, sexual
orien tati on, mariral stat-us, statu s
with regard to public assistance,
by Lenore Franzen
Four Augsbu,·g women set their sighrs on
dreams andfounded businessesthat fulfill their
special passions.
o fficial College poli cy.
E-mail: n ow@augsbur g.edu
Teleph one : (6 12) 33 0-11 8 1
Fax: (6 12) 33 0- 1780
Passions , Dreams, and
Hard Work
Around the Quad
Chape ltalk
Sports
21
26
32
Alumni News
inside
back
cover
Calendar
Class Notes
Auggie Thoughts
50 percent recycled paper (10 percent post-consumer waste)
On the cover:
Assistant Professor). AmbroseWolf
Oeft) and senior Tal,er Omar
collaborated to design and build the
equipment needed for their
research in thin magneticfilms.
Photo by Mike Habermann.
Augsburg ranks again in top tier
In Lhe U. . cw & WorldReport2000
ratings of colleges and universities ,
Augsburg again ranks in the top tier of
regional liberal ans colleges.
The rankings are measured by
categories such as academic reputation ,
graduation and retention rates, faculty
resources, student selectivity, financial
resources, and alumni giving.
Augsburg ha improved from 1999 in
measures of freshmen in the top 25 % of
Lheir high schoo l class and percentage of
full-Lime faculty.
light improvement
was also shown in
freshman retention,
graduation rate,
and alumni giving.
President Frame visits China
President Frame and his wife, Anne , joined
oLher Minnesota private college presidents
on an eight-day trip to China , ho ted by
China's linistry of Education . Several local
college board members and business
leaders accompanied Lhe group.
The trip aimed to assist in Lhe
development of a private college/univer sity
sector in the People's Republic of China, to
increase the number of undergraduate
student exchanges , and to expand
understanding of Chinese cultur e,
education , and economics .
Psychology professor Norman
Ferguson retires
Professor onnan Ferguson , who came to
Augsburg m 1972 , reti red earlier this year
and was granted emeritu s status by the
Board of RegenLS.Over the years, he taught
psychology in the day, weekend , and MAL
programs, supervi sed the department 's
internships , and was part of the Honors
Program faculty.
"What I miss most about Augsburg is
the in-class discussion with students, " says
Ferguson . "I cou ld never tell in advance
how a group of sLUdenLSwould respond to
a reading assignment, so each class session
was different and exciting. "
Ferguson and his wife recently built a
house in Taos, N.M. In addition to
mentoring high schoo l studenLS, he teaches
a comm unity edu cation course .
2
A-UGSBURG NOW
Two churches
•share• a painting
A
n article in the Septemb er issue of The
orscman, Lhe magazine of
Nord mann 's Forbund et in Oslo, recoun LS
the history of Lhe painting that hangs in Lhe
comer of Hoversten Chapel. In "'And there
he prayed ': A tale of two paintings, " writer
Harry T. Cleven tells of Norwegian artist
larcus Grnnvo ld , who was comm issioned
in Lhe 1890s to paint a large altar paintin g
for Lhe new St. John's Churc h in Bergen .
Based on the text of Mark 1:35, it po rtrays
a solitary Jesus Christ at prayer.
When Melchior Falk Gjertsen , pasto r
of the (then) new Trinity LuLheran Chu rch
in Minneapo lis, visited Bergen , he was
deep ly impressed by the work of art. His
remarks abou t wishi ng for a paint ing as
beautiful for his new church led to a
request to Gr0nvold to copy the painti ng.
\i iLhshipping paid for by the t. John 's
congregation , Lhe work was sent to
Minneapolis in 1902 . Sixty years later,
when Trinity church was razed to make
way for the freeway, Lhe painting was
placed in storage. It now hangs in
Hoversten Chape l, home to Lhe Trinity
Lmhera n congregation.
~
Kelly Chapman '04 receives CocaCoca Scholarship
Freshman Kelly Chapma n
is the first recipient at
Augsburg of a Coca-Coca
First Generation
Scholarship, given to
stude nts who are first in
their families to attend a
college or university. he
is a pre-med major who
plans to beco me involved in the Link
student commu nity service organization
and play baske tball and intramu ral
volleyball.
One stude nt from each of the 16
Minn esota private colleges received a
$5 ,000 renewab le scholarship from the
Coca-Coca Foun datio n . Chapm an , from
Mahtomed i, Minn ., was honored with the
other recipienLSat a luncheon at the
Governor's Mansion in September.
The painting by Norwegian artist Marcus
Grsnvold , copied from a Bergen church
and given to Trinity Lutheran Church,
offers an inspirational setting in
Hoversten Chapel for speakers . Pictured
above is Jean Vanier, humanitarian and
founder of the L'Arche Communities,
who spoke at Augsburg in October .
A history of the
Andersons' era
The Anderson Chronicles:An Intimate
Portrait of Augsburg College, 1963-97
By Dave Wood and Richard C. Nelson
Two fonner professors chronicle the 35
years of the Oscar Anderson and
Charles Anderson admi nistrations, \vith
comments on future opportunities from
current President William Frame.
For information
on obtainin g
co pies (some
autograp hed),
call th e pu blic
relations office,
(6 12) 330- 1180 .
Winter 2000-01
Matt Klatt receives national
recognition for research
S
12
enior physics major Matt Klan was
OuLStandin g
chosen for one of the
Stud ent Paper awards for a poster
presentation he made at the sprin g meeting
of the American Geophysical Union (AGU).
He was the only und ergradu ate selected for
this honor.
Klatts presenta,ion grew out of
research in space ph ysics with Professor
Mark EngebreLSon . Klatt came to
Augsbur g, in fact, because of research
opp ortuniti es the College offeredsomethin g he had first observe d when his
older broth er, Eric, was at Augsbur g.
Klatt's paper was titled "Und er Wh at
Conditi ons do Solar Wind Compressions
Stimulat e Pc 1-2 Pulsations in the Out er
Dayside Magnetosphere?"
"I was stud ying how the solar wind
presses against the earth s atmosph ere and
then wha t effect that has," Klan exp lained.
"Matts study gave real quantit ative
inform ation abo ut how this activity works
and at the same tim e eliminated any
puzzlement abo ut what is going on ," said
Engebretson. He ad ded that Klatt also
wrote some of the compu ter so ftware used
to display the research data.
Klatt said he plans to contin ue with
the research . "My next goal is to help
complete a paper about the work (along
with Engebretson and four others) that can
be publi shed . After gradu ation , I'd like to
go on to graduat e scho ol in electrical
engineering ."
Also receiving an out standing
presentation awa rd was Lars Dyrud '97 ,
now a gradu ate student at Boston University,
for research that build s on work he did
while at Augsbu rg.
Freeman, Styrlund named regents
ichael 0 . Freeman and Philip R.
Styrlund '79 were elected to six-year
terms on the Board of Regents at Augsbur g's
annu al meeting in Octo ber.
Freeman , a partn er in the law firm of
Lindquist & Vennum , PL.LP., is a certified
trial specialist and has a broad range of
litigation ell.
7Jerience representin g clienLS
M
before regu latory and governm ent bodies . He
M ichael O. Freeman
Philip R. Styrlund '79
served as Henn epin Count y attorn ey from
199 1-99 and argued a case before the U.S. Supreme Cou rt in 1993 . His political
background includ es two terms in the Minnesota Senate and end orse ment as the
DFLJLabor candid ate for govern or in 1998 .
Freeman serves on the boards of several edu cation organizations and is an adjun ct
faculty memb er at Winona State University and the Hubert Humph rey Institute of Public
Affairs. He is a graduate of Rutgers University and the University of Minnesota Schoo l of Law.
He and his wife, Terry, have two daughters and a son .
Philip R. Styrlund '79 is group vice president of sales for ADC Broadband . Prior to
joining ADC, he held management positions for 17 years at US West. Styrlund gradu ated
with a dou ble majo r in bu siness adm inistration and finance. He subsequently earn ed an
M.S. in telecommuni cations science and an M.A. in bu siness management from St.
Marys College.
Styrlund serves on the board of Urban Ventur es Leadership Foun dation , Church
Metro, and the Management Assistance Program (MAP). He also is co-leader and leader for
the Colin Powell Youth Leadership Center in Minneapolis and the Carmelite Monastery in
Lake Elmo, Minn ., respectively.
He is married to Jul ia (Davis) Styr lun d '79; they have two daughters.
Winter 2000-01
Edwards,
Gingerich
are new
associate deans
Barbara A. Edwards
Orval J. Gingerich
wo new associate deans have been
named to Augsburgs Academic and
Leamin g Services division .
Barbara A. Edwards was named
associate dean for faculty affairs, while
Orval j. Gingerich will serve as associate
dean for international programs.
Edwards, who most recently served as
academic dean at Saint Vincent College in
Latrobe, Pa., began in August. She earned
her bachelor's degree from the College of
Saint Benedict, and M.B.A. and Ph.D.
degrees from the Carlson School of
Management at the University of
Minnesota.
Her responsibilities include wo rking
closely ,vith both faculty and stud ents on
issues in academic affairs. She also oversees
programs includin g the summ er school,
academic advising, professional
developm ent , and the Center for Service,
Work, and Learn ing.
Gingerich is directo r of cross-cultu ral
programs and associate professo r of
edu cation at Eastern Menno nite University
in Harrisonbur g, Va. He has begun his new
duties at Augsbur g on a consultin g basis
and will arrive full time next su mmer.
Gingerich began his work in
international edu cation serving for three
years with the Teachers Abroad program in
Nigeria from 1968-7 1.
He will coo rdin ate the activities of the
Center for Global Edu cation , interna tional
stud ent advising, and the Interna tional
Partn ers programs.
-Augsb urg ews Service
T
A-UGSBURG NOW
3
Around the Quad
Feeling welcomed as an Auggie
he opening convocation was no t wha t I
expected, on any level. It was an
extremely pleasant surprise to be treated
with so much admiration, given so muc h
support, and be welcomed with so muc h
enthusiasm and warmth .
I can vividly relive, ,vith every one of
my senses , the su rroundings I encountered
the morning of eptember 6. Waiting in
Murph ys Park , with close to 300 of my
T
Augsburg College
at 2000
Da
Weekend Graduate
College
umber or
stud ents
1,665
1,178
127
Average age
21 5
34.5
36.8
0 . or states
reeresented 32
4
4
o. or foreign
counlri es
36
n/a
n/a
28.8
71 2
94
90.6
Gender (%)
Male
Female
48.8
51.2
Race/ethnic group (%)
Whne
73.6
76.4
12.0
Students of
10 .1
color
5.6
.3
Foreign
11.3
(M1Ssin~info. 10.5
/refuse )
Residency (%)
Resident
52.5
Commuter
47 5
84.3
9.5
1.6
47
.l
99.9
1.6
98.4
Graduate programs (%)
Master of Arts in Leadership
Master of Ans in Nursing
Master of Social Work
27.6
19.7
52.8
fellow classma tes before the convocation ,
the "bu uerflies" of anxie ty in my stom ach
were overw helming. I had no idea what to
expec t or really what I was doing here.
That nervous ness was soo n replaced ,vith
feelings of relief and acco mplishment , even
though the on ly thing I had do ne thu s far
was show up . The faculty's app lause
welcome d me into these new surr oundin gs
and gave me a short preview of all the love
and suppo rt I wou ld receive in the fut ure
from everyone on this campu s, and in this
community . Before I had entered the
chapel , I already knew I was in for a lot
more than I had plann ed. Little did I know
I wou ld find out very shortly j ust how
many opportuni ties and experie nces were
lying there before me.
Dean Kimball's speech uncovere d
some of those possib ilities for me . I
enrolled at Augsburg most ly for the
academic end of things. The fact that it is a
Lutheran school also ap pealed to me;
however , that was simp ly an added
incentive of the College . In the dean 's
speech , which emphasized freedom on a
political, persona l, and social level, I
realized how much of my college career the
religious aspect of Augsbu rg would be. Th e
sta tement that "the trut h of Jesus and the
cross set us free" really moved me. Over
by Becky Michaelson '04
the last couple of years, I have become
stron ger in my faith to God , and I was
concern ed that I might lose that at school.
In actuality, I now know that my belief can
only grow stronger by being at Augsburg ,
surround ed by people who also aim to
keep God as the center of their lives. Dean
Kimball also said "a large part of freedom is
prot ecting others' freedom" and that
"freedom is depend ent up on a community ."
Th ese statements revealed to me that an
Augsbur g edu cation ,viii not only get me a
degree to teach, but also provid e me with
an environm ent in which I am able to be
myself, worship my God , and be
encomp assed by others who baule the
same qu estions and concern s as I do
everyday-in my faith , my schoolwork ,
and every other aspect of my daily life.
The openin g convocation last
Wed nesday showed me what being an
Auggie is all about , and that everyone here,
although each person has his or her own
reasons for choosing this school, is also
here for the sense of love and su pp ort this
place offers, whether they kno w it or not.
Th e deans speech and the convocation , as
a whole, helped me realize this fact and
served as a warm welcome into the
Augsbur g commun ity.
•
Largest major s
Day
Business Adm1mstrauon
Educauon
Psychology
Music
Biology
Weekend
College
Education
Business Administration
Nursing
Computer Science
MIS
Students in the Class of 2004 were welcomed by facu lty and staff at the opening celebration .
4
,4 uGSBURG NOW
Winter 2000-01
Chapeltalk
by Mark Engebretson , Professor of Physics
Text: Exodus 35:30--36:1
his week Augsburg began its
convocation series for the year, with a
focus on the dialog between science and
religion . You have heard somethin g of the
long hisLOryof this dialog-il goes back al
least 400 years, and il has become
especially confusing and has engaged man y
more people in this past centu ry. For some
of you , the fact that there is any contact
between science and religion al allwheth er that contact is friendly or not so
friendly-ma y be a new idea . But for many
OLhersit's been serious business , and a
mauer of ongoing concern, or of strenuous
or even biller deba te.
We al Augsburg hope not only that
science and religion can be in dialog , but
Lhal by discussing them LOg
ether we might
find some clarity rather than conf usion ,
and be beuer equipped Lo deal with the
comp lexities of our world. It's also consistent
with our Lutheran roots, a Christian
tradition born in a university, that they can
and should be discussed LOgether.
It's in that spiri t, of helpin g Lo prepare
T
was natural , and God called them Lo work
the land and Lo use its resources. Walking
with God meant living and work ing in the
wor ld of Lime and mauer.
Our text tells the sLOryof two
craftsmen , Bezalel and Aholiab , who were
filled ,vith God 's spirit so that they could
design and build the tabernacle .
It's significant that this is the firsl
instance in the Bible in which God is said
LOhave filled persons ,vith his sp irit. 0l
Moses, the greal leader of Israel, but
Bezalel and Aholiab , two craftsmen . ow
later on in the Old Testa melll various
proph ets and judges , and even ,vise King
Solomon, were said LOhave received God's
spirit-but it's notabl e that in the Bible,
God's spirit isn't divided or specialized in
the way our cu ltur e seems LOwant Lo
divide it-into chur chly thin gs vs. secu lar
or worldly thin gs. Creativity and
leadership-in whatever field-are gifts
from God .
Much later, the prophet Joel used
these word s Lo describe what wou ld
happen after the coming of the 4essiah:
"Everyone who is deeply involved in his or her earthly task, who is skill~d in
the craft and wisdom of his or her particular work, brings about something
real that they offer to humanity, and to God."
ours elves for the important but thorn y
issues related to this dialog , that I have
gone back Lo what might seem an unlik ely
source for a Lexl for this chap el Lalk-a tiny
snipp et from the book of Exodu s.
The Old Testament bears no record of
ack nowledging the role of scientisL-il was
the Greeks , not the Hebrews , who were
famous for their curio sity about the world .
The Hebrews seem , rath er, LOhave
borrowed their science from their
neighbor s. Bul they did acknowledge the
importance of craftsmen , and of scholars.
They weren't scared of natur e-far from il.
Moumain s, trees, oceans, clouds , sun and
moon , gold and silver, wood and sLOnesthey were jus t that-n ot the deities or
spirits, or even monst ers, that their
neighbor s feared . They , ere under God's
control , and on ly God was to be feared ,
respe ted , and tru sted. As a result , natur e
Winter 2000--01
Uoel 2:28-29 ) "After thi s I will pour out
my spirit on all people. Your sons and your
daughters sha ll proph esy, your old men
shall dr eam dreams , and your young men
see visions . Even on the slaves, men and
women , ,viii I pou r ou t my spiril in those
days."
In fact, the Lutheran traditi on insists
that the call of God-th e call lo serve
God-i s not limited Loa special class of
Chri stians who by the supp osed holiness of
their lives have placed themselves closer Lo
their Creator. Instead , God calls all peop le
LOvocations , which are focused precisely in
and on thi s world . God indeed pour s out
his spirit on all of us , and we serve God by
serving each OLherin thi s wor ld.
Luther and others, in fact, reacted
against a strictly religious view of vocation
that said only monks and other professional religious folks (o f both gend ers)
had vocations. Luther said no: farmers ,
business people , laborers, stud ems,
parems, childr en , all have equa lly
imp ortalll vocatio ns. Lutheran can agree
with those who say that hristianit y is
really the most materialistic of all religions :
it does not imp el us Loescape the world ,
but LOcare for it and fix it; we are not
called LOescape from other people and
their concerns, but Lo work with them.
We can also agree that our vocations
are informed by ou r faith. Vocations are the
prin cipa l means by which the love of
Christ, and the righteousness of God, make
their way into the world , LOuphold it and
to tran sform iL Vocation is our way of
serving our neighbor , and taking care of
our world . Everyone who is deep ly
involved in his or her earthl y Lask , who is
skilled in the craft and ,visdo m of his or
her particular work , brings about
something real that they offer to hum anity,
and to God.
o, why thin k abo ut science and
religion? Wh y discuss the natural world in
a chapel talk) We might as well ask why go
Lo school at all! Because it is our calling, as
persons freed and empowered by od , to
use God 's spirit , the gift of creativity, Lo
serve others and glorify him .
•
The above i excerptedfrom Professor
Engebretson's homilyof September27, 2000.
For the entire talh, visit the ow Online , at
<111W1
v.augsburg.cdu/110111>
.
A-UGSBURGNOW
5
Opening day in 1947 at the Smiley's Point confectionary
Dick Pautz '37 busy behind the counter.
was a crowded occasion and kept proprietor
Community officials, friends , and family partook in the fest ivities, as pictured in the front row (L to R): Lawrence Quist,
Pautz's brother -in-law; Ray Myhre , Southside Insurance Co.; Clyde Jorgenson , president of the Fourth Northwestern
Bank ; and Elmer Berdahl, a Minneapolis businessman .
Among the Augsburg students who crowded Into the shop on opening day were George '46 and Jean (Christenson) '49
Sverdrup , shown in the second row , second and third from the left .
Please contact us if you recognize yourself or your classmates
,4 UGSBURG NOW
in the crowd!
Winter 2000-01
The build ing across
Riverside Avenue where
many Augsburg students
gathered during the
1950s is now hom e to the
27-person staff of
Augsburg's institutional
ac!vancement division .
The College leased the
building from FairviewUniversity Medical Center
in order to bring the
division 's three
depart mentsdevelopment,
alum nVparent relations ,
and public relations and
communication - togeth er
at one location .
From its construction
in 1899 , the Smiley's
Point building served for
over 60 years as an
apothecary, initially
found ed by Norwegian
immig rant Johan Vedeler.
The Svane Apotek (Swan
Pharmacy) served the
largely Norwegian area of
the Cedar-Riverside
neighbor-hood near
streets named Bjornson
and Sverdrup , and next lo
the Norwegian Hospital,
now Fairview-University
Because of its shape and
architectural detail, it was
the most prominent
building of the several that
inhabited the land
surrounded by Riverside
Ave., Sixth St., and 23rd
Ave.After Vedeler's death in 1934 , another
pharmacist bought the building and
gradually added features for students , such as
a post office. The owner's personality and
customer service were not panicularly
endearing to the students, however, and the
place became known as "Grumpy's place."
Winter 2000--01
In 1947, Dick Pautz '37 was working
Decemb er. The developm ent team has
in Augsburg 's public relations office. When
offices on both floors, while alumn Vparent
an opportunity came to buy the business ,
relations and public relations are upstairs.
he was talked into it by friend s in the
The office of the division 's vice
Seward and Southside Businessmen's
president is located upstairs in the rounded
Association .
bay \vindow on the point , in the room that
"I took it as a sideline, and didn 't
Fairview Hospita l preserved in its original
intend to run the bu siness," says Pautz . "I
state and called the Victorian Room. The
tried to figure out how to change the
Vedeler family lived on the second floor
place's char acter."
above their pham1acy for a time, and this
Pautz sought to create a place for
office shows the beautifu l original
students to go after chape l, an d expand ed
woodwork and detail of the building .
Augsburg students have also lived upstairs
the scope of the busin ess. Flowers were
added to also serve hospital visitors. Drugs
at different times .
were eliminated, and the place became a
"We're very pleased with our new
offices, the opportunity to continue the
confectionary, serving ice cream and
sweets. Kelly Roth, nickname d "Smiley,"
tradition of Smiley's Point , and the ability
to work more effectively as a division ," says
was hired as manager.
In order to nam e the bu siness, Pautz
Augsburg regent and interim vice president
Allen Housh .
launched a contest. The winnin g entry,
"We hope to see many alumni and
from a neighb orhood child , was "Smiley's
friends here at Smiley's and hear memories
Point ," wh ich appealed to Pautz as an
they may have from their time at
antid ote to the former nickna me.
In 1953 , Pautz sold the bu siness, and
Augsbur g," he continu es.
the build ing was hom e to coffeehouses and
other establishments
before Fairview
Hospital pu chased it.
Until this year, the
hospit al has housed
several of its clinics
and offices in the
building and
continued to use the
Smiley's Point name.
Two adjoining
bu ildin gs have been
connected to the
original triangu lar
bui lding.
The alumnV
parent relations and
the development
offices moved to
Smiley's last summ er,
while the publ ic
relations and
communication office The institut ional advancement division recently hung their
shingle across Riverside Ave. at Smiley 's Point. a familiar
j oins them in
landmark and gathering place for many students in the 1950s .
•
,4 uGS BURGNOW
7
Sports
Playing hard-for
Multi-sport studentathletes excel both on the
field and in the classroom
enio r Brend a Selander has virtua lly
Severy minut e or her lire plann ed . Wake
Eat a nutritious meal. Go
Work a rew hours . Go Lo
practice . Eal a nutritious meal. Study.
Sleep .
And it's all wriuen down in her
planner , typical for a college stud entath lete who participates in one sport .
However, elander participat es in threesoccer, hockey, and sofrball.
"I'm the type or person who has a lot
or energy, and I need to have something to
do all the Lime to release that energy,"
Seland er said . "I have good timemanagement skills. I don 't procrastin ate at
all, or else I'd be stressed out. Everybod y
thinks I'm crazy for playing three sports,
but I'm a liule ball foll or energy. I need to
express that energy."
While Selande r is the only Augsbu rg
athlete in three varsity sports , ther e are
numerous Auggies, among the more than
400 in varsity athletics, who engage in
multiple sports .
Athletes who have excelled at multip le
sports say they prerer competing at a
Division Ill college, where the y can
continue participating in more than one
activity. At many scholarship Divis ion I and
II colleges, coaches limit athletes LOju st
one spo rt.
"I was oITered a socce r scholarship at
Mankato State University, but I wanted to
go to a place where I cou ld be in both
up. Go
LO classes.
LO classes.
games and grades
was ju st 20 minut es from my parents '
house, and they're a hu ge supp ort for me. I
needed them LO be close Lo me here."
eland er has earned all-conrerence
honor s and has been Augsburg's leading
soccer scorer during her entire career; plus ,
she was a third-line forward on the
women's hockey Learn.
specialist for Augsburg's track and Held
team , he has also been a key memb er of
Augsburg's six-time national champ ion
wrestling team.
A heavyweight, Bauer earned his first
trip to the NCM Division III wrestling
tournament in 1999, then returned LO the
meet last season and won the individual title.
Ang ie Rieger '01 (on right)
Brenda Selander '01 (on right)
,,,_ti-, ..-r
l~ .l
f .. _,) "',. ·-,;.'
,..) -1," /
8
,4UG SBURG NOW
..
; .. !\
' . .·--
Ben Bauer '01
Desman Oakley '01
Last spring , she decided Lo put sortball
back into her plann er. Despite missing the
sofrball team's first month or practice and
spring games in Florida , du e to the
At the 1999 MLACou tdoor track and
Held meet, he became the first compe titor
ever to earn top-eight honors in three
weight events-s hot put , discus, and
hamm er throw.
"The thin gs that have helped me the
most are spending a lot or time in the
weight room and staying organized, " Bauer
said. "The stron ger you get, the further you
can go. Plus you have to stay organized to
be in two sport s, going Loclass at this time ,
working ou t at this Lime, going to bed at
this time.
"The work ethic I've learned in
wrestling has worked well for me in track,
too . The track program here is small, so
"[At Augsburg], you can do so many things and you have to focus on
academics, too . If you only did one thing in your life, what kind of life
would you have?" -Angie Rieger '01
soccer and hockey," Selande r said . "Plus,
my brothe r goes to Ham line, and my
family is really close. I'm a family-oriented
person; Sunda y is the time 10 go hom e and
have a dinn er with my parents .
"My parents co me LO every game. They
never miss anythin g I do . O ne or the key
reasons why I chose Augsburg was that it
byDonStoner
women 's hockey team 's national
co mpetition, Seland er still excelled ,
becoming the team's startin g centerHelder.
enior Ben Baue r found that comp eting
S in two sports has helped him Lo excel
in both . A multipl e all-conrerence weights
Winter 2000-01
there aren 't enough people LOreally push
you forward . You have to have that work
ethic to excel. "
enior Desman Oakley has also excelled
in track and field , "~nning the MlAC
ind oor 55- meter hurd les in 1999 and
being a multipl e all-conference comp etitor
in the spri nts and hurdle evenLS. He has
also been the second leading receiver for
th e Auggie football team the lasLtwo
seaso ns.
"I don 't remember wh y, buL origina lly I
wasn 't recruited to play football her e,"
Oak ley said . "But while I was talking Lo th e
track and field people , I asked th em about
playing footba ll. I miss ouL on the track type fall conditioning to play football , but
they let me do it."
Oak ley also credit s being organized LO
his success in bot h sports.
"ILhelps you get inLOa set sched ule,"
Oak ley said . "When you 're doing the same
thing every day, like practicing from 3 LO5
[p.m .]. you get inLOthe same panern and it
he lps you keep organized ."
A side benefit for Oakley was Lhe fact
that he was able LOsta rt his college
experience early, since the football team
starts practice two weeks before th e schoo l
year begins . "Before I sta rted schoo l [in
1997]. I already kn ew 80 peop le. It helped
me adjust Lobeing in college."
S
or Angie Rieger, playing in just
wome n's ho ckey and volleyball was a
redu ction from the five sports she played
in high school.
"I look at life as a cha llenge. I love my
life busy. I can 't stand being bored ," she
said . "I have LOlive my life this way, always
on the go."
Going into her senior season , Rieger
has set virtually every Augsburg women 's
hockey career and single-season scorin g
record , earning All-America hon ors thr ee
times. She was named MIAC Player of th e
Year last season in wome n's hockey , leadi ng
th e Auggies to th e Division 111nation al
finals.
In volleyball, Rieger has banl ed
injuri es through out her career, but still
earned AII-MIAC first-team honors in her
j unior season . She has led th e Auggies in
kills per gam e and au ack percentage for
F
Winter 2000-01
most o f her career.
"My secret is to always come into
practice kn o,ving there's somethin g you
can impro ve," Rieger said . "You have LOgo
100 percent every day. Wh en you push
your self in prac tice, it shows in how you
play in games."
And she did all this whil e maint aining
a 3.8 grad e point average \viLh an
int ernation al bu siness maj or and wo rking
as the commi ssioner of the Augsbur g
stud ent newspaper.
"God blessed me ,vith a brain for
acad emics," she said . "In high schoo l, I
didn 't have to stud y at all. It came
naturall y, so my focus was on sports. Here,
it's different. You definitely have LOstud y."
grades actu ally improve d after she decided
Lo take up softball. Oak ley aid footba ll
stud y groups , along ,vith an increased
focus on graduati ng this year, helped him
imp rove his grades. Bauer' grades have
steadily risen , averaging 3 .85 th e past th ree
semesters. Last year, he earned ational
Wrestling Coaches Associatio n cholar AllAmerica honors.
"Di,~sion I athletes get s holarships
and th at's all they do , j ust their span,"
Rieger said . "There's no academic focus .
Here, you can do so many th ings and you
have Lo focus on academics, too. If you
only did one th ing m your life, what kind
of life would you have? You have LOhave
variety."
II th e athlete s affirn1ed that being in
athletics helped them improv e their
grade s. Seland er said in her junior year her
Don Stoner is sports inf ormalion coordinator.
A
•
Center court to honor
Ernie Anderson
Augsbur g College ~II honor longtim e
athletic dir ector and men's baske tball
coac h Ernie Anderson by nam ing th e
recentl y renovated center coun at Melby
Hall in his honor , College officials
announ ced recentl y.
A dedication ceremony will be held
on Jan . 29 duri ng the men's basketba ll
game against Hamline. Game Lime is 7:30
p.m. For information on the dedication
event , contact Norm Okers trom ,
developm ent office, at (612) 330- 1616 .
Anderson has been a member of
the Augsburg com munit y since the
1930s , when he auended the Augsburg
Academy. He played basketball and
baseball al Augsburg , graduatin g with a
histor y degree in 1937 .
After recei\~ng his master 's degree
from the University of Minnesma , he
return ed Lo his alma mater in 1947 as
athletic dir ecLOr, men's baske tball coach ,
and as an instru cLOr and director of
health and physical ed ucation .
During his 23-year basketball
coaching career ( 1947 -70) , he compiled a
266 -239 overall record. The Auggies won
MlAC crowns in 1963, 1964 , and 1965 ,
advancing LONAlA
district compe LiLi
on
and the NAlA
nationa l LOumament
t,vice. He earned
MlAC Coach of the Ernie Anderson '33,
'37, as pictured in the
Year honors each
1949 Homecoming
of the conference
football program
Litle seasons.
He served as athletic direcwr for 34
years. During that Lime, he was president
of the NAlA in the 1970-71 school year,
was named LOthe NAlA Hall of Fame in
1975 , and was induct ed into the
Augsbur g Athletic Hall of Fame in 1975 .
He also earned two Distinguish ed Service
Awards from the Minneapolis Chamb er of
Comm erce. He served on several NAlA
commin ees and on the U.S. Olympi c
Comm iuee from 1969 LO1973 .
In 1984 , the College named iLS
athletic field in honor of Anderson and
longtime coach Edor Nelson . The field will
be rededicated in Nelson's honor in the fall
of 2001. Bolh the Anderson and Nelson
evenLSare pan of a celebration of recent
major improvem enLSin athletic facilities.
A- UG 8 RG NOW
9
5~
~
PIW'{t14D~
lD,N,-t,~-o,N,
by Lynn Mena • photos by Mike Habermann
1.5icsmajorTaber Omar, computer science student
ltlad on to learn about their explorations in designing and
mlilg children's Legos into computer robots , and in
10
A- UGSBURG NOW
Winter
2000--01
n the short time since assistant
proressor J. Ambro se Wolr j oined the
ph ysics faculty in August 1999, he has
won great favor among his stud ent s, and
his research has attracted both corpora te
and intellectual interest.
Previously at rlie University or
Missouri -Columbi a, Wolr brin gs to
Augsbur g ideas, hopes, and dreams to
develop his specialization in experiment al
cond ensed matter ph ysics. He began by
establishin g a Thin Magnetic Film
Research Laborato ry earlier this year.
From the start , Wolr kn ew that he
wanted stud ents to be involved in the lab's
set-up and ensuin g research . So, in
Janu ary, he recruit ed two stud ents, seniors
Taher Om ar and Marc Tollds on , with an
eye toward expandin g their involvement
int o rull-tim e summ er research .
"Ambrose brok e us in very slowly,"
says Omar, a ph ysics major. "He held a
weekly seminar to discuss meth ods or
research and certain topi cs th at we would
be dealing with in the lab . Then we did
literatur e research and present ed our
findin gs to him ."
The seminar allowed Omar and
Tollefson to become familiar with the
material, so that when they entered the lab ,
says Woir, they could "hit the floor dancing."
"My aim is to get this on a continu ous
cycle and start out two or three stud ents
every year, get their reet wet in the seminar,
and then get them into the lab ," says Wolf.
,
Winter 2000-01
By summ er, Wotr
determin ed that Omar
and Tollefson were ready
to begin research and
start maki ng thin
magnetic films. These
are essentially th in layers
of magne tic materials,
curr ently being used for
read/w rite heads in
comput er drives. "Both
Honeywell and Seagate
have prot otypes ror
magnetic comput er
RAM," says Wolf. "The
RAM curr ently used in
comput ers is fastworkin g, but when the
comput er is turne d off,
you lose infom, ation .
With magnetic RAM,
when you turn it back
on , a second later you're
right back where you
left off. The appli cations
that were open are still
open , and the text you
were edit ing in a word
Physicssenior Tah Omar and assistant professorJ. Ambrose
processing progra m is
Wolf (L to R) wo ri<j together to design and build the
still there."
equipment need for their magnetic film research.
In order to make
Crucial to the chamber are the two
these films, Wolf, with Omar and
sma ll ovens located on the bottom .
Tollefson's help , designed and buil t the
Basically, the ovens are used to evaporate
equipm ent. 'To start , we organized the lab ,
metals , which then condense on a
found what we could use of what was
subs trate to form a thin film. Each film
already here, and how to use it most
can be created with subatomic sensitivity,
efficiently," says Wolf. "And th is chamber
which can be made to the thinness of a
[pictur ed above] is our first result. I
single atomic layer. Omar and Tollefson
designed thi s bott om part , which we
each built one of the ovens , which
had built at the
followed a design used by Wolf during his
University of
post-doctora l research at the Naval
Minn esota machin e
Research
Laboratory
shop . The n Marc
The three recently presented their
designed a mirror
research to the Augsbur g communit y and
system that goes inside,
guests from Honeywell and Northw estern
and Taher designed a
College, amon g others.
shutter system that's
Omar and Tollefson's research
also inside ."
'4UGSBURG NOW
11
participation was funded by a grant
from NA A during the school year, and
by a Bush Foundation Grant during the
summer. Omars summer research was
also funded by a McNair Scholars
grant. In addition , Omar himselr wrote
a Bush Foundation grant proposa l
which was funded for the fall semester.
"I had a lot of fun here this
summ er," says Omar. ''I've never
thought of myself as very mechanica l,
but we've been able Loget this thing
up an d running . You can relate this
project LO so man y thingsgrantwriting , technical wri.,ti,_,
. n=- ---comp uter science, mathematics,
chemistry, physics, engin eering-it s a
spid er web . I found something that I
really like LO do. Hopefully come
gradua te schoo l, I'll be able Lo focus
on research , because I trul y enjoy it."
Computer science senior Cameron Rowe constructed a navigat ion robot with Legos as part
of NSF-funded research designed and overseen by Karen Sutherland (pictured with Rowe on
page 10) and Charles Shaeffer, computer science faculty members .
A
ugsburg senior Camero n Rowe never
thoug ht the Legos he played with as
a child would reapp ear years later in
college. But this past summ er, he used the
brigh tly-colored plastic blocks as the
foundation of a robot he created in a
co mputer science research project.
The projec t, entitl ed the Robo tic
Navigation Project, was conceived and
developed by Augsburg associate professor
Karen Suth erland and assistant
professo r Charles Shaeffer. Funded
by a grant from the National
Science Founda tion , this
und ergradua te program
involved eight stud ents from
four schoo ls. Rowe , Maisian
Xiong, Ryan Forsberg, and
Abdu lrashid Salad were
among the Augsbur g
stud ents; the other four
participants came from the
12
A-UGSBURGNOW
College of St. Catherine, the University of
Minn esota , and the Fond du Lac Tribal
and Communit y College.
"My partner [Daniel Curry from Fond
du Lac] and l worked on usin g neur al
networks as a contro l system for ou r
robot 's navigation ," says Rowe. "Neura l
netwo rks simul ate the wo rkin g of a
hum an brain ." Rowe and Currys neural
network was a software constru ct wriLten
in a simpl e form of th e C progr ammin g
language.
"Our initial goal was Locreate a robot
that wou ld be able LO navigate within the
environm ent of the comput er science wing
of Sverdrup Hall," says Rowe. "But after
some researc h and testing , we found that
our robot's contro l board wasn't capab le of
handling that comp lex of a task . ln the
end , we created a neura l network that
would be capable of helpin g a robot learn
how Lo drive in a straight line, whic h may
Winter 2000-01
nol sound so imp ressive. Bul what a lot
of people don 't think about is the fact
that when the y were childr en they had
Lolearn how to walk in a straight line,
too. And the way th is robot is learnin g
is very similar Lo the hum an brain ."
The robot , nickn amed CB3 for
Cataglyphis Bicolor 3-Wheeler , is about
one foot in height , and is com posed of
Lego blocks and thr ee Lego wheels, a
Hand y Board control board (de veloped
al MIT and sold in robo tics stores) , two
different types of sensors, and thr ee
Lego gear motors.
Part of Rowe's research experie nce
includ ed writing a tech nical report of
the project. The 22-page do cum ent ,
which includ ed det ailed backgro und
inform ation and instructions , pictur es,
and diagrams, was a valuabl e
compon ent of the program , allowing
Rowe the opp ort unit y to develop
advanced tech nical writing skills.
"A lot of people don 't think of
research as being something Lhal an
und ergrad do es," says Rowe. 'This was
a great op portunit y, and I really enjoyed
gettin g into programmin g issues that I
had never even considered before."
Professor Sutherland agrees . "l
think il's so important for
und ergradu ates to have the opportunit y
to get involved in a research experience.
It's cen ainly a great benefit for the
faculty, Loo, because it lets you stay
active in your field . 1 also really like
working with und ergraduat es-th ey
have mor e interesting ideas , and they're
not restricted to the set ideas they've
read about.
"Emplo yers and gradua te schools
look for NSF-sponso red wo rk because
they know that you wouldn 't gel this
grant if il wasn't a quality proj ect,"
continu ed Sutherland . 'The NSF is very
selective, and they don 't often give
these grants Lo small schools; they more
often go Lolarge research uni versities,
so it was really nice to be able Lo do
this research."
Rowe recently began a paid
internship with United Defense in
Fridley, where his work involves
modeling and simulation of the
W inter 2000-01
Crusader Artillery System for the U.S.
Army. He credi ts his robo tics research
experience with landin g a higher-Lhennormal internship wage. In the future ,
Rowe says that he would love Lowork
further with robotics, and has considered
appl ying LOa robo tics gradu ate program.
The NSF grant is a thr ee-year grant ,
and Suth erland hopes to continu e
receiving il beyond this period . "The
bo LLOmline is that what a student learns
in the classroom has to work , it's not just
abou t theory," says Suth erland . "A stud ent
research op portunit y suc h as this really
brin gs everything together."
~~
ol all research projects involve
robots or ph ysics equa tions. This
pasl summ er, senior Cassi Van
Ausdall and associate professor Jacquelin e
deVries teamed up for history research ,
which was funded by a faculty/student
N
research grant from
Augsburg 's Cent er for
Professional Developm ent.
·w e did a literature
review and a summ ary
draft based on the
que stion of wheth er there
is a Christian perspective
on histor y," says Van
Ausdall. "And if th ere is,
should that perspective be
present ed in the
classroom?
"A lot of the project
was spurr ed on for me by
the Augsburg 2004
docum ent that the College
publi shed ," cont inu es Van
Ausdall. "A big ques tion
that this document asks is
'how do we integra te faith
into the classroo m?' Th is
project went hand-inhand with th at qu estion ."
Accord ingly, the
second pha se of the
project, which is still in
progres s, involves Lak ing
beginning -level Augsburg
classes and exp lori ng how these faith
perspec tives cou ld be integrated into the
classroom .
"Also, in the course of ou r research,
Cassi asked some really good questions
about who these historians were and
A-UGSBURGNOW
13
wha t faith tradi tions they came from,"
says de\lries . "It opened up a wh ole
other line of inqu iry about di fferent
kind s of churc h-related schools, and
how Aug burg differs from a
lennonit e college or a Calvinist
college. I think in the process we bo th
became mu ch mor e in mne with what
Aug bur g is, and what its theological
and con Lituency base is."
an Ausdall points out that their
research served more as a "re-opening ,
rather th an as an opening , of
disc ussion concern ing the nature of
Christian cholarship ."
"One thin g we realized coming
int o th is research was that this was not
necessa rily original research ," says an
Ausdall. "\ e knew that a lot of
historia ns had tried to tackle this
ques uon or had asked the qu estion
'how does my faith integrate into my
scholarship ?' o we had wanted to go
back into the discussions that the>' had
ope ned up and present the different
views we saw. From that, we were curious
to see if we could discover a new
perspective that's particularly appli cable to
a place like Augsbur g."
De ries, wh o appr oached Van Ausdall
abou t the projec t as a result of the
student 's performance in her history class,
The haping of the Modem World , was
thrill ed to have the chance to work
together. "It's been extremely useful and
reall qui te wond erful to work with Cassi,"
says de ries. "I think too often faculty lose
sight of their audie nce. We do n't often
have these kinds of disc ussions where we
know what is really going on in stude nts'
minds . This projec t opened up some of
that , and I believe it helped me think more
carefully abo ut what my role is as a
professor.n
After graduation , Van Ausdall hopes
to go into yout h ministry. In addit ion to
the history research projec t, she also held
an interns hip ,vith the Fellowship of
Christian Athletes over the summer where
she helped organize their high schoo l
.........
lnlDd
14
A-UG BURG NOW
camps. She curr ently serves as presid ent of
the FCA on campu s and volunteer s with a
youth group at her chur ch .
"I've always had a heart for kid s,
especially the high school age group ," says
Van Ausdall. "That's where my passion s
are."
She also believes that she gained a lot
from her summ er research project with
deVries. "Jacqui is such a knowledgeable
person ; it was awesom e to be able to work
,vith a professor of such high caliber," says
Van Ausdall. "I for one believe that faith
should be integrated more int o the
classroo m , and th is research has given me
a chance Lo see that oth er people have
asked these qu estions, too. Being able to
take a look at the different perspectives
has allowed me to develop my own. That 's
one of the reaso ns why I'm a history major
-l o see what other peopl e have gone
th rough and writt en before me and appl y
it to my own life."
•
deV'rles
(L to RJ,1Nmecl up for 1'85Nrdlto Investigate the existence
amn lwnlng.
Winter 2000-01
Cruisin' at Camp Snoopy
byBe t seyNorgard
"B esi
des
the [Snoopy] characters, we're the only regular live entertainment at one of
the biggest tourist attractions in the count ry " Augsburg senior Trevor Johnso n is
talking about the part-tim e j ob that he and four classmates have shared for nearly a
year. They're the "house band " at the Mall of America's Camp Snoopy, the largest indoor
theme park in the largest shoppi ng center in the cou ntry, in Bloomington , Minn.
The Snoopy Cruisers-t rumpet, trombone, sousap hone, snare drum , and bass
drum - wander through the park on Saturd ay and Sund ay afternoons , playing a musical
repertoire to please the oldest and youngest mall visitors. During the summe r months ,
they played six da,ysa week in Camp Snoopy.
"We play whatever we think would be a cool amusement park song-i t's like a pep
band for a basketball game," says junior Brendan Anderson , who plays snare drum. Their
selections range from '50s tunes to action movie themes to kids' songs.
Music department chair and band director Robert Stacke recruited the Cruisers from
his band members when he received a call from the mall, inquiring after a group that
could be built around these particular five instrum ents.
The band members each have a name-Clum sy Cruiser, Cool Cruiser, Classy, Quirky,
and Curly Cruiser. The names are natural, says Anderson. "Its not a matter of us playing to
the names, its the names playing to us." Their costumes are seasonal; durin g October when
Camp Snoopy became Camp Spooky, the Cruisers donned orange "Ghostbusters" jumpsuits.
While its not a typical part-tim e stud ent j ob , the Cruisers all feel that playing has
been a valuable extension of their Augsburg stud ies. Junior Sara Seekins is a music
therapy major. In addition to improving her range and techniqu e on the tromb one,
playing often and for this many people has given her more confidence on
her horn.
The Snoopy Cruisers entertain Mall of
Anderson , a music compos ition major, has collaborat ed
America visitors with their mixture of music.
with fellow Cruiser, sophomor e sousaphoni st Ben Duane, to
(L to R) Lindsay Bonner, Trevor Johnson, Sara
arrange all the music for the grou p. "I now know how to write
Seekins, Brendan Anderson, and Ben Duane.
for trombone , trump et, and tuba inside and out, " says Anderson.
"We have a good 25 songs in our repertoire, and you really learn how to
do it. "
John son , the trump et player, is a bu siness and economics major who j oined the j azz and
concert band s for enjoyment . After performing with the Cruisers, however, his career aspirations
are leaning toward a job in the mu sic indust ry,
combinin g music and business experience.
Juni or music major and bass drumm er Lindsay
Bonner sings in the Augsburg Choir and is a vocalist
with Gospel Praise. "Playing percussion is definitely
stretc hing me musically, and that is exciting . Next, I get
a cowbell, too," she quipp ed .
In their wandering around Camp Snoopy, the
Cruisers attract lots of attention, especially when the live
Snoopy characters join them to dance. "That's really the
best time we have- when we can get together, both the
band and the characters. They dan ce and we play, and
everybod y really gets into it," says Anderson .
"One of the greatest things is seeing kids get
excited about the music," says Bonner, who occasiona lly
rums over her mallet for kids to beat the drum.
The Snoopy Cruisers take all of this publi c exposure
in stride. Seekins ponders , "I wonder how many home
videos we're in."
W inter 2000--01
A-UGSBURG NOW
15
Passions, Dreams,
HardWork
by Lenore Franzen • photos by Linda Cullen
Four women - all graduates of the l 980sowe their entrepreneurial success to a
combination of strong values and vision
F
our Augsburg alums-Jenni
Lilledah l '87 , Kari (Eklund ) Logan
'82, Lori Moline '82, and Sarah
(Wojtowicz) Stehly '88-are pan of the
entrep reneurial trend . They have joined
the huge flux of women who now own
their own business, an impressive 38
percent of all U.S. firms.
Their dreams are as varied as they
are. Lilledahl and her husband own and
opera te the Brave New Workshop , a
comedy theater. Logan runs C.E. L.
Public Relations, Inc. with her business
partner . Moline starte d an international
travel tour company, CrossingBorders,
with a long-time colleague . Stehly owns
two related businesses, Constru ction
Technology, Inc. and Simplex
Construction Suppli es, Inc.
As different as th eir professions are,
these four women share a common
profile, shaped as much by national
trend s as by their persona l dreams and
upb ringing . They embody the many
strengt hs required to succeed in this
high- stakes' ventur e. They have a vision
th ey won't compromi se. They are
guided by values of hard work, integrity,
and service . Ultimately, they share a
desire to make a difference in the world .
Here are th eir sto ries.
16
A- UGSBURG NOW
Winte r 200~1
AUGSBURG
COLLEGE
ANNUAL REPORT OF DONORS
The Augsburg giving societies recognize donors who express their confidence
Aug burg College bJ con tributing at ad
in
ignated level. A Li t of each giving society 's members is published
once a year in an annua l r po,1, unle s the donor specifie a desire to remain anonymous .
LIFETIME GIVING
l egacy ociety
Cumu lati
gifts of
~00,000 or mor e
1869 ociety
Cumulative gifts of
100,000--499,000
Benefacto,
Cumul ati e gifts of
r ,000-99 000
PLANNED GIVING
Heritage ociety
Member hip in th
ug bu rg Coll g H ritag o i ty i extend d to all v ho have rem mbered Aug burg
College in their e tare plan wi th a "plann d gift " that v ill pa to Aug burg at ome time in the futur .
ANNUAL GIVING
gnize all annu al gift
f a h made w ithin
Th e Aug burg gi ing
Mar hall ou n ii
10,000 r mor
Build r ' Club
Founder · ircl e 5,000-9 ,999
entury Club
Regen ' ircle
2,500--4,999
upp rting Le el
lub
1,000-2, 99
Do nor recog ni zed f r th ir annu al gift ar Ii t d in th
~
a fl cal year at the following levels:
500-999
240--499
120-2 39
p to
119
llow ing categori
• Alumni giv ing by cla year
• Faculty and taff
• Par ms and fri end non-alumni )
• hur he , corp rations, founda ti n , gov rnm ent, and other organizat io n
l11is rcpon lislS gi fts made b ·1wce n June I , 1999 and May 3 1, 20 0. Every effon has been made 10 en ure thai all names are in lud ed
and ,pc llecl orrectly. If yo u noti ce an error, please all uc All ard :ii (800) 273-06 17.
Dea
r
alumni and friend s of Aug sbur g:
Please accep t th i repo n of gifts and co ntributi o n to Au gsburg Coll ege d urin g the period
Jun e l , 1999 throu gh May 31, 2000. To it , 1 acid th e gratitud e o f th e stud ent and
emp loyees o f the Co ll ege for w hat yo u- all of yo u- have clone in our beha lf and in
beha lf o f o u r herita ge and mi
io n. A strong spirit o f renewa l and hop e now perm eates
the camp us, and we are g rateful , ind eed , for yo ur enco ur agement of it.
Thi s p ast eptemb er, we opened o ur 132nd year w ith a reco rd day choo l enro ll ment
and stron g g row th in the extension o f o ur weekend pr ogra m to Roc hester. Durin g th e
summ er, a batch of capit al proj ects we re co mp leted (o r at least we ll laun ched) . A new
"o ne stop " stud ent service
center now occ upi es th e fir st floo r in
verclrup , w hi ch w ill be
co nn ected to th e new li br a1y b y a kyw ay that is ex pected to ope n in
wa
refurni hed for di e Cla
1ove mb er;
m ess
of 2004 and its successors; ind oo r co un spo ns wi ll be
played th i year o n a new floo r and w itn es eel from ne\v eatin g ; the exe rcise faci liti es in
Willi am V. Frame
Melby have been upgrad ed and th e bui lding itself g ive n a new face; the ice arena has been rehabilit ated ; and all o f us- stud ent
raff , and facu lty-w
ere g reeted in Sept emb er w ith new and ve1y we lc med in formation te hn olog y capabi li tie .
Th e inspirati o n for thi s general rehab ilit ati o n and rev itali zatio n is th e new visio n fo rmul ated in A 1tgsb 11rg 20 04: Ex tendin g tbe
Vis ion . Thi s doc um ent has brought new di stin cti on to Aug sbur g Co llege-in
th e counu y and in the regi o n- and is guidin g o ur
wo rk in program deve lo pm ent , curr icul ar refo rm , and mark eting . Thi s self-definin g im age :
• enco ur ages voca tio nal develo pm ent , spark s the dial og ue of fait h wit h reaso n, and promo tes a div erse
campu s cu ltur e as th e very co nditi o n o f edu catio nal ex cell ence;
• helps all o f us here grow in mind , body , and spirit so as to actu all y reali ze the li fe o f servi ce to w hi ch each
of u i call ed ;
• fosters and rewa rd the exce ll ence of a faculty cleclicatecl to ex pert teachin g, in both subject and soc ialit y;
• promi ses d istin gui bin g curri culum , featurin g hi gher leve l o f int egratio n of lib eral and pro fessio nal
learnin g and o f expe rientia l with classroom w isdo m ;
• in sures that stud ent fro m all eco no mi c and cul tura l backgroun I have access to the Aug sburg edu catio nand in faciliti e and atmo pher e app rop riate to di e purp ose.
In pra ctical terms, yo ur g ift s provid e di e fu el for th e mo tio n imp arted by A 11
g sb11rg 2004. T hey help us keep the fir es of passion
alive-for
a "tran formin g " edu catio n th at makes us and o ur tud ents both useful wo rk ers and carin g citi zens.
Th ank yo u for yo ur help and beli ef in o ur mi ssio n.
;;z·v
~
\ illi am
Pre iclent
. Frame
O PERATI G B UDGET
$38 ,503,5 4 6
\Jon ie in the operating b11dgetfi111d
the ornra/1 work of the College,from
facul()' and ta.!J alarie to tude11t
financia l aid to paying the 11tilitie
bill. 7be operating budget keep the
College up and mnnin g, and is
s11ppo11ed in pa,1 by und e ig11atedgift to the Aug b11rgF11nd.
•
•
•
•
•
•
Tuitio n & Fees 80%
O ther Source 5%
Board 4%
Room 7%
Private Gifts 3%
Government G rants 1%
1999- 2000 Revenues
P
T A
ET
et) $44,328,125
Plant a et de cribe the phy ical
presence , or the place that i
Augsb11rg. 7be newest addition to the
phy icctlp la nt are the ew Re idence
Hall, which opened in eptemb er
1999 and a link atrium conn ecting
Lindell Library to the core ca mpu ,
comp leted in ovemb er 2000 . In
addition, major renova tion work was
unde11aken on verdntp Hall, Melby
Hall, the ice are na , and rn e. Hall .
E D0WMENT
Market Value : $26,623,4 15
A strong end ow men t en ure
Augsbu rg ' fitture treng th and
grow th . 7be in terest and inv e tmen t
income on the end ow ment principa l
provide needed fi1 ndin g for studen t
f inancia l aid .
•
•
•
•
•
Salary & Benefits 50%
Othe r 14%
Financia l A id 19%
Utilities 4%
Equip ment &
apital Improvement 4%
Student Salary 3%
Debt Service 6%
1999-2000 Expenditures
The e11dowme11tha s grow11
stead ily o ve r th e pa s t te11ye ar s.
11111
199 1
1992
I 93
1994
1995
1996
1997
ENDOWM ENT As ET
May 3 1, 1999- May 31, 2000
1998
1999
2000
LIFETIMEGIVING
Jo han Sverdrup
I ean '62 & Barb.tr:t Begl inge r '63 Lar.on
frl e 11ds of A11gs b11,-g w/Jo /Ja ve g e 11e ro11s /J1
And rew Erne-.s+
Philip & Dian e LJr,o n
gi ve11a 111/11/mumof $25,000 lo t/Je Colleg e o ver
Elsie Wi ldun g+
Harris '51 & J\laryon LcL'
a lif e time.
John & Eleano r Yackel
A lph amae Lofgren+ '3 1
LEGACY SOCIETY
BE EF CTOR
Larry & ~larie ~le eff
Cumul ative gifts of $500 ,000 or mor e
Cumulati ve gifts o f $2 5,000- 99,000
Th eodo r ~lenzel+
Earl & Do ri> Bakk en
Ernest & Helen A lne
Ebe ~li chaelsen '3 1
Richard '74 &
Ha11vig
Robert ' 0 & Sue /viidn c ,
Tl:Je followir,g
societi es r ecog11ize fllunmi a11d
Larry Lokk en '60
ancy Co lv in
nclcrson +
Sp~ncer '66 & Gay J hn,o n '66 ,\l inear
Juli an+ '30 & June+ Foss
Ted & Ruth Arn eson
Edw in & Barbara Gage
Luth er+ '29 &
O rv ill e+ '36 & Gertrude Lund '36 Hognande r
Kennell , + & Doroth y Bailey
Joel & Jeann e ~l ugge
Ed+ & Phy lli s+ K:tvli
Ad a Bakk en+
I laro lcl & Loui::,e Nk h e n
Kinn ey John so n '65
Zane & Bmb ara Birky
Edith
E. Mi ll on '46 & Dorothy Lijsing '47 Kleven
Roy '>9 & Ard b Bogen
Lute '56 & Bobbi e O lson
larette Jo renb)' '29 Arn old
ancy Bloo mfi eld '63 Bouem ill er
Jame, · 6 & Jean Lind ell
Do nald &
Elroy Stoc k '49
Roclnc )' & Barbara Burw e ll
Clair '46 & G ladys Box rud ' 6 tro m men
Carl
Ian & Janel 1\ lontgomc ry
'orberg+
D nald
'53 & Beverly I lall ing ·55 O ren
Donald+ & Dagn)' Pad ill.t
·59 & Kathy Aaker '62 Ca, per;,on
Glen Per on '47
1larvey '52 & Joann-.: Varner '52 Petc11iO
n
Fritjof Christensen '28
1869 OCIETY
Jaff1es+ & - 1.h
e r+ Crabtree
Cum ulativ e gifts of $100 ,000-4 99 ,000
~Ir, , Osc ir DeVo ld+
Th o ma~ Peterson
C. A . L.+ & Esther J. E. A nderson
A my Erick son
~l an in+ '29 & · ·th er+ Q u:inbeck
C ha rles &
Tracy El ftmann '8 1
Phili p '50 & Dor:i Frojc n •,19 Qu anbeck
aLhe rine A nd e r o n
liver & Jeannette Peter~on
·-o
Leo n,, Rad mo n A nth olz+ '41
Phili p & La ve rne Fand re i
Lulher Ro dvik '5 1
Paul '63 & LaVo nn e O bo n '63 Batalden
Jerome '37 & W in ifred 1-telb nd ' 7 Formo
O li ve Ro nho lm '47
arl Blegen+
Jack & Jo)•Ce Boss
Ms. Dereninger+
Darrell
'55 & Helga Egertson
Emil Fos,a n + '30
~lathild a Sageng '3 1
O laf Gaastjon +
Clar.1 E. Sand er, +
Do nald+ & Irene Grangadrd
Kenneth Schmit + '38
Philli p Gro nseth '55
Huth chmidt '52
Raymond Erick,o n + 'SO
Flo re nce H ~1asarud+
Lyall & Inez O lson
Malco lm Estrem+
John 1-tan,o n +
Rosemary Shafer
Agne Sive r on+
'59 Schwarz kopf
Clar3 Evju+
M r.+ &
Jerry & Je,111Foss
Lawre nce & Lois H au ge
Glen & An na Skov holt
Paul '42 & Max ine Frid lun d
Ann :i Mae I tayden
i\ lath ias
R:iymo nd ·57 & Janice Grin de
Loren Henderson
i\luriel Sm ith+ '2
Frank li n & Carolyn
roves
No m, an & Evange line H :1gfors
Jame & Kath leen 1-1
:ig lun d
1r .+ Rcucl D . Harmo n
Do uglas & G race Fors,
'S
I lerr
Th elm a I less+ '32
hester '60 & Cleno ra Hove rsten
leua+
Bo rger o lberg
t:inl ey & Beuy Stake
Roge r '5--t& Bo nni e . toc.km o
d in Sto ric n + '28
Do nald '39 & Phylli s Ho lm
Cheste r+ & Be rni ce H o ve rste n
A llen & Jean Housh
G:ir fi eld Hovcr, tc n 'SO
Jean T:tylo r '85 & Roge r Griffith '8 I
J:.une Jo hn on & M ax.inc Isaacs
V incent '50 & J\ta rjorie H ov er!ltt!n
Jack & P. Da" n Heil '78 Taylo r
Roy Kro hn+
Will iam & Stephanie , aegele
Joseph H ieh "6 1
Oscar+ & Pearl Loken Husby
\'\lilli:.un & D onn a Teeter
Richard & Barbara Tj o rnh o m '54 'eb o n
Alfr ed Iver en
L. Ocrni cc Th mp !,on +
Ida
Richard & ' :m clra Jacobso n
Jo hn Thut+
Ruth Jo hn son+ '27
Joa n Vo lz '68
Ruth Jo hnso n '74
Richard & O liv~ Nilsen '5 1 Zo ller
elso n+
~lanh a
ylander+
Jo hn l' aub on
urtis & M arian :1mpson
Bn1ce & Maren Kleven
Paul & Lo re ne Stee n
D av id & 13a rbara Kle ve n
Ge nevieve
Lo we ll ,~4 & Janice Kleven
telberg+
onr:.ld unde + 'I ~
Leland & Louise un de t
Helen Sverdm p +
Di ck & Glend a I touston
Norma KnutSon+
tildr ed Kro hn
Dean & Su,a n Ko pp erud
+ Deceased
PLANNED GIVING
HERJT GE OCIETY
Tbe Augs burg Colleg e He ritag e Soc iety
r eco g 11i.zes th ose w ho ha ve arra,rged a
d ef e rr ed g ijlf o ,· tb e College tbrougb a be qu est,
life i11s 11rar, ce poUCJ'· a,muitJ ' ag ree ment, or a
charitab le tn, s t. Tbese tbou gb tft ,I gifls e:d e11d
s upp o rt to ge 11.
e,·at io t1s of futur e s tud e nt s.
Ernest & Helen Inc
Harold Ahl bo rn ·47
harles & C:ttherine Anderson
E. \\"i lliam And erson ·; 6
Ernest
& largaret Ande rson
Esther Anderson+
Gary & ~l.ir y Anderson
0 ar ·35 & Leola And erson
\\" illi am . And erson •
I. helby Gimse '56 Andr ess
Vi ncem Andrew s+ ·50
Betty m old
Robe rt & Carol Arn old
Luther+ '29
Clarette Jorenby '29 mo ld
Oscar+ ·4 & Doro thy Austad
Earl & Doris Bakk en
Andrew ·50 & Barl>ara Ko lden ·50 Balerud
Mary Qua nbeck T Barber
Glady s P~'"<
lerson Barnes ·25
Warren & Elizabeth Bartz · 2
Abne r ·35 & Martha Batalden
Tom '56 & Bernie Benson
idney '5 & Lola Lidstro m '50 Berg
Gary & Doro thy Borsgard '64 Berk land
Birgi t Birk eland '58
Ann e Blegen+
Kendra Oonderud 78
Richard & ancy Borstad
Donald & ancy Blomfi eld '63 13onemill er
Bernard Bretheim • 8
'ancy Drow n
Jeroy · 8 & Lorrain e Carlson
Harold C:tsperson + · 2
I lerbert '5 & Corinn e Chilstro m
Fntjo f E. hristensen '28
Judtth A . Christensen
L. Gracia hristcnsen
O lga Christo pherson
Wi lli am E. hritto n+
Ai lene Cole
George '72 & Janet Dahl man
arrie Dau ner 7 1
Dallas Day '64
lli t hard '55 & Aud rey Dro nen
Beverly Durk ee
ll uben '45 & 111elma Egebc rg
Tracy Elftmann '8 1
larencc + '35 & Th ora Eliason
Avh Elli ngrod
•r
asper & Thelma '39 Emberson
Denise Engebrets0n '82
Loren · 6 & Edn a Kastner '•2 Ericksen
llaymo nd Erickso n+ '50
Du:ine Esterly · 5
M:ilcom J. Estrem
Jo hn Evans '82 & Joan Molin e '83
All i · n Everett 78
orman & ll :ichel Ferguson
Maud Forberg
Jerome '3 & Winifred Hell and ·3 Forrno
rdella F um
~- illi am & Ann e Frame
Leola Dyrud '6 I Furman
harle Gabriel · n
Harry arlock+ '25
Do nald+ & Irene Grangaard
Roger rifr.th • and Je:in Taylor '85
racia rindal "65
Raymond '5 & Janice
Phillip Gro nseth ·55
Florence I laasarud+
rind e
ary · I & Dallas Ah rens '69 Hagen
James & Kathy Haglund
David · 6 & Janet Olso n 9 Halaas
Lo ren & Helen fork ' 2 Henderson
Edward & hirl ey Hansen
ynthio Han n "66
Erne t & Ann a · Ham, n
lark '68 & lone Agrimson ·
Hanson
L.1wren e & Lois Hauge
Loren & Helen Mohn ' 2 Henderson
ll bert '55 & Karin Herrn:in
Mrs. 11 E. J-ljell e
ig ' I & Helen Hjdm eland
rvill e+ '36 & Gertrud e Lund '36
Merton M. '59 & Jo Ann D. Bjornson '58
John on
Mimi Johnso n
lluth Johnson '7
Walter+ '2 & Ruth+ '27 Johnson
Kenneth & Carmen Jones
Larry & Jennif er Abeln ' 8 K.ahlow
Mary Kingl sey
Ruth Kislingbury
Glo ria Grant '5 Knob lauch
orrnan & Gwen Johnso n '58 Krapf
Roy Krohn+
LaJune Lange "68
Dave Lankinen '8
Marjorie Lankinen
Erne t Larson+ '30
Luther '52 & Janice Bremseth '55 Larson
Alan & Do rothy Lee
Harris '5 & Maryon Lee
Jayton & Virgini a LeFevere
Ella Lindberg
James ' 6 & Jean Lindell
0 . Herbert & Ilene Lindqui st
Terry Lindstrom '73
Marion Liska
Alph amae Lofgren+ '3 1
Arn e '46 & Jean ,vanson '52 Markl and
Ronald & Donna Matthi as
Th eodo r Menzel+
Daniel '65 & Mary Tildahl '61 Meyers
Carol Mork '6
Ri hard Mo rk '66
Mark · 9 & Pamela Hanson '79 Moksnes
Van & Mike Mueller
Do nald G. Murphy '43
co rge el.sen+ ' 7
ll ogn:inder
Kenneth · 4 & Linda Bail ey '7 Holmen
Grace Peterson el.son+ '33
Kenneth & era elson
Everett '55 & Ethel Ho lt
Mildred el.son
Richard & Barbara Tjornhom '54 el.son
Robe rt ·9 & ll o e nn elson
John Hoium
All en & Jean I loush
Merlin & Ruth H vden
hester '60 & Jen r:, Ho versten
klrencc I lovcrsten ' I
arl1eld ll o versten '50
I.ester Hoversten
Lorna ll ove rstcn '62
llobert Hoversten
Th o m:is '56 & Loretta Hover ten
lli h:ird & andr:1 J:i ob.so n
Morris '57 & Beverly Jespersen
Anna Johnso n
Jerry & Bo nita Johnson
Kinney Jo hnson '65
Mark '5 & Thelma Jo hnson
Roger '52 & Marilyn el.son
ivi an Jenkins cl.sen
ll oselyn ord aune · 7
telle No rdine+
James '57 & hirl cy
o rman
Jonathan ye · 2
Terry ll . yganrd '70
Martha ylander+
Marvin Nystrom
Arlen Oftt!dah l '64
Norm '85 & Kim Asle o n '84 Okerstrom
Evelyn O lson+
Gord o n "63 & Janice Olson
rvillc '52 & Yvonne Bagley '52 Olson
Lute '56 & Bobbie O lson
·-s &:
Donald ·53 & Bcve rl)' Hallin g '55 O ren
Robert & Marianne ander
Kenneth , ·endsen
Kenneth & Lilli an Ystcboe '5 1 Ose
Leland '35 & Pauli ne
Ervin '56 & Sylvi a 1oe ·59 Ov erlund
Donald+ & Dagny Padi lla
Kenneth chmidt + '38
Johan b,·erd rup
Doro thy w ard+
Ruth chmi dt '52
~brg aret yrin g
R bert '50 & Ruth Ann P"u l
Roge r D. chw" rtz '62
Rosemary h:tfer
Jack & P. Dawn I lcil '78 Tay lor
n
Richard '37 & Ge rtrude Erling '36 Pautz
Gerald '39 & 13erni ce Person
ateren
lli-,on E, i:n -
ary '80 & Deanna T:u1g" ,ill
O liver+ & Elisabeth Th omp son
idn ey+ ·36
Jo hn + & Ve ra+ Thut
Harve)' Peter on '52
James '50 & Glady, Dahl berg '52 Peterson
Rodney Sill ' 2
Jod '38 & Fm.n ee~ T r.-ite n..,on
Arn o ld '48 & arol Skaar
James Smith ·9,1
Jo hn & l\la rcia Th ornp',() 11 78 T urcott.:
Roy Qu am+ '3 1
Russel '50 & Virginia T hompson '50 bmith
~to rris '5 I &. Bo nni e 13u
.:ri '5-1 \ ,1.1gcni;:--,
Eileen M. Qu anbeck '46
Paul G .+ 's2 & Evelyn onnack '43
Dollie ~orenson +
~lark '83 & Beth Voel ker
Norman --5 and K:.n.hr
yn Andcr,on '76 \X'ahl
Robert & Joyce Engstro m '70 pector
To m \'\'a rm e
Douglas & Joyce
Th elma
nder, o n '65 Pfaff
chrode r Preu::,se + '38
~lart in + '29 & E>Lher Qu anbeck
ancy Joubert '63 ll:ty mo nd
Arth ur ·53 & Charlo uc Kleven '53
Jeanell e To llef,on ·2 I
Kenneth '26 & O , ede1.1 Ton ,k
John ~ . '.J6 and Esther \I. Steen
Rim mc re id
Donald Wichm an '89
Peder '49 & Ali ce Berg ''; I Wil cox
Barbara Rod v ik
Paul & Loren e
O live Ronho lm '47
Odi n Sto rien + '28
Do nald '38 & Borghilcl Ronni ng
Clair '46 & G lady s Boxrn d '46 Stro mmen
Aud rey
1
·5-
Collen Kay Watson ·9 I & I.try ~lcDouga ll
teven & N~lo mi C hristeru,e n '8 1 Staruch
1een
Da rre ll & Laura lee I lowe '63 Ze nk
Merto n '42 & Irene Huglen '43 Stro mmcn
age l 'SI Sand er
ANNUAL GIVING
Alumni Giving by Class Year
The Aug bu rg giv ing ocietie recog ni ze all annu al gifts of cash made w ithi n a fiscal year at the fo llowi ng level
Aug bu rg Circl e
10,000 o r mo re
Marshall Cou nci l
500-99 9
Foun ler ' Circl
5,000-9 ,999
Bui lders' Club
240--499
R gents' Circle
2,500--4,999
Century Club
President's Club
1,000-2 ,499
Supp orting Level
ClAS S OF 19 27
1 umbe r of Alumni : 9
Total amo unt of Gifts: 35
Part.ic ipatio n: J 1%
PP RTING LEVEL
Ali ce im o ns n Solberg
REGENTS' CIRCLE
Else ~li chaelsen
CIASS OF 193 0
CE
'umb er o f Alumni : 1~1
UPPORTI 'G LEVEL
Mo rris Jo renby+
To tal am uni of Gifts: 2 10,505
CIASS OF 192 8
A
B RG
Julian Fos. +
umber of Alumni :
P:trticipation: 2 1%
B II.DEi ' L B
Fritjof Chrbt en,e n
RY CL 13
Part icipation :
lumni : 13
T tJI amount o f Gi fb : 2_5
PRESIDE TS CLLIB
SUPPO RTING LE EL
Agne, Arno ld ~andb erg
um be r o f A lumni :
13
Elsie Lokk en Lowe r
Pa ni ipation : 7%
CENT URY LUil
Hamdr Bcn.,on
ENTURY CL B
Leo nard Froyen
SUPPO RT! G LEVEL
S PPO RTII\G LFVEL
BUILDERS'
L B
' PO RTING LE EL
tella Pederson Eie rmann
Tot:d amo unt of Gifts : 50
largit Orni ng T roge +
~I.
CIASS OF 19 33
N umbe r of A lumni : 10
Toi.II amo unt of G,fLs: 200
ClASS OF 193 1
RY CLUB
lenclo ra Dueland
Charle.., Rctrum
BUILDEH~ Llll3
Cliff ord Johnson
CIASS OF 1932
Particip:itio n: 15%
En ·
29'lo
'cs,;
ClASS OF 1929
um be r o f
JJ9
CIAS S OF I 934
Number of Alum ni 2 1
TotJI .uno unt o f G ift,
1,915
IR LE
Total amo unt o f Gif b : 250
Parti ipatio n: 25%
n·
Re ube n
120-2 39
p to
Pa rticip ation :
30'4:>
N um be r o f Alun1ni: 16
Tot:tl amoun t
f Gi fts: 2,827
Pan i ipa1i n: 25%
UPPO RTING LEVEL
o lveig Bergh
inceni Ke n:,t~tcl
Al be n Knu ,..,en
I Id en Lee L 1r,en
Norm~m Lar,.,en
\X'. DonJ ld O lsen
Borghi Id Dro 1mL1d O lson+
f-!Jrold \t<mcll
Glady, Ouda l \\ 'ooh on
Joel Torsten ·on
ClASS OF 1935
Inez Hinr ichs Sullivan
Roger Tho mpson
Number of Alumni : 20
Total amou nt of Gif t : 3 -0
Participation : 2- %
ENT RY L B
Abn er Batalden
Leland ateren
ENTURY CLUB
Else Bjo rnstad
~alome Eidnes annelin
D nnld Ro nnin g
Ethel inner Shebeck
Leland teen
UPPORTI G LEVEL
Laura Leigh Jore nby
Cliff ord Kent
Carl
Iberg
UPPORTI G LEVEL
aroline ageng Brown
na Lee Kru se
retha Halvo n Loken
Edor 'elson
ClASS OF 19 36
Numbe r of Alumni: 2;
Total amou nt of Gifts: 2, 1-0
Panicip aLio n: 3
Eric Paul on
PRESIDENT CLUB
phia Iverson Gjerde
MARSHALL CO
CIL
Gertmde Lund Hognander
UPPORll G LEVEL
igne Berg Halverson
Roselyn Ekberg lhl ing
Viola 'ydah l
Dagmar Dahl Quanbeck
Elisabeth Thompson ' idney
Ann Kveen veom
OAS
,235
BUJLDERS' CL B
Ernest Anderson
Jerome Formo
Winifred Helland Formo
Forre t Monso n
CEl'ITURY CL B
Wilbert Bbke
Richard Pautz
E. Margaret
PRESIDENrS CL B
Philip Rowberg
BUJLDERS' CL B
Fern Han o n Gudme tad
Leno re Ga rvue 1-fa lverso n
Richard Jacobson
Mabel elson Kingstad
Th elm a ydnes Mo nson
Helen Helm Mork
5
ateren Trautwein
SUPPORTI G LEVEL
Carl Chri lock
Palmer Henrickso n
Conrad Jergenson
Phyllis Kennedy
Ruth Schubert Williams
Robe rt Girod
igvald lljclmel and
E. David Mickelsen
H. Alfred Weltzin
CIASS OF 1938
umb er o f Alumni : 3
Total amount o f Gifts : 2,845
Participati on: 32%
PRESIDENrS CL B
Oscar Ander son
13 ILD ERS' CL 13
E. Irene Nescth
Hannah Mehus Stcnsvaag
Ad rian Tindcr holt
El'IT RY L 13
Marion Lund Lowrie
UPPORTI G LEVEL
Robert halmers
Gordon Korsrno
Vivien TI1 mp n Paulson
Gerald Person
Alfred
vig
Wendell Tj n
Hazel Willand
Palmer Wold
CIAS OF 19 0
umber o f Alum ni: 56
Tmal amount of ifts: 3,085
Participati on: 1%
B ILDERS' L B
Russel Helleckson
Florence Retrum Hov land
Earl Lanes
Erling Tun gseth
CENT RY LUD
Margaret Chri lock
arl Overvo ld
ENT RY L B
Helen R wberg Dr-ake
CIASS OF 19 43
umber of Alumn i: 85
Total amount o f Gifts : $17,162
Participati on: 32%
AUGSBURG CIRCLE
LuVerne elson
PRESID ENl" S CLUB
Glo ria Burntv edt Nelson
A. Irene Huglen Stro mmen
~ aldema r Fram stacl
A G BUR
JR LE
D nald Ho lm
B ILDERS' CL B
Ruth Aune
Lester Dahlen
Luther tromm en
CENTURY CL B
Lynn Hanson Luthard
Gertrude Erling Pautz
OF193
Numbe r of Alumni : 26
Total amount o f Gifts :
Participation :
ClASS OF 1939
umber of Alumni : 5
Total amo unt of Gifts : 11,
Parti ip atio n: J I%
CIASS OF 1941
umb er of Alumni : 70
Total amount o f Gifts: $3,438
Particip atio n: 32%
Elma Haaland Frykman
Florence Borstad Hi epler
Verlind a 0 1 on Huus
Kenneth Jacobson
Donald Lundberg
Sigfrid Aadland Lybeck
Elaine O lson eal
Magdalene Gronseth Stolee
Everald trom
ii eth
SUPP RTI G LEVEL
Wanda everson Ben n
Henry hapman
Valbo rg Gilscth hrisloc k
Dori s Han n urrens
Roy o rd n
Lucius li eu ser
Floyd Lien
Alben O lson
Robert Pear n
Ruth Kveen Ryd qui st
Law ren e ll ydqui st
PP RTI 'G LEVEL
En in Chell
ila Erickson+
Reynold Erickson
Edward Evenso n
Elm er Frykman
Vincent Hawk inson
Claren e Hoversten
Louise Froiland Johnson
Roy Jo hnson
Karl Krohn
Theodo re Nelson
Le lie Nelson
Edmund trand
0 . Tang
Irene leuen Thore sen
Ruth udim Wold
ClASS OF 19 2
umber o f Alumni : 72
To tal amou nt o f Gifts : 5, 80
Panicipati n: 3 1%
PRESIDENl"
L 13
Philip Helland
Men n trommen
B ILDERS' CLUB
Hildur Anderso n Bretheim
Carl Gilbertson
O rloue Gisselqui st
Alto n Halverson
Do rothy Herman Lane
harlone And erson Rasmussen
CENTURY CLUB
Borghild Estness
Harry Johnson
Martin Larsen
lo ne Chalgren Manin
Arno Martin
Wayn e Peterson
Evelyn Arnund on o nna k
leone Bolslll d Tang
UPPORTI G LEVEL
Add ell Halverson Dahlen
Clarence Gault
Herrnan Holten
Arnold Huus
Emil Martin son
Donald Murphy
tanforcl Nel on
Esther Paulson
Henry taub
Ruth Framstad teen
Marshall teen
Gerald Thorso n
E rtJ RY LEVEL
D rothy Anderso n Ashley
Archie Buseth
J. Maurice Erickson
Mary Eye Helleckson
Viet r Mill er
Louis Smith
Harry
renson
Royal teen
Morris Irin g
CIAS S OF 19 44
Number of Alumni : 79
Total amount of Gifts :
Particip ation: 2 1%
UPPORTING LEVEL
Hazel Lanes Ange ll
he ter Br oks
Ebba Jo hnson Broo ks
Myrtle Durman Carson
Roy Erickso n
M<1r
garet :tr lstedt Preclrickson
BUILDERS' LUB
Burton Fosse
Peggy Lou Zlgne igo Fo e
Lw ill e Henjum L~rson
V:irdon Quanbeck
, 75
PRESfDEl'IT '
LUB
hester Hoversten
MAR HALL COU CIL
Marvin ulzclo rf
CE m.JRY CL B
Kenneth Gille
Edwi n Jo hn on
Iver Sonna k
ll oben Warren
S PPORTI G LEVEL
H arriet H alvorso n Barwi n
Ar lene O lson Borge ndale
O laf Ensrud
Herman Hofstad
David Lar o n
Phyll i · Berg chmidt Micke lson
Marjorie Kleve n Quam
Helen Nichols Quanbeck
Go rdo n Rhylander
Ord Rishovd Stee n
VPPO RTING LEVEL
Jeanell e leb erg Boxrud
Do nald Carlson
Eunice Tande Langhaug
Marcella Solheim Nelson
Valdemar X avie r
AUGSBURG CIRCLE
Do roth y Lijsing Kleven
Numb er of Alumni : 58
Total amou nt of Gifts: s ,345
Panicipa ti o n: 3 1%
O live Ro nho lm
PRESIDENT 'S CLUB
Vera Th orson Benzel
DERS' CIRCLE
CENT URY CLUB
Mildr ed Serstock Box rud
Muri el Ruud Frosch
Marguerite G regu on Larsen
Hjalmar And erson+
Lo rraine G imm estad Clyne
Esther Bakk en Crosby
amille ivensen Forness
Harland Halvorso n
Gerhard Karlstad
Richard Ko plitz
Catherin e Mo rk Ko rdahl
Duane Lindgren
Marilynn Peterson O lson
PRESIDE !T'S CLUB
Haro ld Ah lborn
Lois Black Ah lbo m
Glen Per on
Mary Kuhn Schm idt
Arn e Simengaa rd
Ruben Egeberg
BUILD ERS' CLUB
John Parbst
Joyce Opse th Schwa nz
mith
MA R HALL COU CIL
Margery Manger To rgerso n
Ray Skone
Arlin e Stapel Th omas
Erik Tro mborg
Kenneth Walsh
\Xlillis W'essman
Marie Gjenvick Kn ap hus
l'vlaria Ga lin Berryman
Erm a Chin ander
Bo rghil d Rholl Gabri elson
Lowe ll Larso n
aro l Ystebo r Lindsay
Maril yn Rykk en Mic haelson
Semore elson
Roald No k leberg
Herm an O lson
Gu ilf o rd Parson
Edith Dr eyer Reesnes
Sylvia Brand t Sateren
Jo hn Th omp so n
CL\SS OF 1948
Clair
umber of Alumni: 107
Tota l amount of Gi fts: 8,970
Pani cipati on: 35%
Lro mm e n
PRESIDENT' CL 8
Mario n My rvik Buska
PRESIDE !T'S CLUB
Jero y Carlson
Ar n Id Skaar
Mary Schind ler T ho mpso n
B ILDER ' CL B
O rdelle Aaker
MARSHALL CO NCIL
Ro na Q uanbeck Emerson
G ladys Boxrnd tromme n
'orm a Sa1eren A nde rson
CENTU RY
L B
B l LDERS' CL B
J. Bernh ard Bretheim
Ge rh3rd Bretheim
Alto n Knutson
Eil een Q uanbeck
Jo hn teen
fargaret 'elso n Fos
Gerald Ryan
Ge orge Sverdrup
Fabi an Carlson
D avid Christenson
Beve rley Law rence Co nway
Am os D yrucl
Lee Fee ro
John Gi el
Will ard Glade
Lorene McGinnis Han en
Carol fanin Hanson
Eve ly n G ree n H arris
M 3)'11~1rd Kr3gtho rpe
H arrien Hau ge n Loc kre m
Jea nette Jacobso n Ma rtinson
Jo hn Jl.lidtling
Th eodo re Nystuen
Anna Strand O lson
Ly la O lson
Ralph Pearson
D onald Peterson
Lo rrain e Lund h Qu a!
Jo hn Qu aff1
Particip alio n: 34%
A GSBURG Clll CLE
E. Milton Kleven
James Linde ll
Anhur Berv ig
Carol Jo hnson Logan
PRESIDENT'S LUB
El ic Ro nholm Ko ivula
John Werk et
-o
SUPPO RTING LEVEL
Emil Bagley
irginia igue Bakken
Karl Berg
Jack Berry
Nlento r Larsen
SUPPO RTING LEVEL
Norman Bakken
Delph a Rand klev Berg
Num ber of Alumni :
Total amount of Gift s: 34 ,749
Doro thy Th orberg
hm idt
Ru ell o lhcim
Conni e Rho ll \\"agonc r
Peder~ ii ox
umb er of Alumni : 160
Total amount of Gif lS: 23,585
Pani cip ation: 40%,
SUPPORTING LEVEL
Roben Barstad
O liver Dahl
Esther Aadland Hofstad
CL\SS OF 1946
Caro l Brekk en Rinenhouse
CL\SS OF 19 49
FO
DERS' IRCLE
Dora Frojen Qu anbeck
Ruth \Xfehzin Swanson
Lyla b rson Jystad
JO)'Ce D reye r eset
Harry Krieg
BUILD ERS' CLUB
Agn es Valvik Larson
Roy R. Roth
CE !TURY CL B
J. Verno n Jensen
Pnidence Hoka n on Ny tuen
Elin Johnson Lappegaard
Irene Ppedahl Lovaas
Carol T)'VOll 'okl eberg
Mamie Opsa l OI ·o n
L. Buesin g Opgra nd
8 . Rando lph Q uanbeck
Ruth Chrisloc k ever o n
Grace G i d qu1!'1
t Jo hnson
M arv in Jo hru,o n
PPO iff l 1G LEVEL
Numb er of Al umn i: 72
Tota l amo unt of Gifts: 129,568
Pani cip atio n: 33%
FO
Llew ellyn RusLad
Roben Th arp
CL\SS OF 1947
CL\SS OF 194 5
CE !T RY CLUB
·n, eodo re And erso n
Barba ra Ekse Carlson
DoroLhy Quanbe ck John o n
Laverne Moe Ol son
Edman aland+
MARSHALL O NCIL
Henry Roufs
Sheldo n Torgerson
Donald ateren
Do rothy Solheim Schalk
Doroth y Shaleen
BUI LDERS' CLUB
Rob en Andersen
Jeanell And erson
Ray And erson
Lo is Warner Bergeland
Luther Bergeland
Ir is Johnson Brustad
Geo rge Dahl
Do nald Emb retson
Shirl ey Geo rge Poster
Arn old Henjum
Esther Tun gscth Hinschberger
Loui sa Jo hnson
1argretta Ramale)1 Knu lSon
Jea n Christenson Sverdrup
D onald Swee n
Lillian H anson St:1delman
Calvin Larson
Phy ll is Erickson Qu anbeck
A lmin a Nelson Ringdahl
E J'U RY CLUB
John Alm q ui t
Helen Bergeland Bennett
Roben Carlson
James arl on
Ruth lsaa o n Corn ell
Richard Th o rvig
CL\SS OF 1950
N umb e r o f Alu m ni : 231
Tota l amount o f G ifts: 42,294
Panicip ation: 31%
A UG BURG
Roy Boge n
IR LE
FOU 1D ERS' CIRCLE
Robe n Paul son
Philip Q uanbeck
REGENTS' IR LE
Edwa rd Alb erg
Frank Ario
Geo rge tte Lanes Ari o
PRESIDENT'
L B
Kerm it 1-loven, ten
Bc nil
andbc rg
'o nnan Dahle
o kl eberg
Betsy Town s FramsLad
BUILDERS' LUB
Ethel An derson Andersen
Erling Hell and
Barbara Ko lden Balerud
Harold Dall and
Andrew Balerud
Erling Carlsen
Alfred Forsell
ylvia Kleven H anson
farj orie ~ ilberg Hauge
Robert Howe lls
Archie Lafon
George L1ne
Don ald Ol son+
Quentin Quanbeck
Lyle haw
Eunice ysruen
rtland
Harold Toll efson
CENTURY LUB
Lola Lidstrom Berg
Gordon BerntSOn
'orma Westby Berntson
Dorothy Gramling Ho mander
Esther Johnson
Oliver Johnson
Torgney Jy 1ad+
Harvard Larson
Roger Leak
James Peterson
Elizabeth Felland Ro nning
Alfred annerud
Margaret Moe Sannerud
Angeline Rolland
renson
UPPO RTI G LEVEL
Milo And erson
Marilyn Vall Andros
Elmer Anhalt
Herman Aune
Delphine Jensen Bakke
LaVerne Olson Burnived1
George Capetz
P. Carson Jr.
Robe rt Ef1edahl
Charlotte Forness Egeberg
Vernon Elstad
Donald Erickson
Do lo res olan Fevig
Marilyn Larson Forslund
Raynard Hugl en
LeRoy Jo hnson
Delores Farm Jo hnson
Everette Jo hnson
William Knu lSOn
Evelyn helstad Kriesel
Caro l Schmidt Larson
Corinn e hiell Leslie
Marion Iverson Loges
Mae Jo hnson Luhn
Lynn Lundin
Miriam Hoplin Lundin
Rhonda Hek tner Lybeck
La Vonne Wessman Lyons
Robe rt Michelsen
Gordon Obe rg
Paul Olson
Wayne Peterson
Mario n Jacobsen hum acker
John Shelstad
Russel Smith
Virgi nia 111omp son mit h
Joan Fering mit h
Ann Bucid e Spencer
Do ro thy Twit o n
Robert !saker
Carl Vaagcnes
David
~
asga11
OASS OF 1951
umber of Alumni : 167
T Lal amount f Gifts: 25,526
Participatio n: 33%
FO
Marolyn
~
illiam Halverson
REGE
' CI RCLE
Robe rt Odegard
PRESID ENT CLUB
Audrey agel ander
Jenning Tho mpson
B ILD ERS' L B
Dou glas Augu Line
Gertrud e e Berg
TI1eodore Berkl and
Mill o n Bru tad
James Chri topherson
hirl ey Larson Gop lerud
Glo ria Jo hnson
La~ ayne Morseth
D. LaRhea Johnson Morseth
Daniel Pearson
C.1lvin tor ley
RY CLUB
Elizabeth Becken
James Bergeland
Doris Frojen Bretheim
Trygve Dahle
hirl ey Oden • rns Erickson
Robe rt Hofnander
Arvild Jacobson
Merlin Jo hnson
Arthu r Kuross
Harl and elson
Clarice TI1ingelstad Onsager
Lillian Ys1eboe Ose
Doro thy wanson Ryan
Ho ward
rtland
Ali ce Berg ~ ilcox
SUPPORTI G LEVEL
Marvin Andr os
Kerman Benson
Do lo re Flaa Bjerga
Al bert Bjerkestrand
Robe rt Boxrud
Ruby Helland Brown
Anabelle Hanson Dalberg
Haro ld Emerson
Ellen Lenberg Erickson
Kmhryn Th orsgard Erickson
Porrest fraa sch
John Garland
Paul Green
Ronald Guderian
Hub ert Hanson
Herbert Hanson
Freda Bind er Helm
I. Glen Hendr ickson
Howard Hjelm
Josep h Huhersirum
lllean r Ewert Hutchinson
John Jo hnson
Joan Baxter Larson
Caroli ne Borsheim Melhus
Richard Myhre
Eugene Nelson
A. Pete Petersen
Stanley Puelsto n
). Don larks
Charles Lenvig
Herbert vendsen
Joel w iggum
Mary Valtinson Vevle
Robert Weeden
David Westphal
Ruth Fostervo ld Westpha l
Lo ren Woo lson
CLASS OF 1952
umb er of Alum ni : 168
Total amount of Gifts: 4 ,779
Participati on: 31%
A UG BURG CIRCLE
Ruth hmidt
REGENTS' CIR LE
Glen Gilbertson
PRESIDENT CLUB
Orville O lson
Yvonne Bagley Olson
Gordon Tho rpe
MA I HALL COUNCIL
Leroy yhus
BUI LDERS' CL B
Irene helstad Henjum
Marjorie Danielson Jo hnson
Morris Johnson
William Kuross
Luther L1rson
Lloyd Lyngdal
Irving Ringdahl
David Ro kk e
Leona Eng Ro kk e
CENTURY CL B
Eugene Anderso n
Richard Howe lls
Mill ard Knu dson
James Kono m
John Leak
Donna Wang Leak
Mildr ed Nelson
Glady Dahlberg Peterson
Harvey Peterson
Joanne Varner Peterson
Beverly Gryth Villwock
Orlene Hjell e Waller
SUPPORTING LEVEL
LeRoy Anenson
James Armstrong
No rma Arn eson
Norman Backstrom
Lauri e Balzer
Elroy Blomqui st
henn:111Bohn
eli a Manson Burk
David hristcn en
Leonard Dalberg
LeVon Paulson Di mer
June Johns n Enge1
Robert Gordo n
Edith Sorem Gudim
Marian Halvo rson
Elmer Hanson
M. Joyce Tall man Han on
Mildr ed Heiager
Anna Marie Sabo Huesers
Lloyd Huesers
TI1eodore Hustoft
Axel Kordahl
Elwood Larson
Benjamin Larson
John Madsen
Lola Nel on Nebel
Roger Nelson
Elwood estvold
Gordo n Odegaard
Arnold Paulson
Richard Perry
Dorothy ko nnord Petersen
Marlo Petersen
Vera Peterson Rachuy
Do navon Roberts
Laton Schwartz
Mae ess parby
Aly ce Larson Th ureen
OASSOF 1953
umbe r of Alumni : 161
Total amo unt of Gifts : 22,400
Participati o n: 32%
FOUNDERS' CI RCLE
Donald Oren
Mark Raabe
PRESIDENT CLUB
Ruth Aaskov
Gloria Parizek Th orpe
MARSHALL COUNCIL
Marly Ringdahl Gunderso n
Joan Jo hnson Kuder
Betty Munson Nyhus
Arthu r Rimmereid
B ILDER ' CLUB
Wilgard Johnson
Ruth Ring tad Larson
Thomas Oh no
David Rykke n
Allan ortland
ENTURY CLUB
Do rothy Stromme n Christopherson
J sep h Cleary
Eleanor Baker Dahle
Herman Egeberg
Maril yn Elness Froil and
Clarence Hansen
Do nova n Lundee n
Beverly Ny tuen Carl en
Wilm er Oudal
Richard Pear on
Edmun d Youngqui st
UPPORTING LEVEL
Beny Ho kanson Acker
Helen Lodahl Amabi le
Elizabeth Manger Anderson
Ll1Von Moderow Belanger
Torrey Berge
Rudo lph Bern lSOn +
Du ane Chri tensen
H. Danielson
Faith Carlstedt Di ppo ld
Jero me Engseth
Leland Fairbanks
Cun is Fox
Carol Handahl Grender
Ma rvin Hagen
'orman Johnson
igrunn Kvam me
M arvin Larson
Jo hn Lingen
Harri et Dup slaff Luehrs
Jack Lundb erg
David Lunde
Duane My rin
How ard Pearson
Haro ld Peterson
Donald Reim er
. Arthur Shult z
am kogsbcrgh
fa rjorie Th one milh
Vernon Stenoien
Phyllis Vik wam,on
Corinne Re1hwill Ti egs
Harold Werts
Wi lli am White
Helen Larsen Wi n
CIASS OF 195 4
'um ber o f Alumni : I 4
Total amount of G ifts : 11,510
Parti ip ation: 26%
CIASS OF 1955
umbe r of Alunrni: 120
To tal amoun t of Gifts: 9,063
Participatio n: 2; %
FOUN DERS' CIRCLE
Beve rly Halling O ren
REGENTS' CIRCLE
Phill ip Gron eth
•r•s
MA RSHALL COUN IL
Ethel No rdstrom hi ell
PR !DENT'
LUB
Low ell Kleve n
IL
B II.DER ' CL B
Art hur And erson
Lo ui s Becker
Mark L. Johnson
Richard John o n
Colette Peter o n Lyngdal
Ali ce Jensen I ob le
Janice And erson Rykk en
Roger Stoc km o
ENT URY L B
r.,d And erson
Flo rence Hell and Bo rman
Low ell Brow n
O rp ha Hushagen lsemin ger
Leroy lseminger
fav is Kyll onen
Robert Langseth
Mary Peterson Lc:1k
Be erly Jacob sen Lundee n
Ruth Pousi O llil a
PPORT I G LEVEi.
Betry Carl o n Bate o n
~ ill ord Botk
Roge r Carlson
Valborg Ky llo Ell ing ·o n
Duane We tfi eld
CL\S
OF 19 56
umber of Alum ni: 144
Total amount of G ifts: I 1,605
Particip ati on: 33%
FO NDE llS' CIRCLE
R. Luther Ison
PRESIDENT'S CLUB
Delo ris And erson
MA RSHA LL O NCI L
Mark Thorp e
13U1
Ll ERS' LUB
I. Shelb y Gim e And re
Lloyd Grind e
W,inda Warnes 0 1 on
Ervin verlund
i\lerl in \Xlhite
Robc:r1 T w ito n
IDE
CL B
Pl
Darrell Egertson
REGENTS' IR LE
Herbert Chil stro m
MARSHA LL CO
James Shi ell
George Fisher
hi dey andq uist Fragale
Esther O leson Freund
James Geisendo rfer
Eil een Jo hn on Hanson
Erli ng 1-fuglen
Alan ·Iathiason
larlys Back lund Iorland
Ar lene Larson Nel o n
Karl 'estvold
Edward Nyhus
Winifr e I y tuen yhus
Ard i · I) rr Nystuen
Glenn O lson
Lloyd Peter o n
Horace Porte n
Ardell e kov ho lt Q uanbe k
D onna Erickson Reimer
Mary ls Mark man Schmidt
John eaver
Allan Th or on
B I I.DER ' L B
Agnes Th o mpson Becker
Richard Dro nen
Arvin Halve rs n
Jani e Bremseth Larson
Richard Mahre
Beverly O mdahl Ne) on
Phil ip 'elso n
CE rru RY CLUB
Gr::iceLarson Anderson
Jo hn Ben o n
Maxi ne Dahlin Chr ist
Richard Hage tuen
Wenona Strand lie Lund
PPO RTI G LEVEL
Wil lard Burk
Elain e F ss Erick o n
Ja q uelyn Bagley Hanson
Wallace Hanson
R bert Herman
Ervin Johnson
LaVonne oderbe rg J hnson
Ralph Martinsen
Aud rey Larson lill er
Clari ce Carl o n a, by
Diane elson
Beverly Jorge nsen O lander
lyde Peterson
Jo hn Peterson
Kenneth West
CENT RY CLUB
Do rot hy Flo i iad Benson
Carol yn Lo wer Bliss
Hans Dump y
Jo hn Haynes
Stanley Ludvik sen
Chri slin e Mu nson !Vlain
Ronald Mai n
James Pederson
Harold Stoa
Elizabeth ~lo rtensen Sw anson
SUPPORT! 'G LEVEL
fargaret Hermanson Barnes
Gerald Baxter
Leland Erickson
Faro lyn Johnson Gehring
Shirley Iulen Graus
Glen Hanggi
James Haugen
Th omas H vcrstcn
Charles Howard
Marg~iret Helgaas Linco ln
Robert Lockw oo d
Harvey Lund in
Robert o rby
Luther O lson
Roger O e
Jame Pearson
Robert Roos
Laur:1yne Helgerson Solbe rg
Richard Th o 11.1
d
CIAS S OF 195 7
Num ber of Alumn i: I 76
To tal amo unt o f G ifts: 3,759
13 11.DERS
' LLIB
Ald emar John. n Hagen
Gloria rant Kn blau ch
Gerald Min l11.1m
Barbara Tj mh o m I elson
Mayn ard Nelson
Bill Zinn
RY L B
rmsu-ong
Sidney Berg
Dennes Borman
CE I
Jame
A nne lie:,c l..:1idig Haynes
Th omas Hoffi ancler
Roger ~lackey
Erw in i\loe
Orv al ~Ioren
James No m1an
David
ystue n
Richard Vevle
SUPPO RT! 'G LEVEL
David Freedlan d
Doro th y Burke Freedl and
Virg Gehrin g
Bruce G ib:,on
Peggy or en o n Gr:1ble
Gi ll ert Graus
Do ris Rovick Hanson
Jean Mangu ·o n I l icks
Everett Ho lt
i\ Iorris Jespersen
Ralph Jo hnson
Wayne Jo hnso n
Ronald Jo hnson
Leo n Kaltv ed
Alfred Kaupin s
David Ncl on
Os ar O lson
Elain e Kroshus rvo lcl
Robert Oslund
Jarncs Plumeclahl
Lawrence Prall
Daulat Billawa la Ramamoo nh y
Neal Sni der
Judy Sather SuLher
Marlys Ho lm Th o rsgaard
Lesli e Tin eth
Gordo n Trebt :id
Jo hn Welc kl e
Ro nald Welde
CL\SS OF 19 58
Number o f Alumni: 159
Total amount of Gif ts: 21,775
Panicipmi on: 25%
Participatio n: 28%
AUG SB RG cm LE
Mabeth aure ylbtr om
A GSB RG CIRCLE
Raymo nd rinde
Harris Lee
PRESII E r' S LUB
Jo Ann 0 . Bjornson Jo hnson
Joanne tiles Laird
PRESIDENT'S CL 13
tanley Baker
De,i n Ho lmes
~IARSHALL
CIL
Birgit Birke land
Lila Oga w a Fun1kaw a
Ann a Hov land Hanson
MA RSHALL
Paul Ny hus
'CIL
13 ILDER ' LUB
Che ter Dy11.1d
Kenneth Hagen
Ben Johnson Hass
endell hiell
Wesley ideen
Grace Kemmer Sulerud
ENTURY LUB
Pau l Almqui st
Mary 1\vi ton Bosben
ndi a Christensen
Loi Anderson Go lie
rlene elander Hill
Rodn ey Hill
Ruth Thorsgard Homme
Hany Horne
Shirl ey ordi ne Kehrberg
Carolyn Westph al
~
E ITTJRY CLUB
James lmqu ist
Robe rt Bagley
Conrad Fristedt
Hugh Gilmore
Byro n G lie
Jero me Kleven
SUPPORTING LEVEL
Lois Rid, ter Agrim
n
Jean Knutso n A nderson
Jo hn And erson
orma n Anderson
aro l Myrvik Berg+
UPPORTING LEVEL
Elyce Lundq uist ANidso n
De nnis B:irnaal
Gudwre n Elli ngson Belk ho lm
Elaine 'elson Bernards
Env in Christenson
Janet 'iederlo h hri teson
Glen n Davidso n
Lois fackey Davis
Le Ro i Elias
Sonja Jo hnson Enstad
David Harris
Phil ip Heide
Carl HeUzen
C. Leroy Jo hnson
Joy Hutzell Johnson
Gwen Johnson Krapf
Margaret Peterson Langne
Alice Lindell Lindgren
Mary Erickson Lockwood
Jo n Matala
Jo hn Miskowi ec
Donald lyrvik
Rhoda Dahl Myrvik
Phyll is Knudson Seim
Ro nald tave
LaVo ne tud licn
Lowell Tornqu ist
Ard en Wahlberg
CLASS OF 1959
1 umber of Alumni : 176
Total amount o f Gi fts:
Participati on: 30%
PRESID E S CL B
Carl Casperson
Denn is Gibso n
Merto n Jo hnson
John Martinsen
Eugene Peterson
Manin abo
Inez O lson Schwar, ko pf
MARSHA LL CO
Tho mas Moen
Kay Lcmmerman Gilmore
Donald Homme
Clayton Paulson
Paul Tho mpsen
Lowell Ziemann
CIL
B ILDERS' CL B
Lois Madson Al len
John Berg
Patricia Eld ridge
Law rence Lystig
Joseph ystucn
Sylvia Moc Ove rlund
tanl ey Q uanbeck
David Ringstad
Bonnie Martinson Storlcy
Janet Cooke Zitzcw itz
,6 8
PPORTI G LEV.EL
o rman Berg
Denn is Bur reson
Paul hristensen
Delores Grupp hri lio n o n
Charles Feri ng
Jame Gulclseth
Do nald Hagestuen
Jame Han n
Jomes Horn
Rhoda Monseth Huglen
Ro nald Ja obso n
Donald Jorenby
I.any Junk ermeier
Harold Kamb3k
Gory Lange
~lonroe Larson
Gordon Lindgren
Walter Lundeen
Robe rt lefTert
Ronald lisko, ice
Harold eilsen
Hubert elson
Reidu n Hartmark e, qui st
Richard Overby
,cki ko r Pearson
Ruth Hojem Peterson
David Quanl>e k
o rmon Quanl>eck
Ri hard Robinso n
Luther R mo
Do nald alien
K. kurd al
nja ather kurd al
Gale To rstenson
Cl.AS OF 19 6 0
uml>er f Alumni: 19 1
Total amo unt o f Gif ts: 12,655
Partici patio n: 20%
rne BO)'Um
Ge rge ruy
Barbara O lson Denle
Freel Engelmann
Ruth Borchardt Engelstad
ancy arlancl Erickson
Barbara Mill ar Evenso n
Phyll is Dahlmeier Fering
Arden Platen
Do nald ilberg
Kennell , Hall ancl
Gerald Hendr icks
Ri hard Ho lte
La
o nne G r.:tvgaarcl Iverson
Del Lind
Mary Lundqui t Meffen
leve loo re Jr.
Paul Myhre
Cli fi rd Myhre
Loren ielsen
James ol le
Rull, Carlson O lson
D ight Pederson
Barbara Rie berg Peterson
Harold R~dden+
Byro n hmid
Ramona Pedersen energren
Go rdon yverso n
Lany Th omp n
Kermit Valleen
haro n Groclt West
hi rl~y Harms ~ ilsey
B ILDEHS' L 13
Che tcr Hoversten
David Nordlie
Darrell Wiese
CENT RY L B
aro l Jo hnson "s person
Bn ,cc Cunning
UPPO RTING LEV.EL
Gayle Arvi dson
Theodo re Boll en
David Buchk osky
Lois Burm eister
Lawrence Gallagher
Curtis Haney
James Ho lden
Audrey Halvo rson Hov land
Patricia Swanso n Kreuz ige r
Co nnie Bute Langager
Keith Leiseth
George Lundquist
Julie Magnuson Marineau
Karen Erickson McCull ough
Cedric O lson
Christian Osw ood
Sharon Raivo Remmen
Myron Rew
Marie Gjerde chlin k
Terrance chlin k
Judy Fosse nider
Delo ris O lson tinson
Gary Terrio
Karen Ege dal Trelstacl
E. ~ ikelius Wil son
Cl.ASS OF 1962
umbe r o f Alumn i: 2l3
Total amount of Gifts: 8,305
P~ni cipatio n: 23%
REGE
J
' CIRCLE
ann Eliason Am un dso n
PRESIDENT' CLUB
Kall1leen Aaker Casperso n
Euni ce Kyllo Roberts
P:1nicipation: 2 1%
Arne ather
FO
Dl!R ' lR LE
Joseph Hsieh
MA.R HALL COUNCIL
Kay Hanenburg Madson
E rs· JR LE
Bruce Am undson
MARSHA LL
N IL
Ruth Carlsen Moen
even Score
Bruce Westphal
CLASS OF 1961
umber o f Alumni : 198
Total amount of Gifts: 15,670
Rio
PRESIDENT S LUB
Barbara Milne Go rdo n
Lawrence Lokken
Do nald Olsen
CENTURY CLUB
Harri Bendix
Leola Dyrucl Furman
George Jo hnso n
Geo rge Larso n
Arden Norum
James Redeske
B ILD ER ' L 8
Marilyn Ellin g o n Akerman
o nia Overmoen Gulli ck
PRESIDENT' CLUB
Roger Go rdon
Kenneth elson
LL
MA RSHALL 0
Gregory Madson
Mary Tild:, hl Meyers
13 11
. DBRS' L B
Kenneth Akerman
Maril yn :,ur~ Breckenridge
I aniel arlson
D~nnls Jo hnson
aro l Oversvce Jo hnson
o nstancc ildseth Spang~nberg
Lorna Hoversten
Judy Jo hnson
O livi a Gordo n Lorents
Jack Osberg
Ron con
ENT RY L B
Wendell Brown
Jennelle John on Cunn ing
Bruce Gilclseth
Paul G rover
Jo hn Hugo
Phillip Mattison
Roger Sci" artz
Lew is Sundqui st, II
All an 1\ •eite
Mary Ann
rensen
rban
Kenneth Erickso n
Juli a Ose rose
Jerelyn Hov land Cobb
~ illi am Eri k o n
fary a hristensen Farrell
Donald Gjesfjeld
Lola Nel o n Graf, tro m
Bradl ey Hoh
·irolyn Jo hn n
Jud ith Hess Larsen
Juli e Medbery
Andre 'el on
Russell O sterberg
Glenn Peterson
Lois Mahlum H agen
Janel Eve n o n Potratz
!l oc k Helgeson
Wanda And erson l·krn e
Lynne 'iclean Junke rmeier
Charles Kin g Jr.
Barbar-J Cook Krueger
Lloy d Raymo nd
Nancy Joubert Ray mond
James Roback
Tru dy Jo hn n chohen
Arvid Schroeder
Lois Knu tson Larsen
Bonn ie Carlson Pehrson
James Pom merenke
Paul She rvey
Th omas \Vadsw o rth
SUPPORTI 'G LEVEL
Kri ti And erson
no e Marie o rdi n Anderso n
Twy lah Tjon Ayarbe
Jo hn Bostad
bir e Hell and Buettner
Jo hn Chri stensen
herman Co ltvet
John Sorenso n
Moril yn Heide ~ aller
Linda To llefson Zenk
CIASS OF 1963
CIASS OF 1964
'umb er of Alum ni : 23
Total amouni o f G ifi,,: 5 1,884
Number of Alumn i: 250
Total amo unt of Gifts: 17,779
Particip atio n: 2 1%
Participation: 20%
A UG BURG CIR LE
LaVonne O lson Bat" lden
Paul Bataldcn
REGE T ' JR LE
Joyce Leifgren Yo ung
REGENTS' CIRCLE
ancy Bloo mfi eld Bouemill er
All en Hove rsten
PRF !DE NT' CL B
MAil HAL L CO
~larie Hali e ~b
Andr e,v Berg
UPPOllTI N LE EL
Bradfo rd Aamod t
Sharo n Bate. Erick,o n
Barry Fo land
Ro nald ro ff
~largery Kyv ig Haaland
Robert Hans n
Ann Tja len Jensen
Roge r J hn on
David Johnson
Verli e Bloc k Jorenby
Ellen Paulson Keiter
haro n w an o n Knutson
Bruce L, ngager
Mary Lindgren
Karla Krogsrud 1\l iley
Donald ~lill er
David Stce nson
B ILOERS' LUB
Linda arl tedt
D:•wicl Proctor
Han andbo
All en Sauer
1rom
rdean Torsten::
,on
Robert Tuff o rd
Christo pher Wagner
Jo hn ~ anner
Lauralee Howe Zenk
Diane Petrik Ziemann
ENT Ull Y CLUB
n. hark Anderso n
Ro nald Beckm an
Lanncll F:i.rmer
f\lary Lower Farmer
Helen Anderson Gil dseth
Maril yn Peterson Hau,
Doris Wilkin s J hns n
Jud ith Lille. t I
Karen Tangen ~fanison
David 1lonrnd
Clari ce Staff
PPO llTI NG LEVEL
Charles Arndt
!o rris Bjurli n
Karen LeMere 8 ~moe
R ger I3o moc
Wendell Carls n
loria bu s n
~larilyn
'iel..,en
Jean Ami .ind Berg
Arvid Berg
Mary nn Ho lland Berg
Loi Harp Bjorngaard
~lary Cogcl ow
Euni ce Bergman Di etrich
Th om:is Eberhart
Judy Th mp on Eiler
Gary Ell is
Dale Engel
Sharo n Kun ze Erick
n
M:iril ynn nos. Fall trom
D o nald Francb
Ani ta
Sato ru Sudo h
Michael \Xtalgren
ndcn,o n
Judith Ka~in An enson
Patri i~1 SLrecker Pederson
Le·ley chw:i rten Schmid
Lind a H am ilto n Sem:i
Jame:, piess
'all y
Mi h3e l ~Llrcy
D ivin Peterso n
Charlotte Ge rclee n Osw oocl
H ild ur Oye n Gle:i,o n
hrb to pherso n Gra nsee
Helen Friederichs Griller
Nancy Bacon Hale
Glenn H:imberg
Linnea Hanke
Lo is Rajala H anson
CIASS OF 1965
Number of Alumni: 29 1
Total amouni of G ifts: 202, 185
P:1nicipation: 23%
Ronald Hanson
Kendall Kamp
Chuck Kienho lz
Paul Larson
andra impson Phaup
Charles chu lz
AU G BURG CIRCLE
Kin ney Jo hnson
MARSHA LL CO ' IL
Rob ert No rdi n
Stell a Ky llo Rosenqu ist
Karen Henry Steenson
FO NI Ens· CIRCLE
Robert Lee
Mi chael 1\ lonson
Gene Nagel
Jud ith O lson 'elson
Larry Nelson
Da n Anderson
Catherine W'chncr O rna n
'CIL
Carol A nderso n tvlc uen
Sara H alvorso n
UPPO llTI 'G LEVEL
Caro lyn Aadland Allm on
Clayto n And erson
Donald And er,o n
David Parup sky
REG E
r ' JR
LE
Steve n Strom rnen
B ILD Ell S' CL B
D enn is Erickson
M ary Lou Ervin Eri kson
Janet Batalclen Johnson
Jean Pfeifer O lso n
Helen ,ueren Q uanl eek
David idney
\Villiam tro m
Do rothea Hake To rstenso n
PRES! DENT' CLUB
Steven 'ielsen
•lerilcc Alne Schroeder
~!A R HAU
Darryl arter
CIL
Julie G udrnesw d Laudi ci na
Lilah Ra mus:,cn
Judit h Rey no ld>
I. Patricia Stec nson Roback
Sylv ia Johnson Strand
D av id Swe nson
\'(!illiam Tessman
Gary Th yren
Robert Zell er
CIASS OF 1966
um be r of Alu mni : 28 1
Kenneth Z iemann
Dani el ~!eyers
Shirley wanson 'ordin+
CE rr ll Y CLUB
D r thy Bo rsgarcl Berk land
\'v'anda \Xl:ig ner H anson
REGE
Peter Jacobson
Jo hn Luo ma
Gary Ison
Gay Jo hm,on Mi ne:u
Bru e Braaten
Jerry DeVrieze
I ea nne Star G reco
1-1
. Le:,ter Hahrer on
har n Christen en Kildal
Gary Langness
Diane Garbi ch Levake
haro n Lindell Mortru cl
Ro nald No rd in
James Park.
Virginia Hovland Plun ken
Beny H anson Rossing
tanley pangenberg
Marilyn Th mps n
Cark1 Q u:inbeck ~•algren
Ann Johnso n Wo llm an
Tota l amount o f G ift,,:
Participatio n: 190/o
BUl LDEll S' CL B
' CIR LE
Spence r M inear
D av id Patenaude
MAR HALL
Marie Bergh Sandbo
Larry ch Ila
Cy ntJ,b H anson
D avid Sevig
B ILDERS' CLUB
Larry Cole
ENT Ull Y
L B
Th omas
U CIL
o lema n
Lois Lut hard And erson
John G reenr.eld
Gary Bl ,berg
JoAn n Halvor,o n
Th o mas H anson
o rclelia
ohvc t H offm ann
Donald Hosetl,
Beve rly 1c:lson Hugo
Janice M3 U....,on John ·on
haron Diubenner Klabu nde
:iro l Welc h Langne
Do uglas John.a n
Kathryn \Vall Jo hnson
Gracia 'yda hl Luo m:i
Richard Mo rk
Robert 'elson
Darrel Peterson
Beth Torstenson
16,7
ENT RY
L 8
teven Holm
Edw:ird Huseb)'
!Ian Kristenson
fary Larson LefT
teven Westby
PPORTI G LEVEL
J. Luther Anderso n+
ylvi a ather Anderso n
John Andre:i en
anne n 1ese th Berg
David Berg
Charles Bonn es
~larilyn Franzen Chri tensen
Helen Colrvet Clarke
Judith Erickso n Coppersmith
hirle y andin D:ihl
C. Franson
Kathleen Kap lin Franson
Jack Gustafson
Mary Kunh Haag
nd ra Edstr0 m Hamberg
Jerry Hokk anen
Loi undberg Jacobson
Gary Jo hnson
l:irie ygaard Jo hnson
Catherine Blom Johnson
larjorie Delany Jo nes
Joy Klemp
Daryl Kosloske
Sandr:i Jo hnson Kotva l
Elsie Anderson Larson
Joh n Lund
Jo hn Mill er
Karen Langseth Oelschlager
Beverl y Hallcock O hm:inn
Carol trand Pattee
Dennis Paulson
lardelle Jo hnson Pearson
Judi th Erickson Pittelkow
Carolyn Benson Piuman
1ary And erson Rop
Linda 1-loversten inger
Joann Gi lbenso n nyder
Charles tenson
James tru ve
haro n Peterson Tessman
OAS OF196
um ber of Alumni : 283
T0tal amou nt o f Gifts: 9,820
Participa ~o n: 2 %
PRESID E1'n"
L 8
John
hwartz
MARSHALL
Elaine Larson
CIL
8 ILD EllS' CL B
tephen Batalden
Sandr:i Batalden
Gail tromsomoe Dow
Mary Westcrmo Parrar
Lee Ann e Hansen J.ack
Mur iel IJerg Scho lla
Rebe ca Helgesen Vo n Fio;cher
Philip Wold
CENT RY CL B
Duane hil gren
Loren Dunham
Mari lyn Alb augh ierke
Alan Gierke
arol Nerd rum Grover
Jo hn rover
uzanne Overholt Hampe
Bari :ir-a ~ alen Han n
David Haugen
Karen Jacobso n Haugen
Duane Hetland
Darlene Tesdell Hetland
Rebecca Beito Huseby
Mark andbo
tuart tgaard
FOUNDE RS' CIR LE
John Fahlberg
Ro nald elson
Joan Volz
UPPORTI G LEVEL
Barb:ira Amderso n Aaberg
ue brahamson
John Anderson
Bruce Anderson
Lynn Bo llm an
Joanne haib le Bonnes
Keitl1 Bratseh
Ro n Burke
Beverly Kronstad Burke
Jame Call
Janet Fi her Dawnpo rt
. Leroy Erickson
Mari lyn 1cKnight Erickson
Ruth Ann Gjerde Fitzke
Terry Frovik
Kmhleen Mauer Gjesficld
Lorrain e Vash o w isch
ickie Mell um Ho kk:i nen
R bc rt H man
R ger Hu by n
andr-J Doeri ng Jeppesen
David Kern
Karen Lenander
James Leschensky
Rebec , Gisselqu ist Lien
George Lillquist
James Lindell
Kathl een Feddick Luedtk e
Eleanor Moe
Johanna eldert
Bonnie Johnson elson
Linda Larson Pahl
Daniel Peterson
Kenneth Peterson
Janet Madsen Peterson
Willi am Pittman
Fern Rasmussen
Dl:i ne Munso n Ristr m
Aud rey Anderson Rogness
Dennis Sa krei ter
Karen Foss ackreiter
ancy Osberg hnelde r
Mi ke evig
Patricia itkin
Ro bert kouegaard
Paulene elso n peed
retchen Larson wenson
W:,yne Swen o n
Duane Vlk
Miri am Cox Peterson
I.ASS OF 1968
Number f Alumni : 335
Total amount of ifts: 33,227
Particip atio n: 2 1%
REGENl ' UlCLE
Larry harpc
PRESIDENT'SCLUB
Michael Arndt
Karalynn Lestrud
John Weinard
IARSHALL O
c rge elson
CIL
13 ILD ERS' CL B
Doro thy And erson
Jean Hemstreet Ba hman
J nmhan DeVrie
Dean Ersfeld
Luther Kendri k
Marsha trOmmen O lson
fary R iland Peterson
J hn Roebk e
Judy And erson haubach
· rolyn Hanson hild gen
Jane Knudsen \V/, Id
ENl ' RY cum
David Boe
I ne Agrimson Hanson
Mark Hanson
Bruce Jo hnson
Lois Hall oc k Jo hnson
Jomes Karkh fT
Linda Haack Lomker
us:1nne tarn Malolk y
Lyle Malotky
David Melby
Ali ce Draheim Peters
ary chmid1
Earl ·thre
Janet Tho rp
n tan e Ackerso n ~ anner
PPORTI G LE EL
D nna nder o n
hrist Behm
Pri ilia Plan Berg
ral ulli vn Berge
Joel Bjerke trand
Jo hn Bohn ack
D nald Brill
Janet Br-Jaten De aetano
Elizabeth J-lukee Deretl h
1' ph en Erickso n
Willi am Farmer
Do uglas Feig
Do uglas Frisk
All en Glslas n
Denis Guctzk w
Paul Hanso n
Leif I lartmark
Ann e Dauphin e Hayward
D:ile Hendri ckson
Kathl een ~ illi ams Hen lrickson
Jo hn Hopper
ally Amund o n Ho pper
Jim I los •1h
I Jerald Johnson
Dolore Johnson
Th eodore Johnso n
David Joyce
David Loftness
Janet Letnes Martin
NoReen Nystrom -Henk e
Mary Firl Ol son
Jan Pedersen- chiff
Robe rt Peters
Linda Christensen Phillip s
Barbar:i Hanson Raymond
James Romslo
Merrill Ronnin g
Gerald ine Carlstrom Rustad
Nancy Peterson almi
andy Pagel Sammelson
Carol Watson aund ers
Gretchen trom chmidt
Jan everson
lair everson
Audrey
eiderhauser Severson
Joanne Dokken trauser
Byron Troite
Loi Wellnitz Warren
GI.ASS OF 1969
Number o f Alumni : 384
Tot al amount of Gifts: ,366
Particip atio n: 16%
PRESIDENT' CLUB
John Harden
larilyn Kusel Kirk
MARSHALL COU CIL
Pamela Bjorklund Carlson
\Vayne arl on
B ILD ERS' CLUB
David Cross
JaJl)e Ericksen
Diana 0 1 n Ersfeld
Ri hard King
Jacqu elin e Kniefel Lind
Ric hard O lmsted
andra Larson Olmsted
Mark ateren
l.ee challer
Jero me chauba h
rma Jo hnson tromm en
Lawren e Turn er
Jeanne M. Kyllo Wends huh
ENT RY CL B
Lynn Benson Hjelmel and
Ingrid Kloster Koc h
Barbara hiv ne Parrish
ene Parrish
Robe rt trandqui st
Erik trommen
Jo hn Sulzbach
Ro nald Swanso n
James To rfln
Karen o rum Alm
Juli e Teig land Anderson
:iro l Halvorso n Bjerkestrand
Robe n Bliss
Lois Peterson Bo llman
Joel 0ranes
hery l Jenneke Br:itsch
The Augsburg Fund Annual Giving Societies
These groups recognize gifts made within the fiscal year to The Augsburg Fund .
Augsburg Circle
Founders ' Circle
Regents' Circle
President 's Club
Marshall Council
Builders ' Club
Century Club
Supporting Level
$10,000 or more
$5,000 - 9,999
$2,500 - 4,999
$1,000 - 2,499
$500 - 999
$240 - 499
$120 - 239
up to $119
Thank you. If you would like more information about making a gift to Augsburg ,
please call the Office of Institutional Advancement and Community Relations , (800 ) 273-0617 .
- ...-.
A gift to The Augsburg Fund
I/We wish to contribute $ ____
My check is enclosed.
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Signature:-
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Nam e(s) _ _
Augsburg 's fiscal year
ends on May 31.
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Class Years(s) ___
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(lrapphcabld
Street._______
Ci ty ___
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Weare interested in the EFT (electroni c fund transfer ) program
(Monthl y gift transfer from my bank to Augsburg-plea se send me the correct forms)
(pleascprinl )
S7Z
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Exp. date:______
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ZIP _____
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My emplo yer will match my gift. Enclos ed is my emp loye r's matc hin g gift form .
0 Thi s gift can be matched by Lutheran Brotherhood (if a polic y hold er).
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This gift can be matched by AAL (if a policy holder or associa te memb er).
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Place
S1amp
Here
The Augsburg Fund
Augsbur g Co llege
Campu s Box 142
22 11 Riverside Ave
Minneapolis , MN 55454
Peggy elson Edstro m
Philip Edstrom
Diane Folling swd
ydn ey And erson Gray
John Greenfi eld
Janice H awk ins f-lalvo rson
laudia Melvie Hanmark
Eunice Helgeson
Royce Helmbr echt
Joan Halverson Ho h
Rosemary Jacobson
Laurel Jo nes Jo hnson
Ellen I.arson Jo hnsto n
Robert Kir chner
Ma rcia \\!"ellzin Kjesbu
Joanne Ogdahl Leach
Donald Lenzen
James Lindstrom
Mark Lund
Bruce Mestemacher
tvlarsha\l Os ma n
Caro le On e Pesek
Mich ael Peterson
Ro nald Petrich
Dennis Pflip sen
Sandra O lson Pietig
Sharon Riskedahl
James Rosie
Mary Mether Sabalk e
Richard Sandeen
Nancy Ne umann Th oren
Mark Trechoc k
Bo nni e Jami eson Wedel
uni s Z ieske
LaRhae G rind al Knarterud
Dani el Koc h
Berry Mackay
'ico lyn Rajala
Lisbeth Jorgensen etJ1re
Mi chael Th orsten on
M . Jane Corneli on Van Brunt
Ro nald Wahlb erg
Paul Wie e
SUPPORTI 'G LEVEL
Daryl And erson
Po rtia Maland Brandsoy
arolyn Gilb enso n Brow n
Kenneth Campb ell
herman Danielson
Barbara Ellefson Ditty
Kathie G ild emeister Erbes
Bo nn ie Christo pherson Feig
J\fark Francis
Lynn Anderson 1-laanen
oel Hauge
Mary ldsvoog
Renee Maikkul a Isaacson
Jerry Jo hnson
M arnee M oline Kopren
Jo hn Kulczyc ki
Maril yn Lading
Sonya ydah l Lund
Judith Benso n Madsen
Catherine Gorder Mazyc k
Susan \Xl illiams McG uire
Air ell ygaard
Linda \'{lichmann Oja
Joel 0 1 en
CLASS OF 1970
Lo rene Peterson Roste
Numb er of Alumni : 356
Tota l amount o f G ifts: 48,382
Donald Smith
Participatio n: 13%
A GSBURG CIRCLE
Th oma Peters n
Joyce Engstrom Specto r
Da w n Hofstad Slrommen
Tim oLhy Strornmen
Sharo n Johnson Sulliv an
D iane Johnso n Th orkil dso n
1ary Lo ken Veiseth
o nya Hagen Zieske
Linda Sw anson Z immerman
FOU N DERS' CIR LE
Robert Mid ness
PRESID ENT' S
L B
Nancy Paulson Bjo rn o n
N. Edwa rd Briesemeis1er
Terry ygaard
Paul ene O lson Od egaard
MARSHA LL CO NCIL
Linda Larson
Paul Mik elson
B ILDERS'
L B
G a,y Benson
ara Palmgren Benson
Mary Buss
Chery l Nelson Kin g
Richard Seime
u ~an Lindberg Sorenson
ENT URY CL B
James Ashley
Kerry Bad
J:i.mes Fischer
Jo hn I·lj elmeland
Lon Johnson
Linda Radtk e Karkh ff
Ronda Teigland Zoc hen
Nancy Ro tberg Sylvester
ENT URY CLUB
Jennif er Mi ller Bunk er
Willi am Eggers
Ali ce Rutkmvs ki Gaarde r
lary G roote r Lew is
Charles Maland
Gregg 1 elson
All en Ofstehage
Janice Bell chmidt
Stephanie Johnso n Sulzbach
SUPPO RTING LEVEL
Nancy Padd oc k Brenn y
Glen Bruin s
Susan Gib bo ns Casey
T imothy Casey
Paul Chind vall
Kathy Krop elin Cracraft
Lorraine \Xlietzke Aaland
A.
Lind a Kru se Andell
usan And erson
V ivian Yonke r And erson
Margaret Reitz Bade
Bruce Bo reson
arolyn Benson D:rnn er
Ruth Schroeder Duf fy
Peter Eckb erg
Tim othy Brady
Mark Bund y
Linda Schlue1er
urran
Kent G rosser
Vicki Aanstad Do rrell
David Hil k
Shi rley Schroeder Holtzman
Michael Hostetler
Mary Jech
Rachel Hendri ckson Juli an
Leslie Lee
Virginia Simeng:lard Liebig
Maril yn Buschbo m Lueth
Ro bert Martin
Debora h Sherman Enzenauer
Do nova n Erickson
\Xl illiam J\'lees
Ly nn Oder Mill er
Jo na1han
ye
Gerald 0 1 o n
Barbara Berg Petersen
Reynold Petersen
Judith Larson Peterson
Gary Gaddy
James Geske
Richard 1-labstrill
Marilyn ilox ness Hall
Bernellt! M anson Hansen
Nao mi Hauge n
Judy Baco n Haugo
Nancy O lson Hrdli cka
Al an Huu s
Rachel Ive rson
Lenn ice No rdaun e Keefe
Na ncy l-led tro m Voeks imoneni
Kath ryn Modrow Kufu s
Roberta Larson Lee
Greg Lindb erg
Pamela Haagenson Lindberg
Susan Did rikso n Lisell
Mm grera M agelssen
Patrick Marcy
Chery l Lindroos lartin
Mary Muhl brnd t
Daniel o rdi n
Bruce Paners n
Darrell Skoge n
Janice heldo n Th ompson
Janet
Jane Sontag Vern ess
Ro nald Weitbr cc ht
Gregory With er
Maril yn Bo rcherdin g Wortreng
Kathy Q ui ck
Robe rt Reid
Kathl een Bur ke Ridd le
Stephen Ro lfsrud
elson Pierman tier
Susan Maa hs Rowa n
David Owe n
Ka}' Hendrick son Owe n
CLASS OF 19 72
Willi am Urseth
Numb er of Alumni: 35--
MARSHALL CO 1CIL
P31rici:1 O lson Ellinger
Mark Ellin ger
Philip Hovers ten
Barbara Durk ee Mik el o n
Ronald Jo hnson
Gary Larson
Janice elson
Christy Larsen Branes
Lea nne Phinn ey
PRESIDE NT 'S CL B
Wayne Jorgenso n
Burto n Haugen
Th o ma Howe
Al an Soli
Nancy Becker Soli
Jo hn Rask
Tim oth y Rauk
Lind a il benson Romslo
Mark Saari
Glenni s Wi lda chluk ebi er
FOU DERS' CIRCLE
8n 1ce Bengtson
CE
RY L B
Ric hard Ekstrand
Krisline O lson
Karen Sand ness
'umb er of Alumn i: 346
To tal amount of Gifts: 26,896
AUSGBURG CIRCLE
Mi chael Goo d
Peter G3 le
John Gisselqui st
Gail Th acker O fstehage
SUPPORTING LEVEL
David And ell
Jeffr ey And ert
Donald Beach
Th om Berkm itz
Jane Catlin Bracken
CLASS OF 19 7 1
Pa11icipation: 14%
B ILD ERS' CL B
Joann Koelln Frank ena
Total amount o f Gif ts:
Pan ici patio n: 17%
11,60
PRESIDENT' CL B
Car I Pederson Jorgenson
F, Clayto n T)•ler
Rita Lran1pc Samue lson
Jud ith Sandeen andell
Else Tallaksen Sevig
Ronald pencer
'lary Kay Joh nso n Stensvaag
au l tcnsvaag
Gary Syverson
Jacque lin e Henry Taylor
Kalhlee n eim Til ck:rq uist
B IL DERS' CLUB
John Jenn eke
u an Sc a Swanson
MARSHALL COU CIL
D avid
hristianson
Mi chell e Karkh off Chri stianson
Marlys Oe lschlager With ers
James \XI, lslegel
Cl.ASS OF 19 3
umber of Alumni : 3 " tal amount o f Gif ts: , 28
Participatio n: 6%
PRESIDE
LUB
Terry Lindstrom
Carol Zinial ndberg
A G DURG CIR LE
Ri hard o lvin
RE E
' CIR LE
Ruth Johnson
B ILOERS' CL B
PRESID ENT CL B
Kenneth Holmen
Linda Dailey Holmen
K.1thleen Tinseth
Gary Anderson
Maril yn Gisselquist
Linda ~ ahlberg Jenneke
1ARSHAU CO
Mary Olson
IL
Bonni e Peterso n
CE.Nll .JRY CL B
Rebecca 'ysruen Berger
Joyce Catl in
Jame Hagen
'ancy Klein Maland
James Larson
Marvin Le,':lk e
Pamela Nichols 'elso n
Jeffrey Nelson
Da,id Pautz
D ILDERS' CL
Alan Bachman
Cynth ia Behmer Gale
Eliz:ibeth el n Gil benson
David Gilbenso n
1arlene Chan Hui
Brian ~ ,gdahl
Y CLUB
CE
Dean Anderson
tephen Blake
t Dav is
UPPO RTI G LEVEL
R. Charles And erson
heldo n And erson
Jo Ann Berg Bablitch
Catherine Berglund lk >cker
M arcia Raymond Berkow itz
Lester Breuer
u Brow n
Janet hurr Brubak
teven Carlson
Marily n Rude Chind vall
Beverly Mattson Conboy
Douglas Conboy
Nancy Johnson Dahlo f
Kathleen Cina Dimm er
TllTiothy Dob le
Duane Foss
Corrin e Froelich Frank
Lyth Hartz
Ruth Gu ndale Hill ebrand
Thomas Jensen
Denn is Jo hnson
Cheryl Peterson uin gc
Mark Mattoo n
Doane Bears Mills
Robe rt ilsen
Lavonne Pearso n
Willia m Pearson
Daniel Peterson
Reid Peterson
Janice Weum Philib ert
Peggy tafne Ruch
ou Schum ack
Kipp Skaden
Lou is Stender
Do nald wenso n
JL-an Bridges Wachs
Lin Carlson Wahlberg
Cynth ia Brakk e Wo lslegel
Karen Levisen Zcim is
I.ASS OP 197 4
Number o f Alu mni: 376
Total amo unt of Gif ts: I 17, 155
Participatio n: 17%
Eli z:ibcth Turrittin Lien
Ward hendel
Lynne And erson Volkm an
Baroora And erson Albr echt
R nald Al brecht
tephe n nen n
Rhona 'ew port Bry ky
Carl Bublitz
Grego ry Carlson
uivo n Emerson-Henry
Valerie Dilger Gryni ew icz
Morcia Tho mpson Hogen
Gayle Baker Hofmann
Lyle 1-!o rrmann
Mi hacl Hover..ten
Kathleen And erson Lor..ba h
Martin Lucin
Philip Lundi n
Paige 'elson
Wendy ilsson
toeve
n O T oo l
Mary Oa pp Overend
Richard Pearson
Kathryn anode n Pearson
Linda uirso n Pipk rn
Mary Ratzlaff
Ro land Root
harles huh
Robe rt tro mmcn
Joel olhelm
LAS OP 197 5
umber o f Alumni : 288
Total amount o f Gifts: 16,646
Participa tion: 16%
SB RG Ill LI!
Daniel Jo hnson
A
PRESIDENT'
L D
Eric Br wni ng-L.1rsen
0 ILDllllS' L 0
Linda I lyde Bachman
Duane Esterly
Merilee Klemp
George Mothison
Pamela Birdsall Richard
Shi rley l10berg
Allan To nn
orman Wahl
CENll.JRY CLUB
David Dahl
Karen Jo hnson
Richard Kruger
David uin gness
Bradl ey Lundell
Kathryn Faber o rum
ui urie Paulson Dahl
Marilyn Pear..on Florian
Rachel Rohde Gilc hrist
Donald Grote
Peter Hendri ckson
Karen Hesselroth
Tho mas Koelln
Susan Forsmark Long
UPPORTI G LEVEL
ancy Dahl And rews
Jon Bergherr
Deborah Fredrickson Crow ley
Belvin Doebbe rt
Jame Erlandson
usan Gu enthner Ga rne
PPORTI G LEVEL
Conni e Garry Adams
Peggy And erson
hery l Birk Gable
Con.stance o rdby Bonde
Kothleen Briggs
John Burgeson
Brenda Hoppes Ca11:1doris
ndrea Eri kson
tep hen Graziano
tep hanie Gierke ustafson
Gerald Halvor..on
Jann lei ner Hamilto n
Rayn1o nd Hamil ton
uiurie Hayden
Keith Howard
Loretw Mack Koc h
Patri Edwards Kroml inger
usan Jo hnson Mc eill
Ii Mo llner
ancy
Daniel 'elson
hirl ey hristensen i kel
LondaJo hnson Paulson
Elizabeth Kaste Peder..en
James Ring
Ann Bubo ltz Roc he
Andrea Johnson tro mmen
Paula Roberts Tetzlo ff
Alla n Tor..tenson
Janette Tup a
Chris Jensen
Mark Jo hnson
Douglas John.so n
David ui ne
Willi am Lindqu ist
Kim Hoversten Ludn
Solveig Evenson Mattson
Elsa Mohn
Douglas elson
Jeff essler
tee n Olson
Vicky Bergh Paschke
Dale Paschk e
tephen Pearson
Ruth Graf Peter..on
Becky Gustafson Raadt
'«~lli om Raadt
harles Rapp
Jero me Rokk e
Mary Ro nnin g
Dean mith
Richard viggum
ancy elson Temte
Michael Thomsen
Lois Wanm an
Debra
heeler
Cl.ASS OF 1977
umber of Alumn i: 3 5
Tow l amount of Gifts: 13,83 2
Participatio n: 15%
Cl.ASS OF 197 6
umber of Alumn i: 05
To tal amount of Gifts: 22 ,558
Particip atio n: 15%
A G D RG IRCLE
Ii . Th eod re GrincL11
PRESIDENT CL B
Jacki e Parker herryho me
tephen Reinarz
MARSHAU CO
1ephen veom
B ILDEI ' L B
·ott And er..on
Dovid Pagerlle
usan Gang.sci
Kothryn Anderson
Mark Zcll,m:r
IL
~
ahl
E
RY I.UB
Janel elso n And erson
Steven lll oo m
PRESIDENT S CLUB
Daniel Eitrheim
Charles Gabri elson
Joel Gisselqu ist
Roselyn ordaun e
MARSHALL CO
CIL
R bert And erson
Antoinette Laux veom
Patrick Zumbu sch
0 ILDERS' CL B
Mary Quanbe k Barber
Inez hey Bergqu ist
Debr:o Daehn-Zellmer
Mi hoel Heck
Daniel Reu ·
Mark chmidt
Laurn unon
ENTURY CL B
Willi am Babcock
Jeffery Blixt
Mary Fastner Bloo m
Bnice Cunningha m
John Sonnack
Jud ith Knudso n trommen
Lou Ann DielZ Wenen
S PPO RTI G LEVEL
ancy Berg tro m Allen
Debra ha e Anderson
Eric Aune
Wend y Bjork lund
Lynne Kohn Blixt
Elizabeth O lson Boum an
con Bouman
D wa ine Brun
1at.han
arisen
Pamela Carlson Heide
Linda arlson \Xtescon
David Cornell
Wayne Eklun d
co ll Fridley
James Haley
~lark Hall
Lori Q uo Hansen
Rox:mne l·b n
Michele Granlund Jerde
Susan Heng)' Johnson
Marlene Ell Jo rgen en
Susan Lageson Lundh olm
Douglas lerrill
Lori Ha lin ger Merri ll
Randall 'elson
Leslee Sandvig Nestingen
Laurie Stevenson 1ielsen
Paul Rinenh use
John and nes
'iarn a Schi eld
John Schraan
Jerome Spetzman
T imoll 1)' Strand
James trommen
Paul trommen
Bernie we nson
Rmh nderdahl-Peirce
Janel Waddin gto n Van\Xlyk
Sharon Svendsen \Xtanvig
farjo rie Ell is Welde
David Wyga nt
CIASS OF 1978
um ber o f Alumn i: 368
Total amount o f Gi fts: 30, 26
Pani cipmion: 17%
AUG 13 RG CIRCLE
P. D:1w n Heil Taylor
PRESID E T CLUB
All ison Everen
Kennel h Svendsen
MARSHA Li.
IL
Jennifer Abeln Kahlow
13 ILDERS' L 13
Mary Powe ll Ashley
J3me:, Bern~Lcin
Kendra Bo nderud
Th oma, Burnside
Patrick I la:ir
Bev Ha.m111"
1 Nleyer
Dennis Meyer
. Eri pore
1ephen Th ompso n
CENT RY L 13
Richard Hendrickso n
Th omas Hendrickso n
Linda Kin g
Bonnie Lamon 1oren
Jonathan 1loren
James Peterson
oreen \Xtalen T hompson
Loui e Dahl Wood
SUPPO RT! 1G LEVEL
Dir k Abra ham
Randy Asman
Kir ten Sateren Bergherr
andra Fretty Bruesewit z
Joan Brustad
lichael Colehou r
James Dahlen+
Mark Depaolis
Do nna Woodw ick Didrik son
ChrislOpher Cea o n
andra Glass-Sirany
Janet Hall
Peter Hanson
Bnice Hendrickson
M urray Hers1ein
Joel Hoege r
Catherine Arvid ·on Kaiser
J. Jo hn Karason
con Kemper
Caro l Fevo ld Koepk e
Brad Larson
Darla Burbach Lindqu ist
Caro l Ro mnes Loncar
Keith Lundell
Tama ly n Anderson Lundqu ist
Th omas Lundqui t
Ro lf Mo rck
Robert lorrow
Rachel Lindell elson
Carol Krassin Nis en
Paulene Soine Ison
Paul3 \Xlinchester Palermo
Bruce Peterson
Connie Lam n Priesz
Margery Mi elke Roberts
Scou Rysdahl
Ell en Wessel Schuler
Mark Sever.,on
Kevin Shea
Michael Sp:ir by
Suzan Moe S1egemoell er
Lorn Th ompson Sturm
Jani s Th o reson
Joan Swenson-Bredenbe Van '\' in.
I ebora h Lease Wagman
Gary Walls1ein
Megan Webster
aomi '-:' illiamson
Timothy Wo lter
CIASS OF 197 9
umber of lumni : 405
Tota l amount o f G ifts: 10,56Part.icipalion: 16%
Kevin Bondcrud
u :111Johnson Drakulic
Diane i\leyers
on \Veber
1ephen \'i'emzell
Juli a Davis tyr lund
Phil ip tyrlun d
Jeffrey we nson
CIASS OF 1980
~IAllSI-IALL O
Terry Jell ison
I
IL
13 LDERS' L 13
John Aune
Rebecca Lund een Aun e
Laurie arl on
con Hanus
Mi chael Kennedy
Adelaide Peterson Parbst
Jay Phinney
Sharon Lak in pi on
CENT RY LUB
Eric Anderson
Annette Johnson Anderson
El a Parbs1 Dean
Jeff rey Defr eese
David Eitrheim
L. ra ig Estrem
T heresa Serbus ~ lrem
aro l Dubov ick Hard
Chri 1o pher Haug
Lynn Schm idtk e Lyng
Emilie ysruen Kennedy
Laurie 'elson O rlow
Debra Merier Peters
Gram Rykk en
i\l ark To nsager
PPO RTING LEVEL
Lind a Ande rson
KaLhy Ploquin Asman
Debr:t Bal er
Steven Berkeland
David Boots
Tom Bo rdw ell
Judy Bender Brin k
Pamela Cantley
Paul Daniels
Sall y Hough Daniels
Robe rt Egan
Craig Ell estad
Julie Edso n eason
Catherine lngman Golv
Tonia Hendrickson u taf on
Kim Ranczka Gyuri sko
Joanne Leig hto n Hacker
igne ll strup
Jul ie lsen lngleman
Joni Jensen
Ho ll y ro1en Kreku la
lVlark Le wi s
Perry ~lalco lm
Vernon Mel nryre
Christel Hartwi ck Meye r
Amy Hoversten J\lorck
'icholas Nelson
"usan O hnesorge
hawn Pagliarini
Jacqueline Roesler Peterson
Donald Pouer
Terri Radovich
Deborah Larso n chult z
L, na Hall Skah<:n
Borb ara wffel
Dana Pa1ch Th omas
Jane Ol son uk c lich
Number of lumni : • 19
Total amou m f ifL>. 1- , I 19
Panicip :11ion: 14%
FO
DEi ' JR LE
Laurie Fyksen-13eise
PRESID E 1T
CLUB
Ma nin L-irson
Chri , Walker
1CIL
~IA IUi ALL
Jeff rey Jam es
Jacque lin e Brook hire TeTSb
e rg
BUILDERS' L B
JoAnne I eller-Ander,,en
Harold Weick
CENT RY L 13
Cind y Brehm
Charle:, 13urmeis1er
Dani el Carlson
Anit a Hill Hansen
Kay Kendall Kapp er,,
Kristy Ander:,o n i\latt.son
Phillip Nelson
Kr isten Obrud
Robert Roy
Paul Sannenad
Chery l i\licheben Slencn
SUPPORT! 'G LEVEL
G rego ry Baufie ld
~l ichael 131
obe rger
Denise Dup re Boc klund
co11Bock lund
Jody Yaroc h Bordw ell
Jon Burnison
Ju lie Ungemach Collv er
Janyce Erickso n
Claudi a Walters Forsbe rg
Dann Fo rsberg
Robert Gardn er
Fritz Hacleler
Julie Levisen Hammon:,
Paul Han.mark
Dawn Hendri cks
Dale KenKni gh1
Sandra Ketcham
Paul Kilgore
ynthia Ellm an Kncis l
Gary Kub al
Robe 11Laf leur
Gail Ryan Lehn
Lee Lill quis1
Peter Ma nignac o
tacy John:,on I nson
Bradle)' Ruff
Lisa Rusinko
Roalcl atcren
Margaret Ison ommer~
John Sorenson
John \\7:1genaar
Rob) '" Arno ld Zollne r
CIASS OF 198 1
Number of Alumni :
18
-Y:tal amount o f Gifts:
,199
Participation: I
GB RG CIRCLE
Tracy Elftmann
FO DERS' OR CLE
Roben ~ ick
PRESIDENT' CL B
Leeann Rock
Dean undquist
MARSHALL CO
Erik Kanten
Karla Morken n ,ompson
J hn Twi to n
Kathl een Knost an ess
Kevin ~ alther
CIASS OF 1982
umbe r of Al umni: 494
Total amount o f Gifts: 9,511
Pan icipation: 10%
PRESID ENT
LUB
Brian Anderson
Jo hn Evan
CIL
BUILDERS' CLUB
Galen Bruer
Pamela Herzan Crowell
Kimberl y Marki e
Dean Mo ren
Ruth Muschinske
Elisabeth Lundeen andgren
'aomi Christense n taruch
John tro mmen
CENfUR Y CLUB
Chris And erson
Michael Burkhard t
Camill a Knu dsen Carlson
Kristo fer Ho no n
John Manson
David Soli
UPPO RTI G LEVEL
Christopher Ascher
Arlin Becker
Beverly Benson
Estell e Brouwe r
Brian Budenski
Kathry n Mickelso n Canwright
Christine Conroy Cherwi en
Victoria Jeff ress Di al vo
Peter Froehlk e
Louise Becken Gallagher
Barbara Gilben
teve n Grind e
Janna Wallin Haug
John Hofnander
Wah Johnson
Kristi ne Johnson
Laura Kasdorf
Rebecca Jami eson KenKni ght
Timo thy Kidde r
Fred Larson
David Leo nidas
Marilyn Gutzman Lodoen
Charles McCan
Dana Holmes McInty re
Meryem Mestoura-Oerge
Scott Musselman
Janine Mattison Nelson
Juli e Holm Odi l
Wendy Nelson Peterson
Di ane Roo k-Jo hnson
Susan Dahlgren Sackrison
Susan Horvat Schill er
Kirsten Schw appach
Stephanie To rgerson Sippr ell
Kari Ann a Beckman Sorensen
Penny Becker ull ivan
Linda Roo p Svendsen
MARSHALL O
CLL
Jeff hri tenson
Debra Krueger Knight
Lori Mo lin e
Roel ill
Randy Stensrud
Ronald l\ mg eth
Jo hn Turn er
Katheri ne Drechsel Vichich
David Wilson
Dale Womeldorf
CLASS OF 1983
Number o f Alumni : 28
Total amount of Gifts: 3,259
Pan icipation: 8%
PRESID ENT CLUB
Joan Molin e
BUILD ERS' CLUB
BUILDERS' CL B
Melinda Tum a Arvo ld
Robe n Arvo ld
Jeffery andgren
CENTURY CLUB
Eli zabeth Bartz
usan Cash
heryl And erson hark
Katherine Aun e \Vade
UPPO RTI G LEVEL
Do uglas Adams
Paul Amos
Mark And rican
usan l-lanson
mu
Lori LaBelle Ban z
Richard Benneu
Kathleen Juli n Benson
David Berrym an
Eli zabeth Bonn er
Leslie Boyu m
Linda O lson Brandt
Julie Christenson Brenny
Terry Brown
Roxanne llausc hno t Buch:inan
Mic hael Cady
Debra Baardson Carlson
Elizabeth Carlson
o n Daniels
Cheryl Howar d Fisher
Do nald Fulto n
Jean Hanson
Rand Henjum
Kay Kenned y Henjum
Penelope Larson Hinderaker
Mark Hu ltgren
Elizabeth Bly Iverson
Rurik Jo hnson
Laura Kasper
Debo rah Church Kidd er
Kala Knuts0n
Laurie Mann
Tim othy Nohr
regory Opit z
Lynda Bonsell u
Richard Redetzke
Leslie achs Ruff
Patt i Evenson Ruth
Jo hn Sackrison
Virgin ia arver
Shell ey w anson ateren
David chepers
ENTURY CL B
Mary Thu reson Belden
Paul Elliott
Jean Luca Ho no n
Pamela Brakke Lanning
Alli son Larges O 'Day
Maren Lecy Ogd ie
Cathy hea
James ier:1kowski
PPORTI G LEVEL
Timothy
grirnson
An ne Togerson Aune
hawn Dr-aper
Lori hmidt Fisher
Meredith Gardi n
Laurie Bennett Halvorson
Lynn Helmke
Janice Haselho rst H tager
harles Ho uts
Mary:, Matts n Hultgren
Miriam Gi elquist Jensen
usan Pull eyn Lenzen
usan Hackb anh Lundq ui t
Do nald Mc lur e
teve ayman
hristo pher elson
Jerry Quam
Mary Roc k
Janet Griffi th andfo rd
Daniel hucll er
Mich ael hw an z
Peter kjervo ld
Rebe a Ostendorf Tun gseth
Meri lee ander Womeld rf
Mary Yurick
CLASS OF 1984
umber o f Alumni : 361
Total amou nt o f Gifts: 18,2 17
Pan lcipatlon: 9%
PRESID ENT' CLUB
Paul Mueller
Kim A leson Ok erstrom
BUILDERS' CLUB
Kyle Anderson
armela Brow n Kranz
Michael Pickell
Patrick ir
Mi chael 1rong
ENTURY CLUB
usan Richmond Jo hnson
Kent Karni ck
Janet Larson Karnick
Brenda Hansen Peterson
Kari Evanson tro ng
UPPO RTI G LEVEL
Bruce Arvo ld
Brent Crego
urtis Ei hen
Anne Erickson
John Gi elqui st
Tim othy Heitman
Jo hn Hilpisch
Lisa Rykk en Kastler
Patti Lloyd
Perry Madsen
Gail Morland
Mary O lson
u an \Varnes Quam
Michelle Reid
Do uglas Ruth
Julie hue11
e
Rhonda Riesberg Tjaden
CIASS OF 1985
'umber of Alum ni : 394
Total amount o f Gifts: 22,549
Pan icipa tio n: 9%
A G BURG IRCLE
Jean Taylor
F UNDERS' IR LE
heri Hofstad K.~mp
PRESID ENT CLUB
ancy Mackey Mueller
o rman Okerstro m
harles Rath
Tamera O ell Rath
13 l LDERS' LUO
usan Berg
Jennif er Olstad Hammer
D, ight Heaney
Steven Lee
ENTURY L 0
Jenni fer J hns1o n Schaid ler
S PPORTING LEVEL
Brian Ammann
Dawn Gerber Amm ann
Peter Auran
RE ENT ' IRCLE
Michael Ooclnarczuk
Jeff Bump
Michael Burden
Dale hris1o pherson
Trud y Fairbank Crego
R. L,w rence Evans
Lee Hawks
Ann
harberg Hein
Carrie Kosek Knon
Kath leen Kuro ss
James
BU ILDERS' CL B
Keith Gliva
Lisa Jo hn o n ~ ahlberg
Kari Huseby Wessman
owac k
Cathleen mith Pagels
erena prenger teffenhagen
Lisa Svac
PPORT ING LEVEL
An gela chillin g Aitk en
oe l Swanson
Paul Thomp o n
uc Th omp on
Michael Tj aden
ClASS O F 1989
Num be r of Alumni : 465
Total amo unt of Gifts: 2,
Particip atio n:
6%
~IAR HALL
O U CIL
9%
REGENTS' CIRCLE
Rebecca Gue nzel Bodnar czu k
Richard Bahr
Arny Hy land Baretz
Chri stin e Wacker Bjor k
faureen McNei l Braatz
Bri an Brakke
Caro l Chase
'I rris Engler
Lisa Brakk e Geis lin ge r
Dea nn a Germain
Jean Guemher
hristian Hahn
CENT RY LUB
1eve n Agge rgaard
Chery l olo mo n o n
Bo nnie L1r.,o n: rem o
Lori Jackm an Hand be rg
Lia Pcteni.o n
D an Terrio
!'PO RTING LEVEL
Debra Brazil
Melissa Hargrave Brueseh o ff
Ti mo th y Gu stafso n
T imothy Jo hn on
Dua ne Birnbaum
Andr ew Moen
Deva ney Looser
A nn Erk kil a Dud ero
Daniel Hanson
Jo hn Wahl be rg
Paul Rensted
Daw n Do naldson Riddering
Jane McA nnany
CENTURY CL B
Kenneth Boe hm
Di ana Wilki e Buffi e
Robe r, Kappers
UPPORT ING LEVEL
Lisa Pestka A nde rson
co n Schue
Christo pher Schul z
teve n evertso n
Mark Wh eeler
Am y Johnson Hanson
Carrie John o n Ingram
J\ilark Muhi ch
Catherine O niskin
Dr ew Priveue
ash
Caro lyn Ross
Broo k
\Xlilliam Schwa rtz
Meld o n Seeland
Todd Steenso n
Cathleen Kleim an Th om
Participatio n: 7%
Kevin Augustine
Lisa Baumgartne r
Aaron \: arwi ck
Caro l Cypr ian Callahan
Virginia arlson
B ILDER ' CL B
Chri s Pieri Arn old
Jame Arn o ld
Clay Ell ing so n
Paul Ca ·anova
Susan Haka la Gl iva
Total amount of Gifts : '4, 890
Anne Conze mius
Deid re M idd leto n
Participatio n:
aroline Q uin zon Ma rvels
Kristin Senerg ren McGin ness
Th omas Mill er
ar:.1h Evanson
elson
M ichell e Mo rit z Richards
Margaret Rog
Jeff rei• Schlieff
Dav id Shaske)•
Lynn Demaray
pliustoesser
Juli e zabla
lark Zaruba
551
PRESID ENT' S
Carla Asleson
L B
B ILDERS' CLUB
Jorgen Ellin gson
G rego ry Schn agl
CE n -u RY CLUB
Chri stin e Coury arnpb ell
Mich ael J:1c b!,on
Kent Klepp e
Kevin Ro nnebcrg
Shirley eve rso n
Jul ie Urb an
ClASS OF 199 0
'umb er o f Alumn i: 451
5%
SUPPORT ! G LE EL
Jo hn Beatty
L,ur:l Bo wer
PRESID ENT'S CL B
Bru ce Ho lco mb
unli ffe
David Dro lson
Janie Du erre I-tall
Kris1en Hi rsch
CE fURY CLUB
Paul Klaiber
Sherri Lar o n
Clayt on ~le 'eff
Nancy ~lerrill
Kristin Mill er
Elizabeth Petit
Heath er LaaLsch Sabi •
Ju lie
hl ucter
Cathy vendsen
Steve n Gittw,
De an \Xla hlin
Jean Eilenso n
Alex Gonza lez
Greg Hanson
ClAS S OF 199 2
Lynn Fichtne r
T rygve
Timot hy Hanson
Wendy henn an Heil
arol eil er
John~ ib erg
Heidi
o rman
MARSHALL O
Jeffrei • ul zbach
CIL
Rebecca Pfabe
SUPPORT ING LEVEL
Kari Stn 11
z Backes
Mary McLain Bahr
Dougla s Baretz
Mi chele Klo ppcn hapdelain e
Kelly Pe1erson Dun can
BU ILDERS' LUB
Shar n Al to n
P~H
lc 'ev in
1
ystuen
un1ber o f Alumni : 6 I 2
Total amount of G ifts: 2,285
Participati on: 3%
N icole Henz
Ro nd a Co lwell Jorgenson
and ra Ludtke
CIAS S OF 1987
'umber of Alumni : 3
Total amount of Gifts : 3,697
Part.icipatio n :
•IA RSHA LL O
A lice Da hl Roth
CENT RY LUB
Daniel Handb erg
Brent Lofgren
Mark Mor ken
Number of Alumni:
Total amount of Gif t.s: 8,700
Pani cip atio n: •I%
chamb er
chl cy
W illi am A nderson
Todd A nderson
Craig Fering
Lynn Pende rgast Feri ng
Linda Gfrerer
Susan Goebe l
'iichael Goebe l
Jod i Hamre
Kri sten Knoe pke
M ichelle Lavelle- Henry
ClAS S OF 199 1
FO 'DERS' CIRCLE
Co lleen Kay Watson
Brad le)• Meyer
Pamel a Eckhoff Meyer
Karen Dahl
ClASS O F 198 8
'un1ber of Alumni : 07
Total amo unt of Gifts: 3,304
Bradl ey chafer
Caro ly n Young chu ell er
li chael tofferahn
Joy Walk er
B ILD ER ' CLUB
Ramo na Rusinak
Pany lshm1g Pieper
rocke11
Teri Bloxh:im G ittus
Jul ie 01 o n Hend ricks
Judith Jarou ek Jacob
Sharo n Mackenthun
Manha Gisselquist
Vicki Ell ingrod
Amy ~tarquardt Elmer
Rebecca Fahlin
Robe n Harri s
Anne Wasick H lz
Laura ~I Gia · n Horvet
Joe l Jorgen, on
Jai • Juola
Sally Hedm an Lawles,
Ju lie Edstro m O lson
Richard Peter o n
Do nald \:' ichmann
Da niel Aun e
ClAS S O F 198 6
umbe r o f Alum ni: 306
Tot al amou nt o f Gifts : 7,805
Participat ion:
CENTURY CLUB
lary Johnson Boehm
Kim Tann
Luann 1en1an \X'alSOn
CIL
Susan Carlson farcinkow ski
Ileen Oake s
Juli e Dunn O ll ila
Jenni fe r nater O J-o n
:trol Peterson
Sc ti Peterson
LEVEL
UPPORTI
Mary 1oleen Bianchi
Bru ce Bina
Emil y Blados
B ILDER ' L B
Mik e Pfeff er
Juli e Wes1co 11Traft
Jennifer Bowle .>
CE
RY L B
Heath er Jo hn to n
Th o mas Ro ·s
~lo lly Foc htrn an chn agl
1G
David Chad
Tere sa Hengy Ch ri -Lia nso n
Doug Cyph ers
PP RTI G LEVEL
Terence A ers
Karen Behm
Wendy lay Beimen
R.,nda Bock
James Bmeseho ff
Terri Burn r
Joanna ,mdbo Engstro m
Kathy Lindberg Evav Id
Jo nathan Ferrell
m Raedeke Frischm n
aria Gennrich
Debra Groez inger
Diane Hedberg
Elizabeth Walker Hi kman
Lucind a Jo hnson
nth ia K rusak
James Len ing
Debra teffenson Icier
Erick Norby
Kristen Hauschild o rby
Adam O lson
ott Peterson
Ti na Ku be Peterson
Jennife r Piper
Carol Rieger
Lyle aur
Loi
hwanz
Debra Riddering 1iller
Cassandra ·loering
Ter,y ko nek
John Nielsen
James Osberg
Renee Paulsen
Kri ten Ryan
Ra hel chuhz ielsen
Hans kul stad
Caro l Van Hu lle
Todd ~ eisjahn
hristin Wendt
James R enberg
Jo hn ander
Ro n chneider
Peter teen
C1ASSOF 1994
umbe r o f lumni : 52
T tal amount f Gifts: 1,770
Pani ip ation: 3%
usan Hornin g Arn tz
Eileen Glasspoo le
David arr
andra Ri•dcen
hrist pher Terrell
Lisa Ritchie Terrell
ancy Toedt
PP RTI G LE EL
Troy 13ergmann
Bonni e Bina
Brian ,vedee n
Ala)'ne Th oreson
Don Tromb ley
~
PRESID E rr CLUB
And rew Fried
B LDERS' CL B
Christo pher Bush
Joseph Hoialmen
Willi am Vanderwall
CEN RY CLUB
usan Hanse n
Jason Koc h
Maril ee Poe
Llz Pushing
Meri Pygma n
Carole hmidt
Chad hilson
Heid i LSner taloch
Fall ine undq uist
S PPO llTI NG LEVEL
Lisa Alexander
Marc Anderson
Heid i And erson
Rita Billin gto n
Mark )assen
I.auric Palmer Dro lson
Haro ld Emahiser
Erik Hell ie
Kristin Jespersen
Jeffr ey Krengel
a,y Kroells
Susan l.aabs
Susan Lettm:inn
Benjamin Lo renz
Tracy Mena
Kay
Even.son
,ll iam Gabler
Jennifer Feine Helli e
Benjamin Hi km an
Barbara Jensen
Joan J hn n
nne Julian-V:on Abel
Tiff an
rm ford Klett
Tho ma Lalim
Denise ideen Mc eff
Lisa hroeder el n
Julie verson
rman
umber of Alum ni : 459
Total amount of Gifts: SI ,742
Pani cipation: 4%
BUI LDERS' CL B
Kristin Lar on Palm
CENTURY CL B
Conrad Meyer
CLASS O F 1996
umb er of Alumn i: 5 I 5
Total amount of Gifts: 1,565
Pani ipati n:
ENTURY LEVEL
Heidro n hamberlin- e rge
an y Danielson
A ngela ~lill er Denchfi eld
a.ASS OF 1993
Number of Al umn i: 6 12
Total amount of Gifts: .33
Participa tio n: ;%
Eric Peterson
Cl.ASS OF 1998
B ILDER ' LUB
on Anderson
Laurie Benn ett
ENTURY L B
Po lly And erson
Go rd n Flanders
Karla ingcr
PPORTI
LE EL
arah Birk lid
Mic hele Braley
Heather M ettigan Brandley
ils Dybvig
Jason Hanson
Catheri ne Kurvers
It Scho ll
Barry ~ rnb rock
Jennif er Bauer Vox land
CIASS OF 1997
umber of Al um ni: 96
1' tal amo unt o f Gifts: 2,20Panicipatio n:
B ILDEI '
L B
PaLricia Pardu n
Jesse Armbm ster
Gi n:, elson Peterson
ar-JRhines
J nathan Rose
James mi th
L)'fln hi ndvall talker
lco le regor Zwebe r
Tara
esareni
Ann Riebe ~ agstr m Meister
ENTURY LUB
Mo na D maas
SUPPORTI NG LEVEL
Lew is Beccone
David Boles
Ylraco Chichaco
Joan Will iams Game
usan preiter Got2man
Eyob Hamda
Calvin Hanso n
Do rcas Makundi
latthew O berg
haro n Rolen
Heather Gunderson Rose
Houssem Tri gui
Daniel Yetzer
CIASS OF 1999
umber of Alumni : 21
Total amount of Gifts : $3,235
Parti ipatio n: %
REGENTS' IRCLE
Deborah Hutt erer
B 11.DERS' LUB
Lisa Th eurer
E
RY L B
Caroline Ro bach Wo itas
UPPO RTI G LEVEL
Brent Fester
Jennif er Grimm
ata ha Hamann
Terry Hermanson
larissa Hutt erer
~ anda Olson Ja h
Todd 1' urand
CIASSOF 1995
CUR.RENT STUDENTS
umber o f lu mni: ;55
To tal am unt of ifts: 1, 110
Pan icip :1tion: 3%
RE EN ' IRCLE
aro l)'n Hardel
BUl I.DERS' I. B
Jonathan Arnt z
CE
RY L 13
Grant hristiaru n
PP RTIN LEVEL
Alan Brand ley
Karen And erson Dec
D:iniel Di etrich
Rebccc:i Hender n Hay
ancy Ho lml lad
hristo pher I lonigman
Leah Jo hnson
Sarah Evan Kuehl
Luke Malloy
And rea Mathi eu
Mari lee Hu bl lin g Mow,y
Teresa oo k
tefan G,ys ka
Kenneth 11:igen
Daw n H:iglund
Kimberly chmid t Hm ell
Jessica Barker J hnson
Elizabeth Malo ne L.,mbre ht
Derrin Lamkcr
Daniel l.ew:i nd wski
Roeshcll Lewi
Ko Ly
Donna Falls Semlak
Patrick T hull
Rebe ca Thrutchlcy Turn er
Janell e Wong
u an Wygant
PP RTI G LEVEL
u an Allard
a1herine Rosik hea
ANNUAL GIVING
Faculty & Staff
T he Augsb urg g ivin g oc ietie recog ni ze all annu al gif ts o f cash made w ithin a fiscal year at the fo ll m in g level
Aug bur g Circl e
Fo u nd ers' Cir cle
Rege nts' Circl e
President's Club
A GSB RG CIRCLE
\XTiJliam Frame
Robe rta Kagin
Marie McNe ff
FO
D ERS' CIR LE
Phil ip Fandr ei
Philip Q uanbeck '50
REG E 'TS' CIRCLE
Richard Hardel
Debora h Hun erer '99
Mary Kinglsey
PRESID ENT'S CL B
D avid Anderson
James Ca rey
Jeroy Carlson '48
Joel Mugge
Barbara Nagle
1 orman O kerstrom '85
Ma rilyn Sharpe
Jeffr ey Swenson '79
Richard Th oni
Do nald Warren
MA RSHALL COUN IL
Beverly Du rkee
Arl in Gyberg
Garry Hesser
Wil liam Jasperson
Jenn ifer Kahl ow '78
1ary Ellen Lund ten
Art Meadowcro f1
No rma
100 mm
Ida imon
Donald Wic hmann '89
B ILDER ' CLUB
Richard Adamson
E.,rl Alton
Lei f Anderso n
Ju lie Bolto n
Law rence Cope
Mark Engeb retso n
Carol Forbes
Diane Glorvigen
Arlin Gyberg
o rman Holen
Meril ee Klemp • 5
Kare n Lindesmit h
arlos M ariani
Karen M atee r
$
10,000 o r mo re
5,000--9,999
2,500--4,999
1,000--2,499
fa rshall Coun ci l
Bui lders' Club
Cenru ,y Club
Supp o rt in g Leve l
Do nna 1lcl ean
D iane Pik e
A nn Mei ster '97
L.,rry Ragland
T homas Ross '92
Mi hael choc k
Clarice Staff '63
Deidre Midd le1o n '88
Th om as
lorgan
1
Go rdon 'elso n
Jane Nelson
Beverly ilsson
Betsey No rgard
andra Olm sted '69
Jack Osberg '62
Joce lyn Palmer
Ro nald Palosaari
Dale Pederso n
Jay Phinney '79
Bruce Reichenb ach
Mark ateren '69
Frank ie Shackelford
Edward Skarn ulis
Beverly Stratto n
Grace Sul erud '58
Philip Th omps on
Darrell Wiese '60
Dav id Wold
Joseph Yo ung
an cy Stebla y
500--999
S 240--499
120--239
Up to
119
Herald Jo hnson '68
Lucinda Johnson ·92
~larth a Johnson
Ashok Kapoo r
Patricia Kea hn a
Ben jamin Ke nt
Al vin Klopp en
Lora teil
Do nald Steimetz
Geo rge Sverdrup '46
ancy Toedt '94
Kristen Kraft
Jeff rey Krengel '93
Ma rk Tranv ik
Joa n Kun z
Josep h Und erhi ll-Cady
Barbara Ko r11"1
an
Kathl een Kuross '85
Steven Laf ave
PPORT l 1 G LEVEL
Susan Allard
Dani e l Le w anclow -ki '9
Brian Ammann '8 5
Lauri Luclenrnn
Kristin A nd erso n
Sheldo n And erson '73
Barbara Lundervo ld
Ray Mak eevc r
A ndre w Aok i
Lillian Maunu
Ant hony Bibu s
Jeanne Boeh
L)'nn Bo ll man '67
David Mcl y
Rosemary Link
Lynn M e na
No ra Braun
Mary Menard
Jessica Meye r
James Bn 1esehoff '92
Mi chael Burd en '85
Janell e Bussen
\Xlilliam Capm an
Jack Nelson-Pallm eyer
Ga il 'orclmoe
Juli e Ol son '90
M arga ret And e rso n
Susan Carl son
Patricia Park
Robert Arn old
John Benson '55
Bethany Bierman
Jul ie Bolto n
Heidi Breen
John Cerrito
Peggy errito
Janna Caywo od
Ronald Petri ch '69
Ji ll Po htilla
Drew Privette '89
John Reed
James Robac k '63
Sharo n Ro lenc '98
Bnice Row e
CENT URY CLUB
teve n Agge rgaard '89
Na d ia Christe nse n
u ·an Cert a in
'59
Suzann e Oo ree
Larry roc ket!
Mo ll y Dora n
far ily n Florian
Emil iano Chagi l
Teresa Coo k ·97
Robert Cow gill
Virginia Currey
Sall y Danie ls '79
Jacqu elin e de Vries
'76
Paul Grauer
o njo l-lagander
Peter Hend rickso n '76
Jo hn Knight
Carlos J\llar iani
Cra ig Maus
Esther McL.1ughlin
Conrad •!eyer '98
John Mitchell
Lois I ielsen
Lois O lson
icki O lson
James Peter o n '50
'oe l Petit
Mar ian Duffee
Rebekah Dup o nt
Grace Dyrud
Kenneth Erickson '62
A nn Garvey
Douglas Green
~lichae l
ava rre
Cynthia Ro w e
Kathy Schw albe
M ichael chwartz '83
Ron con
Charles Sheaffer
Sandr a Shelburn e
Irene Stee nso n
Donald to ner
Cy nthia Gre e nw oo d
Kathryn Swa n~on
Jennifer 1-icll ie '94
Am y Hero
Karen Hogan
'ancy 1-lolmb lad ·95
Brad ley Holt '63
1arissa Hunercr '99
G retchen I rvin e
Will ie Jackson
Rebecca T alll c
nn e Je nsen
Cynthi a Trnitt - Lynch
Di ane Van \Xlec le
Sharo n ~· ade
D avid \Xia hin gto n
Luann ~ atson '88
Lynne Way
ANNUAL GIVING
Parents & Friends
The
(non-alumni)
ug burg giving o ietie r cog nize all annu al gif of cash made within a fisca l year at the followi ng leve ls:
Aug bur g ircle
10,000 o r more
Mar hall Coun cil
500-9 99
240--499
Builde r ' Club
Founder ' ircle
5,000-9 ,999
Centu ry Club
Rege nts' Circle
2,500--4,999
120-2 39
Pres ide nt' Club
AGBRG
LRLE
Barbara & Zane Bir~1•
Jack & Joyce Boss
Joel c Mary Ann Elftmann
Edwin & Barbara Gage
·onmn & Evangeline Hagfors
James & Kathy Haglund
Richard & andra Jacobson
Jam Johnson & Maxine ls:ta
Bruce • Maren Kleven
David & Barbar.i Kleven
Dean & usan Kopperud
Philip & Diane uirson
Harris & Maryon Lee
John Paulson
CurtlS & Marian amp n
Paul & Lorene teen
Johan verdrup
Michael & Deborah zymanczyk
Dick & Glenda Housto n
Andrea Vento
FOUNDERS" CIRCLE
Eli1.abeth Anderson
LeRoy Anderson
Dorothy Bailey
Philip & ui, •erne Fandrei
Allen & Jean Hou h
Mim, Johnson
Belayneh Million
Alan & Janet Montgomery
I. WISlarMorris Ill
REGE f'S' CIRCLE
Bruce & Carolyn Beery
Ruth & Floyd Case
Franklin & Caro lyn Groves
Roe & Beverly Hatlen
David & Caryl uirson
Mary McDougall
Wayne & Joan Popham
I<oger Pulkrabek
Michael & Kathleen haver
Glen & Anna Skov ho lt
John & Dorothy Werness
PRESIDENT'S LUB
harlcs & Catherin e Anderson
David Andcroon
Michael & Victoria A rndt
Jay & Ann Boekhoff
Colleen Bnescmeister
Robe rt & Mary Brooks
John & Betty ather
upp o rting Leve l
1,000-2 , 99
Mary Dewey
Darrell & Helga Egenson
orman & Rachel Ferguson
Robe rt & ancy Granrud
Benjami n & Eleanor Hahn
Richard & Carol I-I ly
Eli1.abeth Ho rto n
Pearl Hu by
TI1eres:1 Ces:ir Justiniano
ance K. ppc rman
Frederick & andra Kiel
Roland & haron Martinson
Robert ichols
Marvi n y tro m
Robert & Marianne ander
Marjorie ii ley
Eugene & Margaret kibbe
David & Annabe lle wa nson
Paul & Belly Tveite
teven & Martha ~ ard
Gunnar & Mary ~ ick
Jack Zimmer
MARSHALL O
CIL
Greg Gisselquist
ancy Hom:ins
Erick & Delia Jo hnson
Jerry & Donita Jo hnson
BUILDEHS' L 13
andra Anderso n
David Austin & Laura Dre
Marlys Barry
ru hard & ancy Borstad
Michel Boudreaux
Daniel & Irene Brink
11. Mead & June aven
Jud ith hristcnsen
Jo hn & Pa1ti ier7,an
harle Lee lnrke
Margaret
Peter isselqui st
Ric hard C is,e lqui st
Shi rley isselqui st
harles & Elaine raham
Prances & George rober
William Halverswd 1
Paul A . & Dolores l l:1nson
Th o mas & Nancy ll anson
ylvia l ljelmeland
hcri I lulk c
I leather I lultgren
co rge & ll lla Hunt er
·r
Jame & Donnie Hvistendahl
Ron James
~ 11li
am & Kathleen Ja person
Rod ney & Corinne Jerke
Duane & Ruth Johnson
Tri e Johnson
Gerald Kegler & Anne Pierce
Gregg & Kathy Kuehn
Ila Mae & Deane Langguth
Di k Little
Jeffr ey Louden & Margaret ain
M. L kes
Kenneth & Rhod a fahl er
Do reen Mayer
usanna Molder
Dean & Barbara Moo re
Tamara elson
Edward & Jill esheim
Glenn ycklemoe
Dean & Marsh:, O lson
Dick & Rose Pakn
David & Ann Preu
J. Roderick & heryl Rinell
Paul Rogers
Beatrice ather
Blaine & haron teven n
Russell & Ann e tro m
LI yd & irgini a Th ompson
Paul & Joan Th rson
Mr. & Mr . Van Der chans
Barbara Varenhorst
~ alter & Ruthanne ~· angcri n
Cr-Jee ~ cstlund
Jo hn Winsor
E. Lorraine Yo kle
John & Barbnra Zimm erman
CE
RY L B
Fo rrest & Harriet nder n
Margaret Ander ·o n
Ro lan & Muri el nderson
Ro nald & Anna Marie Aus1in
Mary ress
Arn Id & Janice utlcr
David & Deb ra zech
Jo y e Davi s
Kenda & Kevin Dean
P:,ul Deutsch
Arvid & yl ia Dixen
Tcrrnnce & '\ 1san Dolan
David & Mo na D maas
Avis Ellingrocl
Rex & Lin la Fasching
Mr. & Mrs. Lyle . Fenne
Up to
119
Ruth Flesner
Henry & Helen Foilin g tad
Wood Fo ter & Jane everns
Mervin & Mild red Fry
Helen Glenn
Mr. & lrs. Roger Haglund
Loi Hansing
iola Hanson
urtis Hargi
David & Sandra Harstad
E. Mo rgan & Mary Lou Hatcher
Joel & Adri enne Helfand
Paul L. Helgerson
Dorothy Hendrickson
Jo hn Hoiu m
harles & Phoebe Hough
Lucy Hul me
Co rdon & Janice Irvi ng
Bernard & Amy Ruth Isaacs
Mary Ja o bson
Glen & Marlys John o n
Klara Johnson
R nald Jo hnso n
Eda Kell ey
Jay & Doro thy Kershaw
rl & J. Marie Kneeland
To m & Jani e Kraabel
All an & Jacq uelyn Krl tenson
Ruth Lundeen
Mi hael Marsto n
Mic hael & Debra M Gray
Jame lond
harles Nauen & P.J. Pofa hl
Bernice yhus
Louis & Gert rude Ogden
James & Linnea O lesen
Rick Palla
incent & Eleano r Pearson
Robert & Mary Powe ll
Gloria P zzini
Phillip Ranheim
Ruth Hein aldt
And reas & Elisabeth Rosenberg
Mary Beth age
Patricia
amuelson
D uglas & Di ane calapin
ynthi a hendel
Thomas & Ruth tavenger
Robert & Pany Strandq uist
Dale tuepfen
Marvi n & O rlene Tatley
Jerald & C:irolyn TerEick
Jack & Ka1hryn Tunh cim
Mark Vandcllst
Malcolm & Esther Wa1Son
Roger Wissman
SUPPO RTING LEVEL
Jo hannes & Marth a Aas
Jah' hams Abdu l-Mumin
Peter Abell
Loyd Aga
Ellen Agre
Cornelia Agrimso n
Reuben & Ani ta Aho
David & Elain e Albrigh1Son
Nancy & Dale Amacher
Ralph & Grace Amm ann
Art hur & Jud y And erson
Mark & Barbar-J Anderson
Betty Lou Anderson
D avid O yen &
hris Bekemeie r
Valerie Bengal
Glen & Catherin e Bengson
Phyll is Benjamin
Dana Bennett
Willi am & Lynn e Berg
Elsie Berge
Ruth Berge
·li chael & Betty Bergeland
Robe rt & Linda Bergen
Robe rt & Ro e Marie Berghe rr
Brian & Te resa Berglin
Stacy Bergma nn
Dani el & •lary BernlSo n
Gerald Bertels n
O liver Berve n
Geo rge & Margaret Anderson
Denn is & Hil ary Be le
James & Paula Bicke l
Jeffr ey Bigwoo d
David & Mary Bisho p
Margaret Anderson
M elvin & Margaret Bisson
J\i
lyrna Anderson
Raymond & Margaret Anderson
Bruce & Margo Bjo rk
M ane Bj rnso n
Willi am & 0 'eill Hanso n
Wayne & Pamela Blake
Do nald & Jani ce Blan ie
Jero ld Block
Edwi n Anderson
Elaine An de rson
Raymond And er o n
Richard Anderson
Mark & Ro alyn And erson
Charles & hirl ey Anderson
Frankli n & Sophi e Anderson
Dennis & Alice Blo mqu isl
Michael Aq uilin a
Dav id & No rma Bly
bester & Th elma Boedeker
Wi lli am & Joan Boeher
John Bogard
Karen Bolstad
Lowe ll Bolst"d
Charles & Peggy Am ason
Corinn e Boo her
Margaret Am ason
Mary Arn eson
Kenneth & Marilyn Borchardt
James & Al ice Boy ce
Kathl een Boz i
Susan Bradfo rd
Clay & Bonnie Brady
Barry & Janel Brahier
Do nald & Joseph ine Brand li
Frank Braun
Mil o & Eli zabeth Brekke
Mabel Brelje
Bruce & Nancy Brenden
Sylvia A nde rson
Verno n & A nn a A nde rson
Willi am A nderson
Zane & Carole Anderson
Elizabeth Andrews
Sheil a Lynch
Raymond & Betty A rveson
Dan & Lauri e Ashl ach
Dav id & Ard is Asp
Step hen & Susan Asp
Myrtle sper
J. Roger & Evelyn Asplin
Ti m Asplun d & Barbara Pie1z
Randall Asunm a
Jasm ine Au con
I..:n
v rence & Elisa Austing
John & Caroly n Babcoc k
David & Caro l Backlund
Carla Bagal:ty
Doris Bagley
Frederick & Linda Baisch
Susan Baker
John & Mabel Bale
eneva Ball
David & Karen Barber
Odell Bardu son
~· illiam & Donna Barr
Allen Barro n
Danielle Barta
Carol Barth elemy
Irene Brink
Debora h Brisch-Cranler
Kathrin e Broo ks
3rpenter
Dona ld & farj o rie arrut h
Mary Ann E. Castens
Jerom e & l..3urel Eri kson
\Xl inston Cavert
Chester & Donna Chambers
Jerry & usan Erick n
Alvin & Jea n Erlancb o n
Leo n & 1ancy Erstad
Sarah Chambers
Dean &
larcia
hapm an
Richard Chapm an
Margaurite Chesley
Kil & Jean Christensen
Paul Christenson
Roger & Kenna Christians
James & Selma Christiansen
Emily Christianson
Howa rd & Vernita Christianso n
M r. & M rs. \Xl illiam Christian son
Alexander & Jud i1h Ciri ll o Jr.
David Clayto n
Ro ni Cleland
Loui s & Bene Close
Donald & Janice Co nrad
Jo hn & Judy Cooper
Robert Erickson
~larlyn & Rulh Ervasti
er
Geo rge & lary
Ly la H. Larson Eukel
Elizabeth Eusti
~l ichael & Kathleen Evans
N:m cy F3irman
Do nald & Irma Fallo n
\Xlill iam & Co nstance Falve)'
Philip & Laverene Fanclrei
Stuart & Jud)' Fankh anel
Ruth Fardi g
ancy Lee Farrell
Jason Co uher
Pmricia Fatchell
Pat Fauk s
Suz:m ne Ferkey
Da vid & Linda Fernelius
l\larie ~lilsten Fied ler
Eleano re Fierke
Ben & Susan Crabtree
Sigurd & Tracy Fink s
Elo ise Crank e
~· i ll ard Crow ley
Herman Fisher Jr.
eline Fitzmaur ice
Euge ne & Joan ne Floc rsch
A . Co rcoran
Th ero n & Beve rly
ulver
Charles & Kathryn Cun ni ngham
Steven & Patti Jo w odz inski
Steve n & Chris Dahlbe rg
O lga Dahlen
Hermine & Karel Da hme n
Kimb erly Fo lkers
Jason Foltz
Denis & Jean Foo te
Luth er & lll ene Forde
Deb Foster
Du ane & Elsie Dahnert
James Fourni er
David Dalto n
Paula Fox
Marku s Francke
Carlton & June Franze n
James & Carol Daly
Laura Mae Daniels
Rod ney & Karen Da niels
Glenn &
tep hanie Danz
Marilyn Dav id
Richard & Caro l Davi s
Jo hn Davi s
Richard & Judith Dehne!
Charles & G,v en Denni nger
G lo ria Denze r
Herman DeZoysa
Carty Frazier
Joan Fre-Jth y
Doug & Jeanne Frederick
Jo hn & Renee Fredericksen
Gl o ria Frederickson
Denni s & Chery l Frederi kson
Jud ith French
R. Mark Frey
Stephani e Frey
An ne D itz ler
Charles Friedm an
Gera ld & Susan Friest
Adria n & Or ene Doc ken
Mr. & Mrs. Philip L Frie, 1
Warde & Renee Brow n
Al gene & Kathl een Bru s
T homas & Audr ey Bry" n
Steve n & Nancy Buban
Donald Ande rso n & Jane Do hrmann
W. Herbert & Marjo rie Do1y
Janet Do ug las
Doug las & usan Berckstrand
Na ncy From
haro n Fuller
Brian &
Gi nge r Dow ning
usan Burchfield
Charles & Lilli " n Burfo rd
Howa rd Burgdorf
Janis Burkh arch
Daniel & larcia Burow
Ina Barton
Doris Bass
Harriet Campe
\'Walte r & Sue Batem a n
Dale & aro ly n anfi eld
Beth Carlso n
Charles & D ianne arl o n
Dan Carls n
fary Be" mish
Gary Becks
Richard & and r:1 Beery
Wen ly Begg
Paul Begg
Forrest
Denni s & Barb Erickson
Bia i ne Erickson
Josephin e Erickson
M . Brow n
Ora n & Jean Brow n
Kennelh & Marlys Buss
hl ey and Louise adwe ll
Jo hn & ar lyn Cain
Howa rd & ~farsha Batt, Jr.
G eorgt= & M a rjo rie Baxte r
Raymond arlson
\ esley & usan arlson
Elaine Carlson
Jack
arlson
I_1w rence Carlso n
Marj rie Carl
n
Yvo nne Dier enfie ld
Rebeka h Dup o nt
Frank & Sheila Garaff a
Gay Garey
Ki mberly Gaslin
Bren & Elizabeth Geml o
Maria na Du ran
Verna Gc rnrnnsen
Lee & Do rothy Dybv ig
Frank Eastburn
fa rgarel Eberle
Ronald c · Rho nda Ebersole
Eli zabeth Edson
Wallace & Charloue Elefson
Kay Ell iasen
Caroly n Ell in gson
David & La Rae Ell ingson
Kari Elsila
Mark & ancy Emmel
Robe rt & Evelyn Engman
Lowell & Caro l Erdahl
Judith Erdman
E. Gibb s & \\'/. Collin s
Larry & Janel G ieske
Philip & C"r o lc G il berLSon
Borg hild Gisselqui sl
Go rdo n Gjehen
Gary & Barbara Glasscock
Jessica Glenn
Dorri, Glo
Steph en & Jean God s:dl-Myers
Jo hn Go ld mann
O scar & Th eresa Go ff1ez
Lori Go11Schalk
Th ero n & Susan Gove
Bern ie & Janet Gra ms
Robi n
c•
Paul G r:n e
Emil y Green
Joseph Green & Tnid y And erson
Jean Greenwood
Robert & Linda Gregerson
Russell & Hilma Gri wold
\\7alter & Karen G rivna
George & France Grobe r
David Gross & faril yn Feldhaus
Rebecca Grothe
Tit o & Guadalu pe Guerrero
Chester Guinn
Louella Gu taf n
Roger c · Lucill e Hackb art
Ann HafTten
Jack & Ruth Haight
Hossein Hakim
Russell Halaas
Do nald & Di An ne Haler
Dave Hale)'
Do nna Hall
Richard & Maje! Hall
Carol Hal erson
Craig Halverson
Lill ian Halvorso n
Rebecca A . Halvorso n
Paul & Esther Hammer
Eileen Hamm erbeck
Ali ce Hansen
Ed ward & hirley Hansen
Jean Hansen
Jason & Janine Hanson
Raymo nd Hanson
Tyro ne & hirley Hanson
~ 11J
iam & \ r,ola Hanson
Will iam Hanson
~ tlli am & Doris Hanson
Th eodore & Fern J-lanwick
Gary & Carol Harkin s
Harland & Patricia Wallace
Marge Harn
David & 'ancy Harris
Mr. & 1rs. Roy A Harrisvill e
All yson Hanl e
Bernice Haskins
Jack & harlene Hauer
Ann e Haugaard
Law rence & Lois Hauge
tephanie Haugen
Carolyn Haw kins
Rachel Hefte
Gene & Margaret Heglund
Good win & Ella Mae Heimda hl
Bruce & Stacey Heimk es
Herman Meinecke
Anhur & Patricia Helde
Henry & Ruth Helgen
G.S. & Virgini a Helgesen
Robe rt Hellen
Lon & ancy Hendricks
Clarence & Robena Henk e
Jerry & Deborah Herby
Dal & ancy Hertz
Becky Hespen
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lary Kri nkie
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yn1hia Lebaron
tis & Kathryn Lee
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lor ia Lew is
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BOARD OF REGE TS, 1999-2000
Al M
Rev. Gary E. Benso n '70
Jacki e Cheny ho mes '76
Rev . Roge r C. Eige nf eld
Tr acy Lynn Elftm ann '81
H. T heodo re rindal '76
Nor man R. Hagfo rs
Jim Bernstein '78
Brent Crego '84
A nd y Fri ed ·93
M ichael H auk aas '93
Lind a Bailey Ho lm en '74
James E. Haglu nd
Rev . Mark . Han o n '68, ex off icio
Beverl y T ho mpson Harlen
A llen A . Ho ush
Dr. Ruth E. Jo hn son '74
Dean C. Ko pp erud
David j. Lar o n
Glo ria C. Lew i
Rev. Jo
An to ni o Machad o
Ju lie R. Nelson '83
Rev. Glenn W. yc kelmoe , ex officio
Ro nald G . Nelson '68
e
Ro nald J. Peltier
Glen E. Person '47
Wayne G . Po ph am
Curt is A . Sampso n
Glen J. Skov ho lt
Jean M . Taylo r '85
P. Daw n Taylo r '78
Michael W. Th o m pso n
Kath1y n H. T un heim
Joan L. Vo lz '68
May Ka-Yee Yue
WEC ALUMNI ADVISO RY
COU CIL
Tamm y And erso n '94
Heather B ir ch '96
Ga1y Bucher '93
Coraly n Br yan '92
A nd y Fried '93
Terry Marqu ardt '9
Meri Pygman '93
Caro l Seil er '90
Fallin e Sun dq ui st '93
Bill Vand e1wa ll '93
BOARD, 1999-2 000
Jo hn L. Jenn eke '71
Lo i Hall coc k John o n '68
Merto n Jo hn son '59
Carm ela Bro w n Kranz '84
Jacki e Kni efel Lind '69, '94 MAL
Pau l Mik el o n '70
Liz Pushin g '93
Meri Pygman '93
Peter Th o rson '85
Co ll een Kay Watson '91 MAL
Betty Will iam '83
Lisa Zell er '81, '89 JAL
CLASS AGENTS, 1999- 2000
1962 Lew u ndq ui st
1963 ara Halvo rson tro m
1964 Ro ben No rdi n
1968 lo ne Agrim o n Han o n
1969 Lo is Peter o n Boll man
1970 Terry I ygaard
1972 Kathy Mod row Kun.is
1973 Me1j a W il eniu s Fox
1974 Marl ene Chan Hu i
1975 Jann M issner Hamil to n
1976 Larry Mo rgan
1977 Chu ck Gab rielson
1978 M ichael parby
1979 Mark Au ne
1980 Ro b LaFleur
1981 Janis Blo mgren Aune
1982 Lo ri Mo lin e
1983 Susan Kapp ers Ryan
1985 1o rm O k r trom
Chu ck Rath
1941 Richard Jaco bson
1943 Glo ria Burnr ved t elso n
1944 Chester Ho versten
1944 Joy ce Op seth Schw a1t z
Vera Th o rso n Benzel
1946 Jo hn Steen
1947 Ag nes Valv ik Lar-o n
1948 Jeroy Carlson
1949
1950
1951
1952
1953
1954
1956
1957
1958
1959
1960
196 1
Ar ni e kaa r
Cal Larson
h irl ey Dah len
Dan Pearso n
LeVo n (Vo nni e) Pau l on D int er
Ruth Aasko v
Herb Chil tro m
Caro lyn Low er Blis
Stan Baker
By ro n Go li
Carl Casper o n
Dale Hanka
Phylli s Ack r
1986 Deb Balzer
Barb
iesen McG ly nn
1987 Che1y l \ ' itsoe Du d ley
Sharon Mackenthun
1988 andra Kay mit h
1990 Try gve ysruen
Caro l Seil er
1991 Kri sten Hir ch
1992 Heather Jo hn sto n
1993 Misti A ll en B insfeld
Heid i Wi sner Staloc h
1994 Amy ora n
1995 Li a arlson Sack reiter
Am y To rge lson Fo rsberg
1996 Jay ne Rudo lp h
Heather Birch
1997 Am y Bowa r
Jen Ringe isen
1998 Cal in Hanson
Terry Marqu ardt
1999 Jack ie Fuhr
hUGSBURG
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2211 Riverside Avenu e
J\linn ea po lis, J\IN 5545-1
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PAID
Mp ls., MN
Permit No . 2031
Work as illlprovisation
"My whole life I've wanted to do comedy,"
said Jenni Lilledahl '87. "But another voice
inside said it wasn't practical."
For eight years, Lilledahl obeyed the
practical. After gradu ating in 198 7 with a
B.A. in communi cations, she wo rked in
public relations. But the urge to be on
stage wouldn 't leave her alone. Following
an acting class and a summ er pro gram in
Los Angeles, she had the bu g.
Lilledahl began performing. That's when
she met her future husband and partner,
John Sweeney He, too , had a business
background but was thinkin g of a career
change. Both eventually quit their jobs.
Newly ar rived in the theatrical
communit y with years of corp orate
experience, they were misfits. Yet their
background s aided them in fulfilling th eir
own dreams. Dud ley Riggs was lookin g for
someone to bu y his 39 -year-old theater.
Who better than two peop le with busin ess
savvy who were committ ed to th e field?
In March 1997, the deal was finalized .
"It felt like an opp ortunit y of a lifetime,"
Lilledahl said. ''.John and I have similar
p rospects are mu ch bright er. Lilleda hl and
Sweeney have revived the main stage at
Calhou n Square. "The theater is the
centerpiece of the business ," said Lilledahl.
"Most of our energy goes there."
Numb ers wou ld suggest she has also
put mu ch effort int o the Brave New
Institut e, a school that averages 16
different impr ovisation classes a week . It
has grown from seven stud ent s to nearly
300 und er her guid ance.
Brave New Commun ications, a forpro fit division , performs an d writes for
corporations. "Because we have no outside
source of fund ing , like most theaters in
town, this component serves as our
foun da tion , generating revenue for day-today expenses."
Their bu siness also includ es
Flanagan's Wake , an interactive theater
experience, and a touring company, which
serves as a training grou nd for main-stage
actors.
The two voices in Lilledahl's head now
sing in uni son . "We run our bu siness the
way we teach imp rovisation ," she said.
"Our philosoph y is that you can say 'yes'
and be prepared for anythin g only by
being ope n to everythin g."
•
•
"We run our business the way we
teach improvisation. Our
philoso phy is that you can say
'yes' and be prepared for anything
only by being open
fI ,\J, W-'L
to everything."
-J enni Lilledahl '87 ,
co-owner of Brave
New Workshop
creative energy. We both
like to work hard and
produ ce and create
thin gs."
The theater was
stru ggling when they
assum ed ownership , and
as entr epreneurs, so were
they. "The first year we had
the bu siness, we didn 't
kn ow what we were
doing," said Lilledahl. "We
had a vision , but we didn 't
know how we were going to get there."
Thr ee years later, the Brave New
Workshop still carries debt , but the
Winter
2000-01
Jenni Lilledahl '87 and her husband , John Sweeney , have improvised in t he ir
entrep reneurial careers equally with their acting caree rs in pu rchasing , reviving , and
building Dudley Riggs ' Brave New Wor kshop .
A- UGSBURG NOW
17
Life passion to business lllission
Kari (Eklund) Logan '82 has ah ays
understood her life passion and the
mi ion of her bu iness as one and the
same. 1aybe that's why she's been so
succes ful. Dave loore, an early mentor of
Logan's when she worked at \ CCO, once
told her , "You'll get there on goodness. "
And she has . With busine partner Cindy
Leines, Logan has maintained the passion
that o man entreprene urs often lo e in
the doing , namely, combining her
commitment t the beuerrnent of families,
business , and community with the service
C.E.L. Pubhc Relauons , Inc . provides . "\: e
help clients succeed in a hieving their
dream ," he said . "By doing o , we achieve
our own as well."
When she graduated from Augsburg
in 1982 with degrees in theatre and
comm unications , Logan had )'et to see
where her dream would take her. he
certainly had no thought of own ing her
own busine ss. She landed an interns hip
at WCCO-TV, where she learned TV
production . Then she spent four years on
the assignment desk at Channel 5, whe re
she eventua lly produced 'Twin Cities
Live" until 1990 .
But TV work had little ap peal. "Your
!He isn't your own ," said Logan, who
considers herself a "reco eringjourna list."
Yet she is grateful for these first
expe riences. "My knowl edge of
producing has been an asset to our
business ," she said . C.E.L. Public
Relation s, Inc., in \ hich she became
partner in 1993,
hand les media
relations for
clients in several
markets : health
and education,
an s and
entert ainm ent ,
and, increasingly, food and banking.
"Cind y is the visionary and strategist,"
said Logan . "I love to write, and have the
prod uction expertise, while she handl es
operations and manages our three
empl oyees."
Logan ackno wledges the challenges
that come with being an entr epreneur-.
"The dec isions I make as a bu siness owner
impact four other families," she said . "We
choose our clients carefully, because we
want to believe in wha t they do. As a
result, we've tu rned away a lot of wo rk."
Even financia l decisions are hard .
"I was raised
conserva tively," said
Logan. "It's har d to take
risks, like when we
moved from our
base ment office to
leasing space."
Desp ite the
challenges, Logan has
never compro mised her
principles . "Work is so
much a pa n of you r life,
you have to be doing
what you love," she
said. Clearly that has
shown in the award-
"We help clients
succeed in
achieving their dream. By doing
so, we achieve our own as well. "
- Kari (Eklund) Logan '82,
co-owner of C.E.L. Public
Relations , Inc.
Kari (Eklund) Logan '82 (right) and her business partner , Cindy Leines (left) , have built a
reputation in media relations that includes placing guests on such shows as the KARE-11
Today show . Here, they review material with the show 's co-host, Pat Evans (center) .
18
,4- GSll RG NOW
\vinni ng work the firm has done. C.E.L.
Public Relations , Inc. won a Summ it
Creative Award and a Communica tor
Crys tal Award of Excellence for prod ucing
a TV special on Alzheimer's disease. The
firm also earned three bro nze medals from
the Int ernational Festivals Association for
marketing the Uptown An Fair.
During the fair, Logan hired Augsburg
theater stud ents as mimes. "It's great
experience for them, and it helps us
tremendous ly," she said. It's also one more
examp le of how her goodn ess has gou en
her to where she is today.
Winter 2000-01
Answering a calling
Like Saul on the road to Damascus, Lori
Moline '82 had a life-changing exper ience
du ring her senior year at Augsb ur g. An
urb an studi es maj or, she spent a semester
traveling on her own in Europ e. "Up to
this point , I hadn 't wand ered too far from
home," she said . "As a child , I even had a
hard time going to summ er camp in
north ern Minn esota."
But traveling overseas help ed her
discover abiliti es and interests she didn 't
realize she had . "I decided I wanted the
exploration of different cultur es to be a
significant pan of my life," Moline said .
After she gradu ated , the Office of
Alumni Relations conn ected her with a
man who had a small comp any that
arranged tours to Israel and the Holy
Land. "I convinced him to hir e me with out
any travel indu stry exp erience," she said.
"In one year, I was managing th e office."
Moline work ed for a numb er of travel
compani es before startin g CrossingBorders
in 1996. She shares own ership equ ally
"I find what I do a calling. My
business is part of who I am."
- Lori Moline '82, co-owner of
Crossing Borders
with her bu siness partn er, Marth a Van
Gorder. "We saw the need to create
intern ational group travel exp eriences that
were mor e meanin gful," Moline explained .
"Our services are based on a belief that
travel is edu cational and transform ative."
CrossingBorders creates intern ational
tour programs for chur ch- affiliated group s,
with a specialty in travel to Israel. "Every
pro gram is uniqu ely customi zed out of the
vision and mission of each chur ch leader
we work with on a tour, " said Moline. One
congregation want ed to do a service
proj ect in Israel. Another group wanted
music to be the focus. Along the
entr epreneuri al way, Moline discove red
what many new bu siness own ers do.
"Th ere's more to creating a comp any than
writin g a good bu siness plan and
providin g great service," she said . "We
needed to learn how to market our
bu siness so people kn ew we existe d ."
Moline also found her involvement in
the Augsburg alumni communit y
Winter 2000-01
~ o, Oci,L~
,yms
~~g
boa rd helped me learn strategic plann ing
and leadership skills," she said. "I even
used th e professional services of a former
classmate for our logo and image."
Curr ently, Moline is wo rkin g on a tour
to the Holy Land with former classmate
Jeff Sand gren , a Luth era n pastor in Fargo.
"It's been wond erful to bring together ou r
experiences in creating something special
for his congregation ," she said . "These
Augsbur g conn ectio ns cont inue to be an
impo rtant pa rt of my perso nal and
pro fessional life."
Lori Moline '82 (left) and her business
partner, Martha Van Gorder (right) , create
opportunities for educational and
transformational experiences in the
travel arranged for church groups .
Since her first job in the travel
indus try, Moline has never considered
other work . "I find what I do a calling," she
said . "My bus iness is pan of who I am ."
A-UGSBURGNOW
19
Meeting the people
Sarah (Wojtowicz) tehly '88 intended to
go to gradu ate school, but the constru ction
indu stry was in her blood. Her father
owned a stucco business, and she worked
as an estimator since a teenager. Before her
senior year, she planned and organized a
seminar that introduced innovative
construction produ cts from a North
Carolina manufacturer trying to break int o
this market.
"I ran the seminar as an independent
study to earn a communications credit and to
help out the family business," she explained.
"By the end of the day, the contractors who
attended were placing orders."
Her first bu siness, Simplex
Constru ction uppli es, was born in July
1987. A college senior, Stehly learned the
manufactur er had other produ cts for
bu ilding brid ge decks and highways. "On
my way to class one day, I marched into
the Departme nt of Transportation and
asked who I cou ld sell these produ cts to,"
she recalled .
Soon after, implex was provid ing all
cons tru ction materials for the Lafayette
Bluff Tunnel along the
orth Shore. The
compa ny, which 1s
involved in major
constru ction projects
th roughout th e upp er
Midwest, will also suppl y
materials for the light rail
tun nel at the Mmneapolis/
St. Paul airport.
said . In March 1993, Stehly started a
second comp any, Construction
Technology. Together, her two businesses
serve thr ee indu stries: highway/h eavy
market, commerci al contra ctors, and
stucco cont ractors.
As an entr epreneur, Stehly has
followed few of th e rules. "I didn' t have a
business plan , and I never had a bus iness
course al Augsburg," she said. "After I
gradu ated , I took a class to learn the
basics, bu t everythin g else I learned by
trial and error." Early on , she felt a
particular disadvantage in matters of
financing and banking.
How did she survive? Stehly cites four
strengths shes relied on these past 14
years. "Having a college edu cation is a
plus," she said . "The com muni cations
skills I developed at Augsbu rg have been
critical to my success." Second , she has
persevered . "I came into ownership by
selling, and I know that if a good produ ct
exists , there's a way to sell it."
Honesty is also key. "I never have to
guess at what I tell someone," she added .
Finally, her people skills have allowed
Stehly to develop good relationships with
customers and provide excellent service.
"Meeting the people-t alking to
cont ractors at the site- keeps me energized
and my business growing ," she said .
•
Lenore Franzen is afreelance writer who lives
in St. Paul.
"Meeting the
people-t alking to
contractors at the
site- keeps me
energized and my
business growing,"
- Sara (Wojtowicz) Steh ly '88 ,
owner of Construction
Technology, Inc. and Simplex
Construction upplies , Inc.
As Stehly's business con tinu ed Lo
grow, so did her custo mer base. "I
d iscovered some of their needs weren't
bemg met for constru ction materials," she
20
A-UGSDURG NOW
Spending time on construction sites and getting to know the people helped Sara
(Wojtowicz) Stehly '88 to succeed in building two businesses that meet particular
mater ials needs of the construction industry .
Winter 2000-01
From the president's desk
s alumn i of Augsbu rg College, it is
imp ortant to rememb er that we are a
very diverse group and that we each had
different experiences as Augsbur g
stud ents. Some lived at home and
commut ed to and from campu s; some
came to Augsbur g as an adult with a jo b ,
kids, and a spouse to take classes over
many, many years to get that degree; and
oth ers came as 18-year-olds, lived in the
dorm (or in an old house, now
demolished , like me). These experiences
become imp ortant wh en the College sets
about to make conn ections with its
alumni . That is the prima ry assignm ent of
the Augsbur g Alumni Board : to find
different and varied ways to conn ect
A
alumni with the College of today.
I recent ly attend ed a gathering of
Augsbur g alumni at 3M. There are
hundr eds of Auggies workin g for 3M, an d
a group of them have organized events to
re-conn ect and to learn more about the
Augsbur g of today. I talked with many
form er stud ents of the College- and each
had a different story to tell. The one
comm on factor was an int erest in each
other and in our College. 3M is helping us
pioneer a concept of empl oyer-based
alumn i group s as we seek to foster
chap ters of Augsbur g alumni -o ne of the
associations goals for the comin g year.
Chicago area alumni have been invited to
a gathering in early Decemb er to bui ld
their regional chap ter.
Our Homecoming weekend in
October provided other opp ortuniti es to
get Augsbur g alumni together. In additi on
to hosting reuni ons of the Classes of 1950,
1960 , 1975 , and 199 0 , we recognized the
outs tandin g accomp lishm ents of a numb er
of our alumni who have distinguished
themselves in the world and those who
have given an extra measure of sup port to
the College over the years. The dinner
Saturd ay evenin g was lots of fun and was a
successful alumni "event " for our
communit y. Equally satisfying was a
gathering of Augsbur g choir alumn i on
Saturday mornin g to celebrate the joy of
mu sic and of singing togethe r. Keeping
conn ected has majo r benefits, both for the
school and the individual.
Soon the Alumn i Board hopes to
develop other mechanisms for alum ni to
help the College, such as a "welcome"
letter to new students from individua l
Augsbur g alumni , chances to get alumni
back into the classroom to share the
wisdo m and expe riences of their work , or
a series of lectu res to promo te lifelong
learnin g. All of these op portun ities can
help keep you conn ected to you r alma
mater ... you'll be surpri sed at what we
can do together!
Paul Mikelson '70
President , Alumni Board
Augsburg alu mni win humanitarian
sel0ess dedication and exempl ary
leadership in imp roving th e health and
welfare of residents in St. Paul and the
surroundin g communiti es."
Lindell, a 1998 Distinguished
Alumnu s, retired in 1991 from a 44 -year
career with West Publishing Comp any. He
has been a major benefactor of Augsburg
for more than 50 years, serving as a
James G. Lindell '46 Kenneth Holmen, M.D. '74
regent , as an Alumni Board memb er, and
he United Hospital Found ation in St.
as a major supp orter to bu ildin g projects,
Paul has awarded its 2000 Service to
includin g Lindell Library, which bears the
Hum anity awa rds to two Augsbur g alumni
family name. Seven membe rs of his family
-J ames G. Lindell '46 and Kenn eth
have attend ed Augsbur g. Lind ell and his
Holmen , M.D. '74. These awards are
wife, Jean , actively supp ort many
present ed to indi vidu als (one communit y
communit y projects, inclu ding Boy Scout
memb er and one United Hospital
camp s, ph ysical fitness centers, Little
physician) who have "demonstrated
T
Winter 2000-01
•••
awards
League baseba ll fields , and a specia l burn
treatment cent er at Regions Hospital.
Holmen , a 1995 Distingu ished
Alumnu s, is an anesthesiologist at United
and Childrens Hospitals, both in St. Paul.
His respo nsibilities at these institutions
have included chief of surgery at
Childre n's Hospita l and chair of the
anesthesia department at United Hospital.
He has bee n a part icipant in the health
care reform debate, serving as chief
execu tive officer of Cap itol Medical
Specialists (a 300-member specia lty
ph ysician organization in the East Metro
area). A forme r member of the Alumni
Board , he and his family have established
several scho larships at the College.
A-UGSBURG NOW
21
Seniors Rico Washington and Anne Osberg
wave to the crowd after being named
Homecom ing 2000 king and queen.
Students huddle together on a chilly
Homecoming game day to cheer on the
Auggies , who played hard, but came up
short against the University of St . Thomas .
Syl Jones '73 and Karen Reed '90
(pictured with Joe Young, center , director
of Pan -Afrikan Student Services) , were
among the seven alumni honored at the
First Annual Pan -Afrikan Alumni
Celebration .
22
A UGSBURG NOW
A proud alumnus displays his new
Augsburg sweatshirt.
Augsburg choir alumni gathered at the Millennium Choir Songfest , here
directed by Jim Rodde '74, one of seven guest directors for the event .
Gunnar Wick, whose
two sons attended
Augsburg, was honored
with a Spirit of
Augsburg Award for his
support of the College .
Chuck Gabrielson '77
was honored with a
Spirit of Augsburg
Award for his active
involvement in College
activities .
The Tuesday Volunteers, a group of 20+ women , were
honored with a Spirit of Augsburg Award for their
volunteer work at the College .
Four alumni were honored with the Distinguished Alumni award, which
was presented by President William V. Frame . Pictured, L to R: Ellen
(Stenberg) Erickson 'S1, David Cherwien '79, President Emeritus Oscar A.
Anderson '38, President Frame, and M. Annette (Hoversten) Hanson ' 68 .
Karen Reed '90 , Kurt Wehrmann ' 90, Jennifer Peterson
'90 , and Noya Woodrich ' 92, '94 MSW (L to R), all
received the First Decade Award, which honors
graduates of the last 10 years who have made
significant progress in their professional achievements
and contributions to their community .
Photos by Tara C. Patty
Winter 2000-01
i4UGSBURG NOW
23
Homecoming
2000
GOLDEN ANNIVERSARY CLASS OF 1950 (L to R) ROW 1: Lynn Lundin, Charotte Forness Egeberg, Marge Wilberg Hague, Ann Bueide
Spencer , Dorothy Gramling Hofflander, Idelle Nornes Bagne , Helen Green Seline, Sylvia Kleven Hanson, Phebe Dale Hanson, Charlotte
Erickson Anderson . ROW 2: Miriam Hoplin Lundin, Esther Johnson, Betty Felland Ronning, Evelyn Folkestad Ostie, Curt Emberson ,
Mar ion Anderson Loberg, Ray Huglen , Andy Balerud , Barbara Kolden Balerud, Richard Aune, Edith Nutwick, Shirley Dahlen, Angeline
Ro ll and Sorenson , Viola Nelson Solberg. ROW 3: Philip Quanbeck , Carol Schmidt Larson , Delores Farm Johnson, Dolores Nolan Fev ig,
Fran k Ario , Georgette Lanes Ario , Lyle Shaw , Wilbur Johnson, Oliver Johnson , Edmand Alberg, Archie Lalim, Herman Aune , Carl
Vaagenes . ROW 4: M. Don Blom , John Shelstad , Erling Carlsen, Roger Kuhlmann, Garfield Hoversten , Bob Hagen, Paul Olson, Herb
Peterson , Kerm it Ho v ersten , Marion Roe, Bob Paulson . ROW S: Raymond Bodin , Harold Tollefson, Gehard Vorland, Orion Felland,
James Pet erson .
CLASS OF 1960
(L to R) ROW 1: Ruth Carlsen
Moen, Phyllis Dahlmeier
Fering, Lois Richter
Agrimson, Lavonne
Gravgaard Iverson , Barbara
Olson Dettle, Beverly
Tollefson Uhlenberg.
ROW 2: Chester Hoversten,
Byron Schmid , Cleve Moore,
Donald Gilberg, Jack
Anderson, Lowell Ziemann,
Carol Johnson Casperson ,
M. Ruth Carlson Olson.
24
A- UGSBURG NOW
Winter
2000-01
CLASS OF 1975 (L to R) ROW 1: Brenda Hoppes Cattadoris, Miriam Walen Sikora, Carole Stieper Rinder, Stephanie
Gierke Gustafson , Linda Paulson, Kathy Plunkett Schultz . ROW 2: Steve Carlsen, Brenda Salberg Peterson , Andrea
Johnson Strommen, Mark Johnson, Sherry Hunstad, Sue Simberg Sorenson, Patti Edwards Kraml inger, Jann Meissner
Hamilton, Ray Hamilton. ROW 3: Dan Johnson , Dave Dahl , Duane Schultz, Rick Garland, Jeffery Polk inghorne, Samuel
Schmeling, Dan Vaagenes , Corby Benson.
CLASS OF 1990 (L to R) ROW 1: Jenny Peterson and Poohbah, Lisa McEathron Caswell, Ann Bogren , Sara
Nieman Syverson, Teresa Hengy Christianson, Susan Noleen Bianchi, Joy Walker. ROW 2: Karen Reed , John
Gannett, Julie Harbarth Giese , Cyndi Scheffert. Patty Ringwelski Erickson, Buffie Blesi , Kim Ryding Dahlen ,
Michele Milchesky, Nick Dykstra , Heather Muir. ROW 3: Pat Ebnet, Paul Dasari, Carol Ott-Derdz inski , Mark
Olson, Trygve Nystuen, Jody Anderson Acers, Mike Acers , Mark Pearson .
Winter 200~1
A-UGSBURG NOW 25
1950
Bonnar Berkland , ew
Bright on , Mmn., is a retired
farmer and Honeywell emp loyee.
The Rev. Erling Carlsen, Eau
Claire, \ is., and hts wife,
Beverly (Nystuen) '53 , have
served several panshes over the
·ears; they also found ed a mission
church. In add iuon , he served on
the LFC and ALC youth boards,
the Luther Park Board , and as
e retary of the North Wisconsin
District tewardsh1p and Mission
uppon Commi ttee. They have
five sons .
served as missionaries to
Madagascar (1954--07) and served
parishes in Nonh Dakota,
Wisconsin , and Michigan before
retiring in 1998. They adopted
four children in Germany in 1954
and 1960 .
1951
The Rev. Merle Theodore
Knutson, Hawley, lmn ., and his
wtfe, Ardys, celebrated their 54th
weddin g anniversary m June. They
1952
The Rev. Merle Knutson '51
and his family
Paul SteenA Model Teacher
by Maggie Weller '01
To most people, h,1ng on their own is
excitmg. But to someone considered
moderately mentally impaired ( 1MI), 11can
be fnghtening and difficult. Last February,
Augsburg alumn us Peter teen '68 was
honored for hts work in making thts
expenence easier for mentally impaired
stude nts. teen , a teacher at Henry Sibley
Paul Steen '68 designed an award -winning REAL
program model apartment that teaches real-life
High School in St Paul, was named the
living skills to mentally -i mpaired students .
Special Teacher of the Year by the Mmnesota
Counc il for Excepuonal Child ren (CEC). The
award recognizes teen for developing a hfe-sktlls
"You dream big and then you dream
cu m culum for I II stud ents called Relevant
bigger.
Don't ever lower your sights."
Educauon Approach to Leaming (REAL).
Accord ing to Steen , his REAL program teaches "life-skills in a meaningful environm ent." The meaningful
em1ronment ts a mod el apanm ent set up at the high school, complete ,vith a kitchen, bath , and bedroom. "The
lads JUSI ste p into the apartment for two-hour um e slots and then they can go back out to the mainstream of
high schoo l," said Steen. He compar es hts progra m to programs at other schools that bus stud ents off-campu s
for similar expe n ences.
Steen had been developing thts tdea for eight years, even before starttng to work at 1bley High School, and he
said that he has always been interested in edu cating mentally impaired stud ents. "By the ume they reach high
school, kids need a funcuonal curri culum that can help them ," said Steen. The REALprogram , said Steen , is
uniq ue because he developed the cum culum and bu ilt the mode l apa rtment ,vith out any monetary assistance
from the school d1stn c1. The proJect cost an estimated $75 ,000 and requir ed 80 volunteers and 39 donors . "It
was an overwhelming proJect," said Steen.
Steen was one of thr ee special edu cauon teachers in th e state to win the award from th e CEC. "I wasn't really
expec un g to win 11," he said . In add111
o n to wmnin g the award , Steen has also presented his curri culum at
several state and international CEC conferences. While describing the pro ess of develop ing the REAL program
at the Internauonal Council for Excep tional h1ld ren conference in Vancouver, Canada, teen told his aud ience
that "you dream big and then you d ream bigger. Don't ever lower your sights."
Accordmg to Steen , Augsbu rg has played a role in h is success and the success of hts program. "Augsbu rg's
mou o, 'edu cauon for servtce,' has always stuck m my mind ." He said that at Augsburg he learn ed that
edu cauon 1s about going out into the comm unity and helping other people. "I certain ly thmk Augsburg has
1mpnnted that on me."
Steen gradu ated from Augsburg in 1968 with a degree in sociology and social work. l·le went on to receive a
master's degree in teaching from the University of St. Thomas. He has been teachin g in the West St. Pau l school
dtstn ct for 23 years
26
,4 UGSBURG NOW
Arnold Paulson, Woodbu ry,
Minn., was indu cted into the
North Dakota Credit Union Hall
of Fame in March and was
honored at a special ceremony for
his conmb uuons to the credit
uni on movement. During his
tenu re, he served as a CUNA
(Credi t Union League &: Affiliates)
national di rector, ,~ce chair of
CUN,A;sCooperative Development
Task Force, and as a director and
secretary for th e South Dakota
Credit Union League durin g his
years as treasurer of Swtft and
Company Credi t Union .
1960
Beverly (Tollefson)
Uhlenberg , Grand Forks, N.D.,
ts associate pro fessor and chair of
the teach mg and learnin g
departm ent at the University of
Nort h Dako ta-Grand Forks. She
also taught in the Minneapolis
Public School system and th e
Granite School Dtstn ct, and was a
lectu rer at Oh10 State University.
1962
Mary Lee (Fellrath) Ebeling ,
Owa tonn a, Mmn., married
Eugene Pichn er in August. "It is a
joy to have found love a second
time," said the retired high school
teacher.
1965
Judy Reynolds , Kenosha, Wis.,
was honored for 30 years of
cont inu ous employment with
Kenosha Publt Library, where she
is currently a cataloger.
1966
The Rev. John G. Andreasen ,
Moorhead , Minn., is th e I 2th
president of Oak Grove Lutheran
High choo l in Fargo, N.D.
Winter 2000-01
G A THERINGS
We need your winter
addresses!
The Augsburg College Alumni
Association is planning alumni
gatherings in Arizona, Florida ,
and California. If you have a
second add ress in one of these
stales, please contact the Alumni
Office LOmake sure you are
included on the im~lalion list
for these events . Please call
(800) 260-6590 or e-mail
<alumni @augsburg .edu>.
Thomas Hanson , De Kalb, Ill.,
was elected lo the Board of
Directors at Augusta na College in
Rock Island , Ill.
Judith (Engle) Christenson
Kerr, Cornu copia, Wis. , Leaches
English and is pur suin g her
master's degree in theology at
Luther Seminary.
Maggi (Ahlson) Tjaden , Appl e
Valley, Minn. , teaches seco nd
grade in Burnsville. Her hu sband ,
Bob '71 , compl eted a furnimr e
conservation progra m at the
Smithsonian Institute.
1967
Keith Bratsch, Bloomin gw n ,
Minn., and his wife, Cheryl
(Jenneke) '69 , are bmh mus ic
teachers; he Leaches at Minnetonka
Public Schools and she at Mt.
Hope-Redemption Lutheran
School.
John Clawson , Minnea polis,
was named president and CEO of
Lutheran Social Services of
Southern California, serving the
area from Los Angeles to San Diego.
Lynn (Wesley) Rossow,
Plymomh , Minn ., teaches the
Enneagram with bank staffs and
other group s.
experiencing a serious illness. She
interviewed eight survivo rs of
illnesses, and offers guide lines for
pra)'er; sugges tions for family,
friends, and caregivers; and advice
for th ose facing a health crisis.
1976
Rebecca (Johnson) Koelln ,
Rochester, Minn ., completed a
Ph.D. in edu cation and hu man
deve lop ment from the University
of Minn esma with specialization
in staff deve lopm ent , teacher
educa tion , and organiza tiona l
leadership . She is an English
teacher for Rochester Public
Schools. She is married to the
Rev. Thomas Koelln '76 , paswr
of Gloria Dei Lutheran Chur ch .
The)' have fou r childre n : Anna ,
Nathan , Jacob, and David .
1977
Lynne (Kohn) Blixt, Inver
Grove Heights, Minn ., married
Michael Bates in Ma)'. She is a
bus iness analyst at U.S. Bank.
Rick Pelishek, Bisma rck , N.D.,
was hired as execut ive director of
the North Dakota Disabilities
Advocacy Conso rtium. He was
former!)' a college directo r of
distance learning and an adjunct
professor. He and his wife, Jodi
(Schrupp) '77 , have been
advocates for children with
disabilities for more than 12 years.
Jodi curre nt!)' serves as direcwr of
programs and advocac)' for the
Bismarck/Mandan ARC. She has
been an advocate for her family
and was a ke)• player in organizing
and co-instructing a mentoring
program for Mary College in
Bismarck. She recently spoke at a
number of conferences on a variety
of disability and advocacy issues.
Mary (Brandt) Croft,
Ba)'pon, Minn., recently retired; she
plans to spend time each winter in
Tucson, Ariz. She traveled LOAfrica
this past summer, where she
climbed It. Kilimanjaro ; ran an
Dean Lowell Reiners,
Minneapo lis, completed a Ph. D.
in educa tional leadership at the
University of St. Thomas . He is a
principal for Osseo Public
Schoo ls.
1978
The Rev.
Keith M .
Williams, Sr.,
Philadelphia,
Pa., was
appointed
directo r of
commu nity
outreach at
Gerrnantown Academy in Ft.
WashingLOn, Pa., where he also
chairs the diversity commi ttee of
the Board of Trustees . He has been
the senio r pastor of Nazarene
Bapt ist Chur ch for 16 )'ears.
1979
Ann Marie Brennan ,
Manchester, N.H., is pu rsuing her
docwrate in education at Lesley
College in Cambridge, Mass.
FROM
THE
87-kilometer race with 22 ,000
mhers in Durban , South Africa;
and spent nearly three weeks at a
village in Tanzania working on a
Global Volunteers project.
1981
Mary Beamish, Duluth , Minn .,
is a copy editor \\~th the Duluth
News Tribune.
1984
Ann Marie (Glover) Johnson,
Missoula, Mont., accepted a
position as the special needs
coordinawr for Child Start, Inc., a
Montana Head Start program based
in Missoula. She supen~ses the
special adap tation needs for 80
children aged 3 10 5. She is
married w Michael Johnson '86.
ARCHIVES
Winter fun at
Augsburg
Do you recognize these
Auggies? Let us know
and win a prize!
1970
Pamela S. (Drayer) Lillehei ,
Apple Valley, Minn ., has publis hed
Eve,y Step of the Way: A Faith
Journey through Breast Ca11
cer,
which is a book of ho pe and
encouragement for anyone
W inter 2000-01
A-UGSBURGNOW
27
Class Notes
Mary Claire Olson, Hudso n .
Wis., is the new president o[ Lhe
Rochester Area Chamber o[
Commerce in R chester, Minn . he
joined the chamber in August a[ter
senqng as president or Lhe Hudson
Area Chamber or Commerce and
Tourism Bureau for more than four
years. She was pre,qous ly Lhe
membership director or the 1.
Paul Area Chamber or Commerce.
Elizabeth Ann (Peterson)
Sheahan , Rib 1oumain. Wis ..
comp leted her master's degree in
ph1lamhrop)' and development al
l. Mary's mverslly-Winona.
Michael Johnson. lissoula,
Mom .. comple ted a laster or Ans
in drama degree with an emphasis
in teaching . His final proJeCLwas a
program enmled "The lonLana
IOI) ' Tour: The Sta l)' or Our
Town." hosted by Lhe Montana
Repertory Theatre Company. a
pro[essional equny theatre
company in residence at the
Universny or 1ontana-Missoula.
The tour used oral histories
gaLhered by students as a basis for
skll and performance development in 19 schools across
MonLana. He 1s cu rrently program
director for Lhe Salvauon Arm)' of
MlSSOula. He 1s married to Ann
Marie (Glover) '84.
1985
Teresa Dahlem , Eagan. Minn .
was hired as an elemenLal)' schoo l
pnnc1pal ,mh Lhe Whne Bear
Lake Schoo l D1st n c1. She was
previously a pnnc1pal in the
Watenqlle-E lys1an-Morristown
School Dlstnct She also interned
as an elementary school pnnc1pal
at Pinecrest Elementary in
Hasungs , Minn
Rhonda R. (Spitzer) Kw iecien.
Waukesha, Wts ., was appointed
sta ff accompantst for th e music
departme nt at Carroll College in
Waukesha . She 1s also th e organist
and director or music at First
Congrega uonal Unned Church of
Ch rist. She 1s married to Paul
Kwiecien '86 , who is chief
financial officer or Potawatom1
Area Council, Boy Scouts or
28
A-UGSBURGNOW
ALUMNI
PROFILE
Artful Management
by Maggie Weller '01
For Carley Miller '94 , music and the ans have always been integra l
pans or her li[e. However, she credits the experiences and
knowledg e she gained both as an Augsburg stud ent and later as a
staff memb er as pla~ ng a criti al role in her current success in the
field of an s ad ministration.
In eptemb er, Miller began a new position as the execu tive
director for the Fox Valley ymph ony in Wisconsin. According Lo
Miller, she was attra Led Lothe symphony for several reasons,
includin g its youth and educa tion ou treach programs and her own
love or orches tras. "I love orche stras; my passion is LO increase
orchestral music awareness , including concert auendance,
musician participation , record sales, and public radio interest,"
said !\filler. "Arts make a difference in individuals ' lives, especially
children 's, and I want to facilitate this experie nce for as many
peop le as possible." According to liller, she " tjll be able to make
that difference by "building conn ections and alliances between
businesses, school s, audie nce members , and the Fox Valley
ymphon)'-"
Carley Miller '94 took over the
administrative reins of the Fox
Valley Symphony in September .
"Arts make a diff erence
Pn or to beginnin g her new pos111on
, Miller spe nt two months in New
in individuals' lives,
York ompleung her residen cy \\qth the MetropoliLan Opera . The
especially children's."
residency was the final component or her M.A. in arts admini stration
[rom aim Mary's University or Minnesot a. "My interrtship at the
'letropo htan Opera was a wond er[ul experience ; it was a welcoming introduction into arts
adm in1strauon ." said 1iller. During her reside ncy, Miller worked in the finan e depanmem on a project
that analyzed the performance or the developme nt dep anm ent. "The project focused on establishing
performa nce sLandards by which [mure [und raising activity cou ld be measured on an annual basis," she
said .
Miller's ties Lo Augsburg run deeper than an undergraduate degree . She also served as Augsburgs fine arts
coordinator [or nearly three years. "As an employee , I worked hard \\qth colle gues , including faculty and
staff, Loincrease the \q$ibility o[ the ans al Augsburg ." While at Augsburg , Miller co-produc ed Mai Fest
2000 , a celebrau on of Augsburg's Scandina\q an heritage. She also helped redesign Lhe fine ans
management sLructu re and organized nation al and international music tour s.
Miller gradua ted from Augsburg in 1994 wnh a degree in English . Despite her travels and decision to
leave, Miller remains loyal to the Augsburg commu nity. "Deciding whether or not LO take the Fox Valley
Symphony posiuon was an extremely hard decision . I am committed Loand have muc h invested in
Augsburg a llege."
Amenca, Inc. They have two
daughter s, Hollyann and Mira.
pharmaceu ticals d htjsion or
F.Hoffmann -La Roche Ltd .
Patricia (Noren) Enderson, Elk
River, Minn., was promoted Lo
ac aunt manager al B2BXchange,
an Internet operating en\qronme m
for business-to-business economy.
1986
1991
Nancy (Pierson) Burton ,
Anchorage , Alaska, be ame an
associate advoca te for the Taxpayer
Advocate Service or the Internal
Revenue Service
Brenda Lunde-Gilsrud,
Minnetonka, Minn ., was hired as a
produ ct manager al Augsbur gFortress Publishers.
Timothy Sunde, St. Paul.
married Lisa Needles in May.
Lisa (Campton) Marek ,
Columb ia Heights , Minn .. is a
graphi c designer for Allina Health
Systems. She also runs Fat Cat An
Stud io, a freelance graphic design
and an ons ultin g business, from
her home.
Carla Gennrich , Greenwood ,
Mo., married Jeff Abel in Jul y. They
are bmh employed al Greenwood
High School, she as a math teacher
and he as an English teacher.
1988
Timothy Todd, West St. Paul,
was promo ted Lo finance and
operations manager of the
1992
Winter 2000-01
Sven Erlandson, Minneapolis,
published his first book , Spi,itual
s
BurNot Religious: A Callto Religiou
Revolution
in Ame,ica, which
explores a percentage of Americans
who consider themselves spiritual
but who want nothing to do with
organized religion.
Erick Norby , Elk River, Minn. ,
received his master s degree in
education from St. Marys
University.
1994
C.J. Beaurline , Coon Rapids,
Minn., is a sales representative at
Urlique Technologies and referees
hockey in the WCHA. His wife,
Christin , teaches ,~olin to 20
students of all ages. They have a
daught er, Savann a.
1995
Bob Schultz, Plymouth , Minn.,
teaches fifth grade at Birch~e w
Elementa ry in Wayzata and
coaches varsity football.
Ted Schultz, Cannon Falls,
Minn., is pan-tim e social studies
teacher at Cann on Falls High
School and part-tim e athletic
director, as well as the head
football coach .
THE 'FOUR TENORS' OF
AUGSBURG
Alexis Zirpoli , St. Paul , got
married in September in
Northfield , Minn .
1999
Wendy Nicole Hoekstra ,
Litchfield, Minn., is a second grade
teacher at Lake Ripley Elementary in
the Litchfield School District. She
married Da~ d Vogelgesang in
August; the two met while both
were ~ siting Ireland in March 1999 .
Greg Bachmeier, St. Paul,
graduated from Hamline University
School of law in May 1999 and
passed the bar exam in October.
He now works for a law firm in
downtown Minneapolis.
Wendy Obenland-Devore ,
Minneapolis, gradu ated from the
Minneapolis Police Academy and is
now a Minneapolis Police Officer.
She pre,~ously held a position
working with the deaf and hard-ofhearing .
1996
Teresa MacNabb , Rose~lle ,
Minn., married John Kysylyczyn in
August 1999 . She is a stalf
accountant ,~th John A. Knutson
& Co., PLLP,and is studying for
the CPA exam . Her husband was
elected the mayor of Roseville in
November 1999 .
Jennifer Draeger .Woodbury
,
Minn., married Laurence
Stratton '97 in May. She is
emplo yed at William Mitchell
College of law , where Laurence is
a second- year stud ent .
1998
Mark Goetz , St. Paul, is a PC
LAN admini strator at U.S. Bank in
St. Paul.
Winter 2000--01
Augsburg's Masterworks
Chorale toured for 12 days
earlier this year in Austria,
the Czech Republic, and
Germany, where the chorale
joined three other choirs in
Leipzig to participate in the
American Choral Festival.
Pictured , L to R. are the four
tenors who sang together as
students at Augsburg and
appeared together again 25
years later on tour: Mark
Johnson '75, Peter Hendrickson
'76, Duane Esterly '75, and
John Hanson '76.
A
CALL
FOR
NOMINATIONS
The Augsburg College Alumni Association Awards and Recognition Committee seeks
your assistance in identifying members of the Augsburg community to be considered for
recognition.
Distinguished Alumni Award
Awarded to Augsbur g College alumn i in recognition for significant ach ievement in vocation, for
outstandin g contribu tion to chur ch and communit y, and for a life that exemp lifies the idea ls and mission
of Augsbu rg College. Augsbur g alumn i (graduates and nongradu ates) are eligible.
First Decade Alumni Award
Awarded to Augsbu rg College gradu ates of the last ten years who have made significant progress in their
professional achievements and contri butions to the commun ity, and in so doing exemplify the mission of
the College: to prepare futur e leaders in sernce to th e world .
Spirit of Augsburg Award
Honors Augsbur g alumni or friend s of the College who have given excep tional service th at cont ribu tes
substantia ll)' to the well being of the College by furthering its pu rposes and programs . Alu mn i, friends ,
faculty and stalf, and group s who have served the College are eligible.
Please take a few moments to consider someone who might be honored for these awards . Your
nomin ations and suggestions are critical LO build the progra ms 10 celebra te Augsbu rg community
accomp lishm ents.
To make a nomination onlin e, go to <www.augsbur g.edu/a lumn i/nomform>
To receive a nomin ation packet, contact the O ffice of Alumni Relations
Phone: (6 12) 330- 1178 or (800) 260-6590 • Fax: (612) 330- 1499 • E-mail: alumni@augsburg .edu
The dead line for nomin ations is March 15, 200 1.
A-UGSBURGNOW
29
Class Notes
Bob Metoxen, Minneapolis,
gradua ted from the linn eapolis
Police Academy and is now an
officer with the linneapolis Park
Police. He pre,~ously held a
broadcasting position " ~th the
linnesota ews etwork for
15 )'ears.
2000
Brenda Seaver, Brooklyn Park,
~hnn ., does Web design and
omputer programming at
onhland Insurance.
Adam Schindler, Los Ange.Jes,
moved to L.A. thlS fall to work for
Michael Bodnarczuk'84 at A
Band Apan, his award-\\~nning
video production company.
BIRTHS
REUNION
COl\11\IITTEE
Don Fulton '82 and Beth Ann
Ahlers, Minneapolis--a son ,
Luke Fulton, in August.
Call for Reunion
Committee members
Karna (Moulton) '95 and
James Snapko, St. Paula daughter, StellaElisabeth, in
June. She joins brother Kyzr, 2.
John Sandbo '83 and his ,vife,
Th e cla sses o f 195 1, 1961,
1976, an d 1991 are ce lebra tin g
reunion s during Hom eco m ing
2001, O ctob er 11-14.
Are yo u int erested in joini ng
th e pl annin g commiu ee for
yo ur reuni o n ? If so , please
co nt ac t th e Alumni Relation s
O ffice at (800) 260-6590
(6 12) 330- 1525, o r
<alumni @augsbur g.e du> .
Linda, St. Louis Park , Minn.- a
son, Ian William, in May. He
joins brother Miles, 2.
Greg Bachmeier'95, St.
Paul- a daughter, Sophie
Elice, in November 1999 .
Lynn (Gustafson)'85 and
Gary Gnirk , Willmar, Minn.a daughter, Courtney Lynne,
in April. She joins brothers
Andrew, 9 , and Aaron , 5.
Amy (Comero) '97 and Ken
Reeves'96, Maple Grove,
Minn .- a son, Taylor John, in
Kristen (Hauschild)'92 and
ErickNorby '92, Elk River,
Minn.- a son , Reese, in
June. He joins sister Meghan , 2.
Melissa (Bergstrom)'00 and
Shanno n Gregory, Enterprise,
Ala.- a son , Gavin Cole, in
Jun e. He jo ins brother Liam.
August. He joins sister
Marissa, 4.
Please co nt ac t th e alumni
o ffice if yo u are a member o f
th e class o f 1956, 1966, 197 1,
198 1, 1986, o r 1996 and
w o uld lik e to o rganiz e a
reuni o n o f yo ur class m ates
d u rin g Ho m eco min g 2001.
Melissa (Luhrs)'93 and
Devon Ross'93,
Woodbury, Minn .a daughter , Grace Voge,
in May. She Joins brother
Noah , 3 .
Send us your news and photos!
--··:
Please tell us about the news in
your hfe, your new Job, move,
mamage , and bmhs . We look
forward to hearing from you-and
don 't forget to send photos.
Full name
Class year or last year att ended
Ma iden name
Street add ress
We are happy to publtSh news of
your marriage or the binh of a
baby, but it lS not Augsbu,xNows
policyto publtSh news of
engagements or expected b1nhs.
For news of a death, writte n notice
lS required , e.g. an obituary, funeral
nouce , or program from a
memonal service.
Send your news items, pho tos, or
change of address by mail to:
Augsburg Now Class Notes,
Augsburg College, CB 146 , 22 11
Riverside Ave., Minneapolis, MN,
55454 , or e-mail to
<alumm@augsburg .edu> .
Stat e
City
Is th is a new addre ss?
0
Yes
0
I
Zip
No
I
E-mail
Hom e tele phone
I
j
Employe r
i,:
Is spou se also a gra duat e of Aug sbu rg Co llege?
Work t ele phone
Position
•
Yes
•
No
If yes, class year____
!
_
j
i
l
l
Spouse name
Your news: ____________
Ma iden name
_____________________
_
i
i
We want you
Augsburg!
LO stay
connected to
I
t-------·· ····---- ------- --- ---- ------ --- ---··· ·· · ·--· ----·-- ------------------------------- --- --------- ------ --------- ----------- ----- --~
30
l+ UGSBURG NOW
Winter 2000-01
In Memoriam
Else B. Michaelsen '31 ,
Minneapolis, died in September ;
she was 91. For most of her career,
she lllught high school math . Upon
retiring in 1974 , she enjoyed
volunteer work al Lutheran
Deaconess Hospital, Trinity
Lutheran Congregation , and
Augsburg, where she was one of
the original Tuesday Volunteers.
She also contin ued her lifelong
interest in kniuing by makin g
hundreds of millens in various
sizes for those in need . Her
connections to Augsburg began
even before she joined the Class of
193 1; her mother , Else B., was a
member of the Sverdrup family.
Gertrude
(Erling)
Pautz '36 ,
Minneapolis ,
died in July ;
she was 86 .
She was a
dedicated wife,
mother , and
grandmoth er. She remain ed active
in the Augsburg com munit y, and
served as a class agent for many
years. She is sunoved by her
husband of 6 1 years , Richard '37;
four childr en ; grandc hildr en and
great-grandc hild ren ; and many
others.
The Rev. Leland Wesley
Steen '38 , Golden Valley, Minn .,
died in August; he was 86. He
taught high school English and
music, and eventuall y return ed Lo
Augsburg to atte nd semin ary. In
194 3, he was ordained and sen •ed
as an Army chap lain durin g
WW II. He also served parishe s in
Minnesota , Washington, and
Illinois. He is sun 1ived by his wife,
Ruth (Framstad) '4 3; five childr en ;
13 grandc hildr en; and many
others.
Mabel (Lalim) Mollgaard '42 ,
Bozeman , N.D., died in March
l 996; she was 76. She taught high
school English in North Dakota
for several years.
John G. Almquist Sr. '49 ,
Duluth , Minn ., died in September;
Winter 2000--01
he was 73. A retired teacher, he
taught high school science and
math in both Alaska and
Minnesota, and later college
chemistry in Willmar , Minn . He
also sen •ed in a variety of offices
with the Minnesota Junior Co llege
Faculty Association , as well as in
the offices of the chur ches he
attended.
The Rev. Marvin C. Andros
'51 , Minneapolis , died in Jul y; he
was 77 . He sen •ed in \VWII in the
Army Air Corps, and later sen •ed
pastorates in the United Methodist
Church for more than 36 years.
Roland C. "Swede" Swenson
'52 , Rush Lake, Minn ., died in
Jul y; he was 74. He was a rura l
mail carrier for 32 years. He was
also an active member at his
chur ch and in his communit y,
semng as a youth spon so r,
deacon , on the school board , as a
supe rvisor of his towns hip , and
more .
Richard J. Sherry '57 , Liu le
Canada , Minn. , died in
September ; he was 69. He was a
retired sales represe ntative.
Ruby Elvira
(Nelson)
Schroeder '58 ,
Bloomington ,
Minn ., died in
May; she was
79. She served
in Africa as a
teacher and
admin istrator from 1948-57 , and
later taught in Bloomin gton for 23
years until her retirement in 1983 .
Patricia D. Eldridge '59 , Edina,
Minn ., died of cancer in Oc tober ;
she was 63. She had established a
reputation as a "quint essential
soc ial work er and outstanding
leader." She began her soc ial work
career at Traveler's Aid
Society in 1961. In 1963, she
became a counselor al Lutheran
Social Serives; she retired in 1993
as director of adoptions. She also
helped to develop the Task Force
for Permanency and the
lnt eragency Policy and Practice
Consort ium for nonprofit
adoptio n agencies in Minnesota.
After retirin g, she volunt eered at
Burroughs Element ary School in
Minneapolis and was also active in
outr each programs at Mount
Olivet Lutheran Chur ch .
worke d for several years as a
vocational rehabilitation counselo r
in Minnesota .
Nancy H. (Bloomfield)
rBottemiller
'63 , Wadena ,
Minn ., died in
Oc tober after a
13-year baule
with cancer;
she was 59.
She sen 1ed on
the Augsburg
Board of Regents from 1980 -92 ;
she also served on the Academic
and Stud ent Affairs Committ ee.
Throughout her life, she actively
supp orted her communit y as a
member of various groups an d
committ ees, including her chur ch
(Immanu el Lutheran Chur ch),
Mrs. Jaycees, Augsburg ,
Madhatt ers, Wadena Area Concert
Association , and more. She was
also a youth advisor and volunt eer
teacher, amon g man y other thin gs.
A talented seams tress, she once
designed and sewed all the
costumes for 60-70 cast members
in a produ ction of The King and I;
she also a sewed a quilt for her
chur ch depicting the life of the
chur ch . She is sunove d by her
hu sband of nearly 35 years, Don ;
two children ; Lwo grandchildr en ;
and many other loved ones.
Roger E. Allerson, Fridley, Minn.,
died in August; he was 68. He
taught accounting at Augsburg from
198~8. Prior to receiving his B.A.
in 1966 from the University of
Minnesota, he fam1ed in the
Winthrop area until 1963. He was a
certified public accountant for more
than 30 years.
Barbara Anderson '70 , Salt
Lake City, Utah , died in May. She
was a retired teacher.
Alice S. Landsverk Peterson
'76 , Bloomington , Minn ., died in
Augus t; she was 70 . She wor ked
as a registered nur se before being
comm issioned as a 1st lieutenant
in the U.S. Air Force. Whi le
stationed at Cape Canaveral, she
served on the Apollo 11 moon
night medica l team. She also
served as a nur se in Turkey and
South east Asia. After retiring as a
major from the Air Force, she
completed her master's degree and
David Sahlstrom '98, Maple
Grove, Minn., died in Augu t; he
was 24. He wor ked at Target
Corporate headquart ers.
Professor Emerita Valerija
Baltina ,
Minneapolis,
died in
September;
she was 94.
She taught
German and
Russian at
Augsburg
from 1974--'86. Born in Riga,
Lat,oa, she immigrated to the U.S.
in 1950 with her hu sband , Karlis,
and four children. She dedicated
much of her life to the preservation
of Lat,oan culture throug h
teaching, writing, and lecturin g.
Durin g her long and distin guished
career in lingu istics, she wrote both
a diction ary and a grammar book
to help people unders tand and use
the Latvian language prop eri)I
Among many awards received for
her work are honorar y citations
from the American Lal\oan
Association in 1977 and l 988 , as
well as the Three Star Medal from
the Lat,oan governm ent for her
contribut ions to presemng Latvian
language and cultur e.
John McClocklin , Minneapolis ,
died unexpectedly in September ;
he was 52. He sen •ed Augsburg as
custodian , first in the Ice Arena
and later in New Hall. He was
affectionately known as "Boome r"
to friends and family. He passed
away while enjo)ong one of the
activities he loved most : playmg a
round of golf.
A-UGSBURG NOW
31
Hands of the Artists
"I began with a digitalphoto l took of my co-workers'hands.
Throughapplication of various textures and colors, l sought to
add a cloudines and iridescenceto the image."
-Pamela D. Knutson, Weekend College student
Pamela Knutson is a sophomore in Weekend College, majoring in management information systems. uHands of the
Art ists" was created in a publication design class with Prof. Tara Christopherson . Knutson's Image was chosen as the
fe a tured image on the postcard for Augsburg 's juried student art exhibition last May.
Knutson's image was also
selected by Modern
Postcard , a commercial
printing company, as one
of eight images on its
mail label.
If
32
you would like to contribute to Augg ie Thoughts , contact the editor for submission guidelines.
Essays , poems , photos , artwork , and other creative expressions are encouraged.
,4 uGSBURG NOW
Winter 2000-01
Music
Formore information on any of these events,
call (612) 330-1265
Apr. 20- 29
The Conference of the Birds
Mar. 2- 3
"Religion in the Compute r Age "
Feb . 23
Exhibits
William Grassie, executive dir ecto r of the
Philadelphi a Center for Religion and
Science, and edit or of Mctavic1110 11 cicncc
and Religion
March 2-10 A.M., Convocation
Hoversten Chapel
tvlarch 3-12 : 10 P.M., Lectur e for Weekend
College stud ents, Hoversten Chapel
For mform a11o n , call (612)
Solo/Chamber Ensemble Contest
Invitational
Forgallery information, call (612) 330-1524
Gage Family Gallery hours: Mon.-Fr i . 9 A.M.9 P.M ., Sat. 9 A.M. -5 P.M., Sun. 1- 10 P.M.
Mar. 9- 10 .r::__~
Jan. 25
Skills of Music-Theatre
Presentations
Scene
7 P.M., Sateren Audi toriu m
All day, Hoversten Chape l and Sateren
Auditorium
Feb. 26
Piano Recital, Music of Debussy
7 P.M., Sateren Auditorium
By Jean- Claud e Carriere and Peter Brook,
based on the poem of Farid Udd i Attar
Directed by Darcey Engen
Performan ces: April 20 , 21 , 26, 27 , 28 at
7 P.M.; April 22 and 29 at 2 P.M.
Tjornhom- Nelson Th eatre, Foss Center
d
Peace Prize Forum
Feb. 2- Mar.15
"Iconic Portrait Works "
Teny Payne
Gage Family Art Gallery, Lindell Library
Op enin g recepti on , Feb . 2 , 6- 9 P.M.
.......,,_,,,
"Striving for Peace: Cross ing Borders,
Challenging Bound aries" honorin g the
1999 laureate, Medicins Sans Frontieres
(Doctors \vithout Borders)
Luth er College, Decora h Iowa
6th Annual Peace Prize Festi val
Mar. 3
Augsbur g College, Sun ., March 11
Join over 800 stud ents al Peace Site
schools, parents, and commun ity
members to celebrate achievements of
great peacemakers and share idea s on
peacemaking.
For inform ation , call (65 1) 695-2587
Augsburg Choir in concert
7 P.M., Oak Grove Luth eran Church ,
Richfield
Mar. 15
Concerto Aria Concert
7 P.M., Hoversten Chapel
Mar. 23- Aor. 19
"Textiles from the Silk Road"
Apr. 3-8
Augsburg Choir Tour
Wisconsin , Michigan , Illinois , Iowa ,
Minnesota
Apr. 8
Augsburg Choir Tour home concert
Explore the exotic world of the Silk Road
throu gh the colorful textiles of its people
Gage Family Art Gallery, Lindell Library
Openin g rece ption , March 23 , 6-9 P.M.
Augburg Graduating Seniors Art
Exhibition
Alumni Gallery, Chri stensen Center
March 23-4-6 P.M, Op enin g reception
7 P.M., Hoversten Chapel
Theatre
For theatre ticket reservations,
call (612) 330-1257
Feb. 2-11
Oedipus the King
By Sophocle s, tran slated by David Grene
Directed by Manha Johnson
Performances : February 2, 3, 8 , 9 , 10 at
7 r. 1.; Februar y 4 and 11 at 2 P.M.
Tjornhom-Nel son Th eatre, Foss Cent er
Seminars,
Lectures, and Films
Jan . 15
Martin Luther King, Jr. Convocation
1 P.M., Hoversten Chapel
For information , call (6 12) 330- 102 2
Feb . 1
Afrikana History Speaker
6:30 P.M., Marshall Room
For inform ation , call (6 12) 330- 1022
Mar. 29-30
19th Annual Augsburg Seminar in
Applied Ethics: "Patent ing Life"
Audr ey Chap man , dir ector, Science and
Hum an Rights and Dialogue on Science,
Ethics, and Religion , American Association
for the Advancement of Science
March 29- 7 P.M., Publi c lectur e
Hovers ten Chapel
March 30-1 0 A. M., Convocation;
panel discuss ion, 11 A.M.
Hoversten Chapel
For inform ation , call (6 12) 33 0- l l80
Apr. 9- 10
2001 Sverdrup Visisting Scientist
Lecture: "From Antar ctica t o M ars and
Europa: The Search fo r Life"
Ch ristop her McKay, plane tary scientis t,
Space Science Division , NASA Ames
Research Center
April 9-8 P.M., Public lectur e
Apr il 10- Noo n talk, Hovers ten hape l
For infonn ation , call (6 12) 330- 1180
Show less
......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ... Show more
......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ...................39
Introduction
Introduction to Interim
The College follows a 4- 1-4 calendar, with fall and spring
semesters of approximately 14 weeks separated by a four-week
January Interim. Interim is intended to be a time for both
students and faculty to employ styles of teaching and learning
and to investigate questions and topics in places and ways not
possible during the regular term. The College is changing its
calendar next year to a 4-4 calendar so January Interim 2002
will be the last opportunity to take an Interim course.
Freshmen are required to take an Interim course their first
year. All other current students are expected to complete the
two interims required for graduation.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period,
instructors will establish the precise attendance policy for
their courses. Students can register for only one course credit
during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous
grading standard. Some courses, especially courses with travel
requirements, have additional fees associated with them.
These fees, although intended to be accurate, may change and
students should check with the instructor to verify the final
costs.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit
classes. They may also take a lifetime sport (zero credit). The
lifetime sport is at no additional charge if they are full-time
students (fall term). If less than full time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration and will be charged WEC tuition $1321 per
course credit and a $25 technology fee. If they do so, they may
petition to take an additional 1.0 course credit in Weekend
College for winter trimester.
Augsburg College, as afirmed in its mission, does not
discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status,
status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic andlor school administered programs, except
in those instances where religion is a bona fide occupational
qualification. Augsburg College is committed to providing
reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal or
state regulations implementing equal access and opportunity can
be directed to Betty Wade, afirmative action coordinator, Ofice
of Human Resources, CB 79,Augsburg College, 221 1 Riverside
Ave., Minneapolis, M N 55454. She can be reached by telephone,
(612) 330-1023; or by e-mail, <wadeb@augsburg.edu>.
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 38. Some courses have early registration deadlines.
Internships deadline-Friday, December 7. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular
registration period. Most courses taught during the Interim at
other 4-1-4 schools are accepted for credit by Augsburg, but
may not necessarily be accepted as meeting Augsburg's
general education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4- 1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,844 for the Interim course plus a
$25 technology fee. Students interested in registering for an
Augsburg Interim should write to the Office of the Registrar
for application forms or use the forms provided by the Interim
office at their own school. There is an application processing
fee of $25. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2002
November 13 to December 1
January 3
. . . . . . . . . . Interim registration
..........................First day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m
January 4
. . . . . . . . . . . . . . Last
. day to register or add a class
January 7
. . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class
without notation on record
January 16 ..................... Last day for determining
grading option with registrar
January 16
.........Last day for withdrawing from courses
January 2 1. . . . . . . . . . . . . Martin Luther King Day-no
class
January 25.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends
January 29.
. . . . . . . . . . . . . . . . . . . . . . Spring semester begins
February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar
The time, number, and length of meetings as well as the
beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15-5:00 p.m.
Note: Martin Luther King Day-no
class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at 612-330-1 150.
h f e Drawing
ART 247-J
Instructor: John McCaffrey
A study of undraped figures for art students and non-art
students. The figures will be depicted with a variety of
drawing media. Students will study form, structure, skeletal
and surface anatomy, proportion, rendering techniques, and
composition. There will be a $45 fee to be paid on the first
day of class
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Tme: I
Room: Old Main 17
/Topics: Watercolor Painting: Art of the
French Table
ART 300-J
Instructor: Tara Christopherson
A
!r'
Aim
What Arles cafe seated Van Gogh on the yellow chair he
immortalized? What Provencal traditions produced the
inspiration for Cezanne's still life, Fruit Bowl, Glass and
Apples? How did the region's pottery and glass artisans
influence the dramatically modern Leger and Picasso? The
wallpaper in Matisse's tableau, Harmony in Red-did it hang
in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse
inspired his flower-filled paintings? In this course, students
learn transparent watercolor techniques and experience the
art of the French table by painting on location-subject
matter, conversation, locations, and traditions that inspired
masters.
For more information, contact Prof. Tara Christopherson,
612-330-1232.
Maximum Enrollment: 15
Marine Biology of the Florida Keys
BIO 140-J
BIO 340-J
Instructor: William Capman
dLm
The Florida Keys provide an excellent site for study of natural
history and ecology of marine, coastal, and sub-tropical
communities. This class will spend about two weeks in
Florida at the Newfound Harbor Marine Institute located on
Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field
trips to coral reefs (Looe Key National Park), tide pools, turtle
grass flats, mangrove islands, and upland hammocks will be
led by professional naturalists from the institute. Organisms
and communities will be studied on site and in the
laboratory. Research projects will be initiated shortly after
arrival at the station in order to provide opportunities to
gather data over a period of several days. Visits to Pennicamp
State Park, Key West, and the Everglades will be included.
Evaluation will be based on:
BIO 140: (1) field and laboratory records, (2) personal
journal, (3) quizzes at Marine Institute, and (4) final exam.
Prerequisite for BIO 140: Any one of the following courses or
their equivalents-BIO 101, 102,103,113, 114, or consent of
instructor.
BIO 340:(l)field and laboratory records, (2)personal journal,
(3)quizzes at Marine Institute, (4)written report of the
research project, and (5)final exam.
Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of
the instructor.
Estimated cost of the course: $2,500 (includes airfare, all
ground transportation, housing, and meals while at the
institute). Contact the instructor for details.
Prerequisite: See Above
Maximum Enrollment: 12
Time: II
Room: Science 225
Rhe Biology of Aging
BIO 185-J
Instructor: Bob Herforth
With the aging of the Baby Boom generation, interest in, and
research on, the biological basis of the aging process has
taken on an air of urgency, compared with an earlier more
leisurely approach. This course surveys functional changes
which occur in the body with age and diseases associated
with aging, such as osteoporosis, Alzheimer's disease, and
cardiovascular disease. The major theories that have been
proposed to explain what causes aging will be presented,
including findings on the cellular and genetic basis of aging.
Attention will also be focused on the results of attempts to
slow the aging process in experimental animals and humans.
Prerequisite: None
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
/personal Finance
BUS 240-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment and retirement
planning. Evaluation: Quizzes and exams.
Prerequisite: None
Maximum Enrollment: 25
Time: II
Room: Foss 43
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
This course provides an examination of current Japanese
business practices using a cultural perspective. A multimedia
approach will be employed involving film, television
documentaries, radio speeches, and readings from current
periodicals in addition to text materials. A seminar model will
be used with substantial participation expected on the part of
the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and
mid-term and final examinations. This class should be of
interest to anyone majoring or minoring in international
business or any field of business administration, as well as
anyone interested in Japan. Students who cannot attend every
class should not enroll in this course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 25
Time: I
Room: Old Main 29
Introduction to Polymer Chemistry and
American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze Age.
Now we live in the Age of Polymers (and Plastics). Without
this innovative technology, life as we know it would be much
different. The variety of polymer molecules and their
properties make up many, diverse plastics and the variations
are endless. Many items and materials in the areas of
coatings, adhesives, leisure/sports equipment,
building/construction, automobiles, furniture, clothes,
medical supplies, cosmetics, and others that are used everyday
come from different polymeric materials made from polymer
molecules. In this course we will explore and discuss the
world of polymer chemistry. Polyethylene is one of the most
commonly used synthetic polymers in "plastic" wrap and
trash bags. A common natural polymer, polyisoprene, is
collected from the sap of rubber trees and tires, golf balls, and
latex gloves are just some of the many uses. The class will
focus on two books. One, American Plastic: A Cultural
History, by Jeffrey Meikle, for the historical perspective of our
world of polymers. Themes from the book, the different
types of polymers used, and recent themes such as the
recycling of plastics will be discussed. A second book, Giant
Molecules, by Grosberg and Khokhlov, will help with the
previously mentioned themes and give more depth to the
broad world of polymers not covered in Meikle's book. There
will be six lab periods in which some polymer molecules will
be made and several of their interesting properties will be
explored. Students will be graded on 25 group worksheets,
six quizzes, six reflection papers, six lab periods, and an
individual project and presentation.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 1 or 2
Maximum Enrollment: 22
Time: II
Room: Science 315
States of Maiter (.50 Credit)
CHM 114-J
Instructor: Joan Kunz
CHM 114 provides an overview of the main states of matter,
examining the laws governing the behavior of gases, liquids,
solids, colloids, and solutions. The course connects chemical
theory and models of matter with real world behavior and
application. CHM 114 is a required transitional course for
students needing one year of general chemistry who enter at
the CHM 105 level and intend to take CHM 116 in the
spring. CHM 106 will not be offered in the spring of 2002; all
students needing two semesters of general chemistry must
take either CHM 1151116 or CHM 10511141116.
Prerequisite: CHM 105
Time: I
Room: Science 212
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Charles Sheaffer
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical
circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with
frequent in-class lab exercises on the topics above. Grading
will be based on examinations, labs, and homework. This is
not a course in computer applications or how to use
computers, although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Tune: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Grading will be based on examinations and
programming assignments.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: II
Room: Sverdrup 202
School and Society
EDC 480-J
Instructor: Joe Erickson
-l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in
two cultures: the United States and Nicaragua. Participants
will have an opportunity to see how these two contrasting
cultures and social systems view the role of schools within
their societies. Every system of learning has both
opportunities and defects. Those in leadership roles within
each system make choices about how to educate. The goal of
the course is to enhance participants' understanding of the
role of teaching and learning within a society, both in the
formal elementary and secondary educational systems and in
non-formal educational structures such as adult literacy
campaigns. For more information, contact Prof. Joe Erickson,
612-330-1647.
Prerequisite: Sophomore-standing education majors & completed PPST &
admitted to the education department
Liberal Arts Perspective: Social World 1 or 2
Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.)
Time: WEClDay
1
Topics: Live Theatre Here and Abroad:
The Best of Two Worllds
ENG 282-2
Instructor: Ron Palosaari & Darcey Engen
W f/F , ~
I
London, an exciting city to visit, has the best live theatre in
the world. MinneapolisISt. Paul is one of the best places for
drama in America. We will spend 10 days enjoying London
theatre, nightlife, and cultural opportunities. Then we will
return and study Twin Cities theatre, which has its own
strengths. Students will also be assigned several museums
and art gallery visits, hear guest speakers that will include
directors, actors, and stage managers. Our course will be
especially good for those students who want to travel abroad
but are looking for a shorter or less expensive trip. Any
interested student, however will find this course a rich
educational experience. For more information, contact Prof.
Ron Palosaari, 612-330-1005, or Prof. Darcey Engen,
612-330-1549.
Prerequisite: None
Liberal Arts Perspective: Aesthetics
Topics: Investigating the Victorian
Thriller
ENG 282-D
ENG 482-D
Instructor: Dallas Liddle
This course will study the phenomenon in 19-century Britain
of the popular novel of suspense, mystery, and terror. From
Frankenstein early in the century to Dracula at its end, the
nightmares imagined by novelists of Great Britain have
continued to interest and horrify readers throughout the 20th
century. Early in the century these tales were generally either
"Gothic" (stories of horror and the supernatural set in Italy
or Spain) or "Newgate" novels (true-crime stories about the
lower classes). By the 1860's however, popular novelists
including Charles Dickens, Mary Braddon, Eliza Wood, and
Wilkie Collins were producing a stunningly successful series
of works in which the action was set in the everyday world of
the Victorian middle classes, and the villains (as one reviewer
remarked) seemed like people the reader might meet at
dinner. Often challenging and sometimes subversive, these
novels drew intense public scrutiny by raising issues that the
politer genre of domestic fiction could hardly hint at
including gender roles and sexual transgression, class and
race oppression, obsession and madness, and the dark sides
of urban life, industrial poverty, and empire. We will read
several of the best of these thrillers, at the same time actively
investigating the culture that produced them. We will read
original reviews and responses, including parodies, and learn
about the context of newspaper and magazine journalism in
which several of the novels appeared. While we investigate
the power of the Gothic and Sensation genres for their
original audiences, however, we will also work to determine
why these novels have continued to appeal to successive
generations of readers. Course grades will be based on class
attendance and participation, two short papers, a group
presentation, and a final exam. Upper-level students will read
one additional novel, write a research-based paper on it, and
share the results of their research with the class.
Prerequisite: ENG 111
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Foss 20
Topics in History: Minnesota History
HIS 195-J
Instructor: Bill Green
This course will cover the early racial, ethnic, political, and
economic history of Minnesota, focusing on the Ojibway and
Dakota, the explorations of the French and British, the U.S.
territorial era, and statehood. We also will look at how
European immigration impacted Minnesota, and how the
rise of various political movements influenced the
governance of the state.
Prerequisite: None
Maximum Enrollment: 25
Time: I
Room: Old Main 23
Dance (men only) (0.5 course credit)
HPE 232-M
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching
assignment, and a written test.
Maximum Enrollment: 12
Time: I- 1~,118,119,1110,1111,1114,1115,1116
Room: Melby Gym - center court
Dance (women only)
(0.5 course credit)
HPE 232-W
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching
assignment, and a written test.
Maximum Enrollment: 12
Time: I - 1~,118,119,1110,1111,1114,1115,1116
Room: Melby Gym - center court
Instructional Materials & Methods in
Health Education
HPE 390-J
Instructor: Eileen Uzarek
This course will cover principles and methods of instruction
applied to health education(5-12). Emphasis upon
teachingllearning strategies and student assessment.
Development and delivery of lessonslactivities is included.
Students are evaluated by their peers and the instructor on
their ability to create, deliver, and assess health education
lessons in a "real"c1assroom. Evaluationlgrading is also based
upon the completion of a "technology project:' resource file,
and exam.
Prerequisite: HPE 110
Maximum Enrollment: 25
Time: I
Room: Melby 202
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
1'1
e>m
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student will
live aboard a 43'-46' fixed-keel sailboat with five to six other
people and will function as an active crew member. Actual
on-the-water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and wind
surfing will be available on an optional basis. Some classes
will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $3,500, which includes airfare for Augsburg
day students and qualifying Interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
ONLY. Applications may be picked up from the office of Joyce
I
Pfaff, Melby Hall 121, Augsburg College. They must be
turned in with deposit and appropriate signature before final
acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education
department, 612-330-1247; no smoking is allowed; basic swimming skills;
Graduation Skill Requirement: Lifetime Sport, also one course credit upper
division
Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots
are filled)
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be
discussions on the differences between the Islamic sects
(Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal
with the similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I
Room: Old Main 27
Paideia Seminars
INS 255-J
Instructor: Anne Kaufman
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and lor hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul
public school; evaluate their own behaviors during seminars,
and lead seminars. Students will be assessed on journal
entries including evidence of seminar preparation, reflection,
peer and self-evaluation, as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Old Main 18
Topics: I've Been Working on the
Railroad
INS 268-J
Instructor: Noel Petit
An overview of the history, technology, economics, and future
of railroading in the United States. Includes visits to rail and
transportation facilities here in the Twin Cities as well as a
rail trip to Chicago on Amtrak to experience intercity and
commuter rail systems. Designed to give the student an
understanding of the significance of this hidden part of the
U.S. economy. The student will learn how significant
Minnesota has been in the development of rail systems where
we are going in this growing industry. We will have a special
emphasis on the development of the towns of the Midwest.
Students will complete four papers (one each week) and
present their paper to the class (with multimedia images and
videos) each week. Students will critique each presentation.
Trip Fee: $300. Note: This fee will be placed on your student
account when you register for this course.
Prerequisites: Effective Writing English 111
Maximum Enrollment: 25
Liberal Arts Perspective: The City
Graduation Skill Requirement: Speaking
Time: I
Room: Sverdrup 201
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson & Lynda Olson
This course introduces students to the nature of work, and its
role and value to the individual and to society. Seminar
format will focus on work as viewed by this generation and
the requirements to succeed both now and in the future. A
special emphasis will be on self-discovery learning activities,
visits to Twin Cities businesses and community organizations,
and discussions with panels of professionals. Students will be
expected to research employment trends and career options,
complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations.
Students will also explore various organizations of the Twin
Cities and understand their role and impact in a major
metropolitan area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: II
Room: Lindell 16
Native American Storytelling
INS 332-J
Instructor: Sophia Jacobsen
The objective of this course is to study Native American
storytelling from a cultural perspective. An appreciation of
oral traditions will be emphasized and studied within the
broader context of world mythologies. Students will learn
how the art of storytelling is integral to story content.
Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1
Maximum Enrollment: 25
Time: II
Room: Music 23
Topics: The Czech Republic: Social and
Cultural Impact of the Emerging Free
Market Economy
INS 495-C
Instruclor: Stu Stoller
This intensive experience in contemporary Czech culture and
society will allow you the opportunity to develop an
appreciation for the many diverse cultures that intersect in
Central Europe. Students will reflect critically on how their
own life experiences have shaped their perspectives in the
world, and how this differs from people in other countries.
During week one, there will be excursions and field trips that
will explore the environs of Olomouc and study the history,
culture, art, and architecture of the Czech Republic. Week
two will focus on the Czech Republic's recent membership of
NATO. Students will study the roots of the divisions of
modern Europe, the concerns of the Czech government as it
approaches membership in the EU. The final week will
concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and
how different sectors of Czech society are responding to the
changes in social norms and values, which underlie these new
economic initiatives. For more information contact Stu
Stoller at 612- 330-1772
Applied Algebra
MAT 105-J
Instructor: Su Doree
Concepts of linear, exponential, logarithmic, and other
models with an emphasis of applications to the social and
natural sciences, business, and everyday life.
Prerequisite: Math Placement Group 2
Maximum Enrollment: 25
Time: I
Room: Sverdrup 1
I '
Math of lnterest
MAT 173-J
Instructor: Nick Coult
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities,
perpetuities, and life insurance work, and more. Evaluation
will be based on classroom participation, quizzes, and a final
examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 205
Math of lnterest
MAT 173-K
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities,
perpetuities, and life insurance work, and more. Evaluation
will be based on classroom participation, quizzes, and a final
examination.
Prerequisite: Math Placement Group 3 or consent of instructor
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 108
I
Topics: Sounds and Sights of Europe
w
M U 5 179-J
Instructors: Roberta Kagin & Gabe Gabrielsen
d m\,/I
' I ' h i ~cnlirse provides an opl~nrtiir~ity
t1-r visit sonw of tlw
F
Great Eurclpeau c~~ltural
ccfilers that ~~rovidcd
the impctits f i l l I
development of cultural life in the New World. For more
information you may call Prof. Roberta Kagin, 612-330-1273.
Liberal Art Perspective: Aesthetics
Maximum Enrollment: 15
Survey of Rock History and Musical
Style, 1951-1971
MUS 204-J
Instructor: Ned Kantar
An introduction to the fundamentals of music and
musicology as they occur within the context of rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, written
assignments, exam, and a group project. For non-music
majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 25
Time: II
Room: Music 3
.
Skills of Music Theatre
MUS 235-J
THR 235-J
Instructors: Sonja Thompson & Darcey Engen
Music-theater exists in every culture, stemming from the basic
human impulse to dance, sing, and express oneself. Come join
theatre professor Darcey Engen and music professor Sonja
Thompson as we explore this interdisciplinary art form, and
assist you in developing your own performance skills. In
addition to memorizing, analyzing, and performing your own
scene from an opera, operetta, or a musical, you will also be
introduced to music-theater from China, Japan, India, and
other cultures. The course includes writing and research, class
discussion and exercises, improvisation, and small and large
group instruction. Performers of all levels are welcome,
though some singing and acting ability is required. Interested
students will be auditioned in December and appropriate
material will be assigned. Course may be repeated with
permission from the instructors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I
Room: Sateren Auditorium
Beginning Norwegian I
NOR I l l - J
Instructor: Becky Hegstad
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking,
listening, reading, and writing as tools for communication
and for understanding Norwegian culture. Classroom practice
focuses on both presentation of vocabulary and structures
and the use of the language in everyday contexts. Evaluation
will be based on participation, daily assignments, quizzes, and
a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 26
The Philosophy of Socrates
PHI 231-J
Instructor: David Apolloni
We shall examine the historical and intellectual background
of Socrates and what our sources allow us to say about his
person and teachings. We shall clarify and critically examine
Socrates' key teachings: that virtue is a form of knowledge
and that all virtues are somehow one; that evil is ignorance;
whether or not virtue can be taught; that it is impossible for
wrong doer to be happy; and that being a citizen requires
obedience to the state's laws, even if that means accepting
one's own death. There will be take-home written
assignments and weekly quizzes.
Prerequisite: None
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: I
Room: Old Main 13
Existentialism
PHI 370-J
Instructor: Bruce Reichenbach
We begin with the philosophical background of
Existentialism in Kierkegaard, Nietzsche, Husserl, and
Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom,
absurdity, guilt, despair, paradox, risk, and the presence and
absence of God in the philosophical and literary works of
individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir.
Prerequisite: One prior course in Philosophy
Maximum Enrollment: 25
Time: I
Room: Music 22
Introduction to Space Science
PHY 320-J
Instructor: Ken Erickson
This course provides a survey of Earth's space environment
including solar, planetary, magnetospheric, ionospheric, and
upper atmospheric physics (solar dynamics, magnetic storms,
particle precipitation, aurora, and related topics). Evaluation
will be based on two exams, class assignments, one research
paper, and at least one class presentation.
Prerequisite: Phy 245 or permission of instructor
Maximum Enrollment: 15
Time: I
Room: Sverdrup 206
Environmental and River Politics
POL 241-J
Instructor: Joe Underhill-Cady
We live and work on the shores of the largest river in North
America. It is the reason the Twin Cities are located where
they are, and it continues to define the city, as human
settlement here in turn has profoundly shaped the river
ecosystem. Of late in cities across America there has been "a
return to the river," and in this class we will be doing the
same. The river stands as a remarkable symbol for the
community, of continuity and change, of cycles and
transformation, of the power and beauty of the natural
world, and there is much to be learned from studying it.
Using the Mississippi as the focus, this course looks at the
changes in thinking about the relationship between humanity
and the natural world, as the relationship has been expressed
in literature, law, science, religion, political philosophy, and
popular culture. Particular attention will be paid to legal and
cultural conceptions of the natural world, including the ideas
of property and ownership. We will explore the distinction
between wilderness and civilization and the political function
of the line dividing those two realms.
We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f
those whv have wr-rkerl ancl lived their lives along il, anrl
through sitc visits to Incatio~lsalong thc river, speakers in
class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity
to explow thcir own inttresrs in tl~criver through i n d i v i d u a l
projects, ranging rrom boat building, lo Inhlying at the Stutc
Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand
"green consumerism." There will bc o p p o r t u n i l i e s to work
will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont
thc coursc s ~ t ~ d e nwill
t s he encousngctl to drcnm, and to worlc
o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y,
in building
wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in
fclllnw ing rhrouph, in working hartl, R I I ~ at
! tlir enrl, 11;lving
sornr~l~i~ig
concrete to show for thtir effilrrs. T11esc pmjcc~s
can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~
r s r ~nf
i l a vnratiori lo
cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1
SO.
Liberal Arts Perspective: Social World 1 or 2
Graduation Skill: Critical Thinking
Maximum Enrollment: 25
Time: I
Room: Old Main 25
Understanding Asian America: The
Politics of Identity
POL 282-J
Instructor: Andrew Aoki
This course focuses on Asian Pacific Americans (APAs) and
thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t
history ns ~ c l as
l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s
Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian
An~cricar~s
itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial"
pailern Isii~~ibr
to Al'laicnnAmcricarts), or will they follow nn
"eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what
cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII
the mainstream rather than the margins? These questions are
relevant not just for APA affairs, but also for the larger social
changes that are sweeping America at the beginning of the
Science and Religion
J .9.
-- 7
-
REL 374-J
Instructors: Larry Crockett & Mark Engebretson
For somc in our sncicty, scie~lccir t l ~ driving
c
enainc ofa
l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life.
I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11
its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc
tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by
science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways.
Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s
bstwecn scicncc and tllc Chrisiinn f6~itll,
empl~wsizills~lircc
periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof
"morlern" sciencc ant! ~~~cclianistic
~diilrrsal~liy,
and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci,
it will stlldy systematically the wnrlctvictm of scicncc and
religion to see how they compare.
Class tilnc will hc tlivirlud ,lmnng a variety of artivitics
including lectures, wliolc class tlisctrssicms, snlall Rruilp
IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a
space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse.
(hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams,
participation in small group tutorials based on assigned
readings, a group project presentation, and a major synthesis
paper based on the group project and course materials.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 30
Time: II
Room: Science 205
Topics: Heaven, Hell and the End of
the World: Interpreting Biblical
Apoca!yptic Liferature
REL 490-J
Instructor: Philip Quanbeck I 1
This course is a study of the apocalyptic literature of the Bible
with emphasis on the book of Daniel in the Old Testament
and the book of Revelation in the New Testament, as well as
apocalyptic themes elsewhere in the New Testament, such as
the letters of the Apostle Paul. The apocalyptic literature of
the intertestamental period will also be examined. This course
will also address the legacy of apocalyptic literature in the
history of Christian thought and experience including an
examination of contemporary apocalypticism. This will
include the role of biblical apocalyptic imagery in art,
literature, film, and popular culture. Coursework will include
group presentations, two exegetical papers on biblical texts,
and a final project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time II
Room: Old Main 25
Cultures of Violence
SOC 290-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics
underlying these and other forms of violence? What do they
have in common? How do they differ? This course takes
violence in its many forms as a topic for sociological analysis
and concludes with an examination of non-violent
alternatives. With this in mind, we will compare different
theoretical perspectives on violence, such as psychological,
social psychological, and socio-cultural perspectives. The
course will involve a combination of lecture and discussion
based on readings and videos, debate of current issues in the
field, and guest speakers from and field trips to local
organizations dealing with problems of violence. Students
will be expected to research, write about, and present on the
sociological dimensions of a particular form of violence. In
addition, there will be short reaction papers based on the
readings, and classroom participation will be an important
part of grading. This course has a lab fee of $25 payable the
first day of class to the instructor.
Prerequisite: None
Maximum Enrollment: 25
Time: II
Room: Old Main 13
Topics: The Sociology of Social
Movements
SOC 295-J
Instructor: Lars Christiansen
Scores of social movements have shaped and challenged the
social, political, and economic institutions of the United
States. Many of these protest movements seek to change the
established social order; some seek its defense and
preservation. This course offers the sociological study of
social movements in the United States within the last two
centuries. We will explore important question such as: Why
do people engage in protests at certain times, while at other
times reamin silent? Why are people willing to risk their lives
to create social change? How do social movements form, and
what causes their decline? Is the use of violence an effective
means of establishing social change? We will address these
and other crucial questions through a systematic study of
several social movements including labor, civil rights,
feminist, environmentalist, and anti-global capital
movements.
Prerequisite: Soc 121 or permission of professor.
Maximum Enrollment: 25
Time: II
Room: Old Main 29
Documentary Video
SPC 347-J
Instructor: Deb Redmond
Documentary video is a video production course that
integrates lecture and criticism with hands-on experience
dealing with non-fiction subjects. Students will work in
production teams, gaining experience in field production and
editing. The production teams will produce a 30-minute
documentary piece. Evaluation will be based upon student
journals, critiques, and a paper. This course requires
additional lab time for editing.
Prerequisite: None
Maximum Enrollment: 16
Time: I
Room: Science 123
Exploring Human Services
SWK 257-A
SWK 257-B
Instructors: Glenda Rooney & Francine Chakolis
Experiential learning occurs as students volunteer 60 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to introduce the fields of practice
in social work and to help students explore a possible major
in social work or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as a
profession. Students will also examine and critique the
manner in which social, economic, and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their
personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Field Work I: Integrative Seminar
SWK 307-A
SWK 307-B
Instructor: Curt Paulsen & Joe Clubb
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate
learning from their practicum and academic coursework
focusing on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Introduction to Dance
(0.0 credit)
THR 002-T
HPE 002-T
Instructor: Sandra Agustin
With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance,
including modern, ballet, Asian, and Latin forms. Each class
includes a rigorous physical warm-up, mixing yoga, pilates,
and modern dance.
Graduation Skill Requirement: Lifetime Sport
Prerequisite: None
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Sateren Auditorium
Modern Dance/lmprovisation
THR 004-J
HPE 004-J
Instructor: Sandra Agustin
Students will learn various phases of movement incorporating
floor exercise and will learn to travel through space using
level, volume, and floor pattern, culminating in the creation
of short, improvisational pieces.
Graduation Skill Requirement: Lifetime Sport
Prerequisite: THRIHPE 002 or instructor's permission.
Maximum Enrollment: 15
Time: 1:OO-2:00 M, T, W, Th, F
Room: Sateren Auditorium
Skills of Music Theatre
THR 235-JIMUS 235-J
Instructors: Sonja Thompson & Darcey Engen
See course information listed under MUS 235-J.
Resources for Youth and Family
Ministry
Y FM 201-J
Instructor: Nancy Going
The Twin Cities are home to many youth and family
organizations and parachurch ministries. This course in an
unbelievable opportunity to visit many of them, and to get to
know many of the creative people who have conceived and
given shape to significant resources for the church. In
addition, students will have hands-on opportunities to review
and use the printed, music, media, and Web resources that are
shaping ministry in the church today. Finally, students will
learn a process for planning, and develop their presentation
skills by providing leadership for a two-day retreat. Retreat
costs: $30. We will pool transportation for site visits and the
retreat.
Prerequisite: REL 111, 221, or 331
Maximum Enrollment: 25
Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24
from 9:00 a.m. on January 23 to 8:00 p.m. on January 24.
Room: Sverdrup 1
Peer Ministry: Principles and
Leadership
YFM 232-J
Instructor: Lyle Griner
Students will be instructed to train college, high school, and
junior high youth to serve as peer ministers in their
congregations and communities. They will learn and practice
communication skills, facilitate small groups, and learn the
role of a listenerlhelper. Peer ministry integrates the act of
caring and serving others within a Christian belief system.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 15
Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on
January 14, 15, 16 & 17
Room: Sivertsen
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course
credit but do meet the lifetime sports requirement for
graduation.
Lifetime Sport: Badminton/Pickleball
HPE 002-B
Instructor: Brian Ammann
Practice and playing of badminton and pickleball.
Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Melby Gym-northlsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Paul Grauer
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sport: Golf
HPE 002-G
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 16
Time: 1:00-2:00 M, T, W, Th, F
Room: Air Structure
Introduction to Dance
HPE 002-T/THR 002-T
Instructor: Sandra Agustin
See course information listed under THR 002-T.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Satern Auditorium
Modern Dance/lmprovisation
HPE 004-JTTHR 004-J
Instructor: Sandra Agustin
See course information listed under THR 004-J.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 1:00-2:00 M, T, W, Th, F
Room: Satern Auditorium
Interim Abroad
UMAIE
SPP 201-J
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following
- courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454,612-330-1650. These courses are
offered on a PIN basis only and generally carry a lower
division number.
Africa e5 the Middle East
African Stories: Philosophical Ideas in Literature
Crossroads Africa: Arts and Culture in Morocco
The Natural History of Tanzania
Australia and the South Pacific
Sustainable New Zealand: Ecology, Economy and Society
Australia: The Economy and its Social Context
Europe
Introduction to Peace and Conflict Studies: The Northern
Ireland Context
The Czech Republic: Social and Cultural Impact of the Emerging
Free Market Economy
Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy
in Nirt', Id~*tlr),
and Paris
Frct~rhI,nri,vra,qc rrrtd Culrr~n~
?t~~errnl?rli~rrr
.'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain
Live Theatre In and Around London
The Lost Generation: Americans in Paris
Spain: The Influence of a National Culture on Organizational
Practices
Theatre in England
Watercolor Painting: Art of the French Table
The European Union in the 21st Century
Latin America and the Caribbean
School and Society .
Other Interim Abroad Courses
HECUA
Development and Community in Bangladesh
ACTC
Peace and Conflict Resolution in Northern Ireland
ACTC Creative Writing Workshop at
Hamline: Transforming Genres
Course will carry upper division English credit
Instructor: David Mura
David Mura will teach the ACTC 2002 advanced creative
writing course at Hamline University. His topic will be
"transforming genres." Mura, a poet, creative nonfiction
writer, critic, playwright, and performance artist, will
encourage students to write in one genre to explore shifting
their work to another genre. The total class size will be
limited to 2-3 recommended students from each college.
Prerequisites: Eng 226, or other introductory creative writing course, and
recommendation of the creative writing faculty. To apply for this course,
contact Professors Cass Dalglish and Doug Green.
Maximum Enrollment: Three student writers from each of the ACTC colleges.
Other Courses
These courses are offered by institutions or groups not
connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
Inside Washington 2002:
Academic seminars
Politics and the Media
Politics, Power, and the Presidency
January 6-1 8, 2001
Pol 398-A(l.O Credit)
January 2002 marks the end of President Bush's first year in office
and the beginning of the race for the congressional midterm
elections that may mean a party switch in the House or Senate.
Much is also at stake at the state level as numerous gubernatorial
races may determine who will run for president in 2004. Many
retirements and new seats as a result of reapportionment and
redistricting means that the political deck is being reshuffled.
Who will be advantaged? What are the likely outcomes? What
main forces will be at play? How will President Bush's policy
agenda affect the political landscape and what role does the
media play in the political and policy games of Washington, D.C.?
Inside Washington 2002 is an exceptional opportunity for
students to step into the fire of politics and gain a unique insight
into these and many other issues. Through site visits, tours,
briefings, and lectures, politicians, media personalities, policy
makers, and scholars will take students on a behind-the-scenes
journey through the halls of power. Don't miss this special
opportunity to go inside Washington!
The first week, "Politics and the Media:' will examine how the
relationship between politicians and the media shapes political
news.
The second week, "Politics, Power, and the Presidency:' will
explore the first year of the Bush Administration, and the
influences that affect the public policy agenda of any new
presidential administration.
For further information about the program see Professor
Hedblom in Memorial Hall 117A, call her at 330-1197, or email:
hedblom@augsburg.edu.There are four scholarships available to
cover registration and tuition costs based on priority in
registration through the political science department.
Show less
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I... Show more
augsburg in the summer
summer session info
Augsburg College offers a varied sulnlner curriculunl
that includes courses in more than 13 academic
disciplines as well as internships and illdependent studies.
Summer Session I runs from
May 28, 2002, to June 28, 2002.
S u ~ l l ~ nSession
er
I1 runs from
July 8, 2002, to August 8, 2002.
A detailed listing of courses begins
on page 8.
Course loads i n Summer Session:
Students may take up to two courses in
each session. However, WEC students
taking two or more classes in the spring
trimester are not eligible to take classes
in Summer Session I. Note: WEC
registration for Summer Session I will
not be available via the Web. Unless
otherwise indicated, all courses carry a
value of one course credit. O n e
Augsburg course credit is the
equivalent of four semester credits and
six quarter credits.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursement
to pay for Summer Session courses.
Augsburg general education:
Courses fulfilli~lgAugsburg's Liberal
Arts Perspectives and Graduation Skills
requirements are so noted along with
the description of the course.
Augsburg College
Campus Box 136
221 1 Riverside Avenue
Summer Se
w
May 28 to June 28
Summer Session I
July 8 to August 8
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evallgelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and
recreational activities.
* North Cer~t~ul
Associatio~lof Collc~esand Scl~ools,G~ilanissi~~it
011 l~~stitutior~s
of Hi,ql~erEdiict~ti~l~,
312-263-0456 Weh site <wcuw.l~cocihearc>
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers beginning
with a "1" or "2" are lower division
courses and are intended vrimarilv for
freshmen and sophonlores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent
studies may be arranged in consultation
with individual facultv members.
Internships: In addition to those listed,
internship opportunities may be
arranged individually during the
summer. Academic internships are
carefully planned work-based learning
experiences, supervised and evaluated
by a faculty member. Consult the
Center for Service, Work, and Learning
at 612-330-1 148 for more information.
Housing: Students who need housing
may contact the Residence Life Office
at 612-330-1488.
information
Additional information may be
obtained at:
www.augsburg,edu/sum~ner
Minneapolis, MN 55454
For registration or financial questions:
612-330-1046 (Enrollment Center)
For questions related to courses:
612- 330-1025 (Academic Advising)
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and
students admitted for the next fall term
are eligible to attend Augsburg Summer
Session. Good standing implies that the
student has been admitted and not
subsequently dropped by that
institution.
Students accepted for Su~nmerSession
are not automatically granted
admission as regular students of
Augsburg College. Those wishing to
begin a degree program at Augsburg
should apply to the Office of
Undergraduate Admissions, 612-3301001, or the Weekend College
Admissions Office, 612-330-1 743.
to register for
Web registration will remain open
until May 3 (Session I) and June 14
(Session 11). Web registration hours
will be 6 a.m. to 10 p.m. daily, with the
exception of April 8, which will be
.
C
person at the Enrollnlent Center
hetween 9 a.111.-4 p.m. M-F ~xtencied
hours to 6 p.m. on the first a&&econd
day of classes for each se:
Thursdays 12-4 p.m.).
Students registering for
Summer Session I must complete
their registration by May 28.
Students registering for
Summer Session I1 must complete
their registration by July 8.
Augsburg students will be hilled
through Student Accounts. NonAugsburg students nus st pay 50 percent
of tuition at the time of registration. All
s t ~ ~ d c nmust
t s be paid in f~11lby May 10
.
be dropped fr
course (s)
Augsburg stu, 3 who have unvaid
balances from
pay these ball
lmmer Session.
n Registration: Many courses
11 early and eourses with low
Students who decide to cancel their
registration prior to the first day of the
sessi~nnus st c ~ m p l e t ea dropladd for111
at the Ellroll~nentCenter (this must be
done in person). There is a charge of
$100. For refund information please see
schedule of refunds on next page.
A late fce of $75 will be assessed for
students who register after the first Jay
of the term. No S e s s i o ~I ~registrations
will be accepted after May 3 1. No
Sessioll I1 registratioils will be accepted
after July 12.
Registration begins
Web registration closes
Balance of tuition due
Classes begin
April 8
May 3
May 10
April 8
June 14
June 21
May 28
July 8
Last day to:
Register (without late fee)
May 28
*Register (added late fee of $75)
May 31
(no registrations will be accepted after this date)
Change grading option
June 7
Last day to withdraw from class
Classes end
Grades due in Registrar's Office
July 8
July 12
July 19
June 14
June 28
July 26
August 8
July 8
August 16
schedule of refunds
100% of the refundable portion of tuition (less $100 administrative fee):
If cancellation at the Enrollment Center is no later than
May 28 (Session I) and July 8 (Session 11)
75% of the refundable portion of tuition:
If cancellation at the Enrollment Center is no later than
May 3 1 (Session I) and July 12 (Session 11)
50% of the refundable portion of tuition:
-
If cancellatio~lat the Enrollment Center is no later than
I
map of aug~hurg
-
A
casts
T h e tuitioil clla!
.-.--
-
-
-
$625 for 1-
t courses
R
Audits al
listed ah01
c it courses
t the tuition rates
course load is
the two scssic
1.5 credits over
1
financi-
1
Eligibility for I
Session attend
Fi11$7Kal aid is available to students
er~rollsdin day or weekcnd progra#
from most federal and state ijpancial aid
programs. Institutional sc
lips and
grants are available only
regular academic year. St
maintain half- time status
the program in which they are enrolled)
are eligible to apply for financial aid.
WEC v:
No a
i
. r S ~ n cm ~nI as
..-..rrently with the WEC
m e s ter.
W E C stuc
enrolled in Summer
Session I1 ma
eligible for financial
J
aid it' their course load is at least 1.0
credit.
To apply
You must notify the E n r o l l m e ~ Center
~t
if you wish to apply for financial aid for
Suminer Session. To do so, visit
< www.augsh~~rg.edu/enroIl>.
The financial aid dcadline for
Summer Session is April 15, 2002.
COLLEGE M A P I N F O R M A T I O N
Adnli,\inns \Vcakd;ty Pn,g~%n~
13- Li~iclclll,ib~%~ry
2. Ad~~li,\iorirAnnc* and Wcckcnd
14.,Ma11ilc11a11cc
;111clCjmond.; Shop
Ad~~lisi~o~ls
l s . l M ~ ~ r l ~ Rtlll
~l~c~l
3. A i r Slruclorc Elllr;l~lcc
(No\,cmbcr I l i n , ~ ~ gM;lrcll)
ll
4* Eddt-Ncl\on Alhlclic
Picld imd Sc;~ul~idl
AirSIr~~~lurc
C l ~ ~ i u l c ~ l sC*.lltiv
cn
6, EA$I Hall
F,!cully Cioecl Ho11,c
8. Prrss, Lohcck. Milt,, Ccnlcrtr,C
Wonllil), Dril~liil& C < I I I I I I I ~ I I I ~ U ~ I ~ I , , I I
% Svcrylrup H;III
10. H u s b y - S ~ ~ ~ I I ~Tc111iib
I ~ I I COIII 15
Hi111
I I. Ice Alcnn
17. Dc\clopmcnl. PR/Cor~inlul~~c;~lio~n,
;aid Alumnifi';!rcnl I l e l n l ~ o ~ r
!.
>.
7.
A.VliiIoeP.~rkillg
B;Rc\~clc~ll P.I&III~
C. C o ~ n n l ~ ~P,ld~n;
ler
D. F;~cuIly/St;~IY/Com~nt~tc~/Rc<irlcnI
Parking
[S,Rc&~~le~lt
Pdkillg
F,, Rec~cle~~r
Pil~kilig
Ci. Adtni~rio~~c/F,su~lI)~/SInfl
P.r~li~lg
t i - , F ; ~ u l l ~ / S ~ Pn&i~ig
;~If
1. Vih'itoPP.!~hing
S, P,~cuIlylSrotf P i ~ l k i ~ l g
K.F;~cull):/Sl;~frPi~rhi~l:.
L.:Y~\ilo~.P,~kt~lg
M. F,tcully/Sl;~h/C,>~l~n~ololl
PIII%III~
N.,~;suI~y/St;~tI;iConln~~~lcrP,~k~~~g
0. Fi~ifiicw-LlnivchilyI';uking Rnnlp
Visit the Enrollment Center Web site to
downloa~lapplication materials.
1-94 East fro111 Minneapolis%kc 2 5 t h A\,~IIIIC exit, l u n l 1ck.a~2.5111 Avenllc, turn
Icft ;lr RrvcMclc AVCIILI~,[ u r n l c f l at 2 1 i t A\,cnr~c
Sil\~th.,
1-94 West fro111 St. Pault c ~ i l c l cA v c u ~ l c ,
31kc R ~ v e r s i ~csil,
l c t11in l i ~ h ,t ~ RI\
SOLILII.
l l l r n I c f ~; ~ 2r lct ALVIILIC
35W from thc SoutliFollrne thc 1-94 St. P.1111 SI~IL~T
(III\*S
t o ~'idht Innc :tftcr.
~ n c r ~ c n )'liikc
.
25th AVL.IIUC ex11 2nd r u l n
cncli id~\r.il
lefi a r ~ i w r : ~ i c lAc w n ~ l c l, u t n l c l l a r 2 l a r A v c n 1 1 c
S,lll~l.
,
T h e ca111era w
creativity and
photographic
1
-~
35m1u,single-lens rt
film, etc.: $200-$22
Pel spectivelsk
6-9:30 p.n~.
~
r visual
and white
llts need access to a
:all~era.Estimated cost of
L,,OL<
o l d M~~~~
4
ACC 22
Principles of Accountinl
Intyduction to business :
and fundamentals of accounting, the accounting
cycle, and preparation of finanr:-' -.aternents.
T B Th
Mttsic 24
8 3 0 ~.III.-II~OII
BUS 2 4 2 3
Principles of Management
Cerrito
Development of the theory of I ....c...,- ~ u e n t ,
organiznticin, staffing, planning, and control. T h e
nature of authority, accountability, ~es~onsihility,
and analysis of the pnifessional manager.
6-9:30 p.171,
TBTh
Mlisic 24
B U S 331-S
Financial Management
Kapoor
Topicurrlated t(1 theory acquisition, fund
allocation and nlanagcmcnt, sources and uses of
Ic~ng.and short-term fi~nds,capital
costs/budgctiny, levcragc, and dividend policy.
(Prereq.: ACC 221, ECO 112 or 113, and MPG 3)
6-9:30 p.111.
M,W F
Olrl Moil1 29
EDC 2 2 0 3
Educational Technology (0.5 Credit)
Erickson
You will be expoaed to basic thcorics of
communicatio11, selection, evaluati<in and
research. Become skilled in some of thc digital
tc~<ilsused in today's schools. Learn how to clioose
apprc~priateapplicatin~isof thcorics and techn~ques
for educational settings.
9-1 1:30 ir.111.
M, W F
S v e r d ~ ~204
rl~
Introaucar
A n initiation i u t
formal study of fictjon,
poetry, and drama, urawing on works from several
periods, difierent cultures and races, and male and
fe~nalewriters. This course aims in
to
develop students' critical and analytical skills as
the prerequisite for all upper level courses In
literature. PerspectiveiSkill: Aesthetics
4-7:30 0 ni.
Old Moil1 26
G S T 200,S
Quantitative Reasonmg
Schield
Critical thinking about statistics as evidence in
:
lents involving predictions and explanations.
i include reading and evaluating tahles,
:raphs, and statistical models. E~nphasison
nterpretation, evaluation, and communication.
PerspectiveISkill: Quantitative Reasoning
(Prereq.: MPC 3)
6-9:30 p.111
T €4 Th
Old Muin 18
ASL 101-S
Beginning Sign Language I
Mikkelson
A n introduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d c nobserve
ts
the
denlonstration of signs, practice their own signing,
and learn the facial expressions and body language
needed to communicate clearly with deaf and
hard-of-hearing people.
PerspectiveISkill: Intercultural Awareness 2
SPA 111-5
Beginning Spanish I
Reinhardt
Aims to de\,elop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. I n t r o d u c t i o ~to~ the culture of the
Spanish-speaking \vorld.
Perspective/Skill: I n t e r c ~ ~ l t i ~Awareness
ral
2
8:30-1 I a.m.
T 1R TI1
Old Moin 26
1- '..: -. .
I N S 105-S
Intro, to American Indian Studies
Weston
This coLlrse is intended to introduce students to
Anlcrican Indian S t ~ ~ d i eConcepts
s.
and topics to
be covered include, among others, history,
language, culture, literature, policy, iinages,
contemporary issues, and the arts. Minnesota
Indians will be eluphasized wherc appropriate.
PerspectiveISkill: Intercultural Awareness 1
6-9:30 p . n ~
TBTh
Old M r ~ i t25
~
I N S 199-S1399-S
Internship
Olson
A work or service experiencc in which the
s t ~ ~ d e nfaculty
t,
aponsor, and aite supervisor design
a learning agreement plan that links classroo~ll
theor): the liberal arts perspcctivcs, and graduation
skills with the opportunities inherent in the
internship. T h e student 111i1stc o ~ i ~ p l eat elearni~ig
~portfciliobased o n the internship. Student should
consult with the faculty sponsor reganling
requirements and get permission to registel: PIN
grading only.
3,
.....
PSY 352-S
Adolescent and Young
Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years.
(Prereq.: PSY 102 or 105)
6:00-9:30 P.m.
M BW
Old Mail1 2 5
REL 3 7 0 3
America11 Indian Spirituality
& Philosophical Thought
Jacobson
Religious beliefs, spiritual customs, and philsophy
of North Alnericau Ind~ansare studied. Tribal
similarities and differences are explored as are
tribal relationships with nature, religious oversight
of life cycles, sacred ritual ceremonies, and beliefs
in an afterlife.
PerspectivelSkill: Christian Faith 3 , \Writing
(Prereq.: ENG 1 11, Jr. Standing and REL 11 1 ,
221, or 331)
6-9:30 11.11
M€4W
Old Main 18
POL 2 4 1 3
Environmental
Upper Mississippi River watershed. Issues covered
include controversies about river pollution, the
lock and dam system, rcgiunal water supply, floc~d
control, economic clevelop~uentin the rive1
corridor, farming practicca, and enerby production.
In regard to each of these, the class will examine
thc challenge c~fbolancung econoniic dcvclopmcnt,
social har~non):and environmental sustainahility
Thcrc will be weekly excursions to explore the
river in the Twin Cities and meet with local policymakers and stakeholders. Students will repclrt to
the class o n a research project o n a topic of their
cho(ising.
PerspectiveISkill: Critical Thinking, Social \Vorld 1
6-9:30 11,tn
M&
? \v
0111 Moir~2 7
S P C 351-S
Argumentation
Lapakko
Develops critical thinking bkills by study of the
theory and practice of argument, evidence,
fallacies, and refi~tation.Includes how to build and
analyze public argulnents that c o n f r ~ n stt~dents
t
in
their everyday lives.
PerspectivelSkill: Critical Thinking
(Prereq.: SPC 111 or 112 or consent of instructor)
6-930 ~ , I I I ,
T 8 TI1
Old Main 2 9
session I 1 july 8 to august 8
ART 1 0 7 3
Drawing
This is a first level drawing course. Studelits work
with a varlety of traditional and non-traditional
drawing media and explore important colicepts of
drawing. Slide lectures, dernonstrations, and
critiques coniplete the learning expel ience.
PerspectiveISkill: Aesthetics
6-9:30 p,nl,
TBTh
Old Maill 17
ACC 2 2 2 3
Principles of Accounting I1
Kader
A continuation of A C C 221. I~ltroductionto
business activities and accounting for corporations.
Basic concepts and fundan~e~ltals
of nlanagerial
accounting, p l a ~ l ~ l i and
~ l g controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8 3I I
T GI Th
Music 22
A R T 118-S
Painting I
Bollmao
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
PerspectiveISkill: Acsthetics
6-9:30 p.111.
T B TI1
Old M ~ I 17
I
BUS 2 4 0 3
Personal Finance
Kapoor
Introduction to personal financial planning and
budgeting, credit management, income taxes,
insurance, real estate, investments, retirement,
and estate planning.
Old Main 10
6-9:30 I J , I ~
M&W
ART 2 2 5 3
Staff
Graphic Design I
A n intrc~d~lctioll
to the principles and t e c h n i q ~ ~ c s
of graphic design using page layout software.
Emphasis o n designing with text and ilnagc
PerspectiveISkill: Aesthetics, Speaki~lg
6-9:30 p.111
T B TI1
Fuss 22B
A R T 2491349-S (with H I S 24913493)
Designed Environment
Anderson
This course addresses die designed environment,
the i~ltentio~ially
designed places in which wr live.
We will investigate architecture, landscape
architecture, and u r h a ~ design,
l
b o t l ~in cl;~ssand
in site visits and walking tours to proluinent
cxa~nples~f desiyn excellence.
PerspectiveISkill: Aesthetics or City; Writing
(upper division only)
(Prereq.: For upper divisiu~~-an art, history, or
urban sti~diescourse, and ENG 11 1)
1 4 : 3 0 [LIII,
M B W
Scie~~ce
123
ART 3 3 0 3
Graphic Design I1
Staff
A n advanced study of the graphic design of
typography and visual imagery fnr print production
using the computer. Includes idcntihcatic~liof
design problen~sand presentation to client.
PcrspectivclSkill: Aesthetics
(Prereq.: ART 225)
6-9:30 p.ln.
TBTh
Filss 22B
BUS 3 4 0 3
H u m a n Resource Management
Cerrito
Personnel filnction in business, accl~~isitic)n,
and
utilizatio~iof human resources; desirable working
relationships; effective intcgrotion of the worker
with the goals uf the firm and society.
(Prcreq.: BUS 242)
6-9:30 p . ~ n ,
M B W
BUS 4 4 0 3
Strategic Management
Cerrito
Concepts and principles related to the
management (if operating fi~~ictions
caught from a
~lla~lagerial
viewpoint with examples from various
industries and sectors.
(Prereq.: BUS 242 or consent of instructor)
6-9:30 p.ln
TBTh
Mtrsic 24
MKT 2 5 2 3
Principles of Marketing
Meziou
Principles of hasic policy and stratcw issues in
marketing. Legal, ethical, competitive, economic
; ~ u dtechnological factors as they affcct pro~luct,
prona~tion,and distribution decisions
6-9:30 11.111
M B W
S v e n b ~ ~202
p
This course examines t h o k
unique to ~llarketingin a<in
Emphasis is placed o n a d a z
mix according to the i r b - - ellvLroLinlent.
(Prereq.: MKT 252)
Clayton
120th centurv
ErnC
r
C H M 100-S
Chemistry for Changing Times
This course int~oducesb a s ~ cche~uistrycon-.
the context of numerous science-based i s s ~
our everyday lives with the goal of student I
:
a basic understanding of thc science behin%ssucs
present and in the future.
PerspectiveISkill: Natural World 2
(l'laereq.: MPG 2)
8:30 ~ . I ~ . - I I O I I I I
T B TI1
Science 3 15
E D C 495-S
Topics: DiversityNinnesota
American Indians
Gresczyk
This course cxaluines human divcrsity and Ii~lluan
relations. It fulfills the Education Department
huluan relations and Minnesota An~cricanlnclian
req~~il,ernents
and is a n option within the liceusure
progr:ilil.
6-9:30 p.m.
M B W
St'ertlrtlp 1
This coursc is designed for clclucntary educntic~n
~uajorsand includes earth science "hands-on"
inquiry based activities that modcl the tcacl~ing
and learning process ~f sc~entificinquiry. Meets
hasic earth science st~hjectmatter standards for
initial licensurc.
6-9:30 j1.111.
T El Th
sCiL'IICL'
10
SlS
-
ction.
Awarcncss I ,
Isen1 of instructor)
TI1
Old Mail1 23
TB
HPE 1 1 5 3
Chemical Dependency (0.5 credit)
Broek
A n analysis of chemical ahuse and what can be
clone for the abuser. Inclu~lesinfc~rmationabout
school health education and services.
6-9:30 11.111.
M
Old M r i i ~23
~
This course addresses the designed envil-o~uucnt,the
intention;~llydesigncd pl:lccs in which we livc. \Ve
will in\,estigate architecture, landscape architecture,
and urhan deaib~~,
bhr~tliin class and in site visits tn
pro~ninentexao~plesof design excelle~~ce.
PerspcctiveiSkill: Aesthetics or City; \Vriting- (upper
..
division only)
(Prereq.: for upper divisin~l-an art, histor): or urban
ati~diescoursc, ancl ENG 111)
1 4 : 3 0 11.1il.
M B W
Scie~~ce
123
I N S 199139923
Inter~iship
Olson
A work or service experience in which the s t ~ ~ d e n t ,
faculty sponabr, and site supcrvia)~design a learning
agreemen1 plan that links c l a ~ , r ~ i o~l~cory,
n~
the liberal
arts perspectives and gracluation skills with the
0ppc1rti11iitiesi~lllcrc~it
ihi the internship. Thc stu~lcnt
hnsed on the
must complete a lea~ning~x~rtfnlio
internship. St~lclcntshoulcl cc~nsultwith the faculty
sponsor rqi~rdingrequirements ancl gel per~~dsslnn
to
rceiater. PIN eraclinu onlv.
INS 3 4 2 3
agical foundations of
e course cc
Islam, its basic concepts and tenets, Islaniic law
(Shari'ah), Islamic economic and political systems,
and Islamic patterns of life.
PerspectiveiSkill: Intercultural Awareness 1
6-9:30 0 nl.
Mt~sic22
INS 2 5 5 3
Kaufman
Paideia Seminars
ninar
Students will .uarticiwte
.
discussions following the Paideia seminar form
developed by Mortimer Adler. Seminar topics
emphasize selections that help students to think
critically, understand timeless ideas ':----carefully, and question thoughtfully
PerspectiveISkill: Critical Thinking
]lily 22-26
INS 260-S
Contemporary American Indians
Weston
This course examines the situation of American
lndians in the United States since the Indian
Reorganization Act of 1934. Emphasis is on
current issues such as tribal sovereignty, treaty
rights, reservation economics ,and Indian
education. PerspectiveISkill: Intercultural
Awareness I
6-9:30 p.111.
TBTh
Old Muin 13
INS 29523
Doine Business in the
Czech Republic
StollerIStaff
This course will concentrate on developing a
capitalist enterprise in the ex-comrn~~nist
world,
looking at how models are succeeding, and how
different sectors of Czech society are responding to
the changes in social norms and values which
underlie these new econonlic initiatives.
6-9:30 p m
M B \V
Old Mirirl 18
ditics of the
This course explores I
conununities and ecosystems of the Upper
Mississippi River watershed, including
controversies about river pollution, the lock and
danl system, regional water supply, flood control,
and farrnir,, There wil
reekly
kers and
e~rn~rsions .. ..... I local polic,
, trying to achieve sustainability in
holde
'or additional schedule information
---
w.,,u,sburg.edulppagesl-cady/
,
,
'E: Additional $500 fec
(Prereq.: POL
equivalent, and passing
water safety tt
Old Main 25
'?li
MAT 1 7 3 3
Math of Interest
Kaminsky
Learn how to deter~uinethe monthly payments on
a house or car. Find out how much you need to be
socking away now to have a million when you
retire. Learn how annuities, perpetuities and life
insurance work, and more. Evaluation will be
based on classroon~participation, quizzes, and a
final examination.
PerspectiveISkill: Quantitative Reasoning
6-9:30 p.m.
MBW
Scierice 108
ASL 102-S
Beginning Sign Language I1
Mikkelson
An intrciduction to deaf culture and the signs and
syntax of ASL. S t ~ ~ d e nobserve
ts
the
demonstration of signs, practice their own signing,
and learn thc facial expressions and body language
needed to communicate clearly with deaf and
hard-of-hearing people.
Perspective/Skill: Intercultural Awareness 3
6 4 3 0 p.111,
T W( TI1
Old Mui~i26
POL 421-S/ML 560-S
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course fc~cuseson the ability to function and
lead in culturally diverse and ever-changing
contexts within the U.S. Improved culti~ral
awareness, com~nunicationskills, and
interpersonal sensitivity and appreciation for the
complexity of the racial and ethnic groupi~lgsare
among the goals of the course. Extensive
discussion and several short written assignments
with emphasis on applying course material to
leadership situations.
(Prereq.: Graduate, or Jr. or Sr. Standing, or
consent of instructor
6-9:30 P.m.
MBW
Lir~dell16
SWK 395
Topics: Social Policy, Society and Restorative
Justice
Link
This course describes contenlporary systems of
human service with a focus on poverty, community
relationships and restorative justice. There will be
a combination of class and urban field visits.
PerspectivelSkill: City (pending approval)
6-9:30 P.m.
M B TI1
Note: Rochester Campus
PSY 361-S
Personality/Cultural Context
Hanson
Current scientificallv-based amroaches to
description, dynamics, aud development of
uersonalitv. Includes studv of eender, social
position, and cross-cultural behavior.
(Prereq.: PSY 102 or 105)
6-9:30 p.m.
MBW
Old Muin 25
6-9:30 p.m.
SWK 6 9 9 3
Assessment and Diagnosis in Mental Health
Practice
BoisenlSyers
This course exan~inesassessment and diagnosis of
mental health in individuals. Emphasis is placed
on understanding mental health disorders from a
MBW
..
REL 221-S
Biblical Studies
Quanbeck 11
This course covers the origin, literary character,
and transnlisaio~lof the biblical documents.
Explores the task of biblical interpretation.
Discusses the history of Israel and the enlergence
of the clu~rch.There will be two exams and two
interpretive papers.
Perspective/Skill: Christian Faith 3
8:30 a.m.-no011
T €4 TI1
0111 Maill 29
SOC 3 5 6 3
Crime and Community
Blooni
Analysis of correctio~lalproerams
and community
. ..
responses. Lecture, discussion, and site visits to
(Prereq.: SOC 121)
1 4 : 3 0 I~nt
4
.
4
.
.
T B Th
,, ,, ,
.
Old Moin 18
.
L
SPC 3 2 9 3
Intercultural Communication
Lapakko
This course explores cultural differences and their
inlplications for conu~~~unication,
including
differences in values, norms, social interaction,
and code systems.
PerspectiveISkill: Intercult~~ral
Awareness 1
6-9:30 p.ni.
M B W
Old Main 29
center for
global education
upcoming programs:
Language, Culture, and Social Change in Mexico
May 18-June 23, 2002
The Church, Civil Society, and Social Change in El Salvador
May 20-30, 2002
Human Rights and Social Change in Guatemala
May 20-30,2002
All Our Futures: Education for Global Citizenship
June 11-18, 2002
Social Services and Social Change: A Culture in Transition
June 26-July 3, 2002
Nicaragua: Past, Present, and Future
July 17-26, 2002
Mexico in Transition
August 1-9, 2002
For information and other possible educational
Global Education at 612-330-1 159 or e-mail
-
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Welcome to the premiere issue
of the Augsburg Now magazine!
We welcome
your letters!
write to:
Please
Editor
AugsburgNow
22lI
Riverside Ave., C8145... Show more
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Welcome to the premiere issue
of the Augsburg Now magazine!
We welcome
your letters!
write to:
Please
Editor
AugsburgNow
22lI
Riverside Ave., C8145
Minneapolis, MN 55454
E-mail: now@augsburg.edu
Fax: (612) 330-1780
Phone: (612) 330-118r
l¡tters for publication
must be sigr.ed and
include your name,
class year, and daytime
telephone number.
They may be edited for
length, clarity, and style.
f
I
elling the story oi Augsburg is what
Augsburg Now is all
the page with a letter to you from President
rhe
about-telling stories of
our students, faculty and staff, alumni, parents,
and friends.
This premiere issue takes you back through
the halls and history of Old Main, the one
place on campus shared by a1l of our alumni,
as we look forward to its centennial celebration
at Homecoming. You'll also read about several
families for whom Augsburg has been an
educational tradition over the generations.
We close with reflections on how one
approaches the task of telling the story through
written histor¡ in comments by Rick Nelson
and Dave Wood about their forthcoming book.
In future issues, this page is reserved for
your letters, whether they be of comment,
praise, correctìon, or exception to what appears
in t"he magazine. In this issue, we inaugurate
Frame.
Over the past few years, as this publication
has changed in small ways or through a major
transformation, the Augsburg Now name has
been maintained as a constant reminder of the
importance of keeping Auggies connected to
one another and to the College. We are proud
ol the AugsburgNow and hope you feel that this
new magazine Iives up to it-s name.
We want you to stay connected and
interactive-don't be shy about sending your
letters and keeping in touch with your stories.
WW
Betsey Norgard
Editor
Dear Augsburg
alumni and friends,
W
ith this issue of Augsburg Now we not only
introduce a new "look" to the primary
publication that serves you, but we also usher in
weekend of activities and recollecti.ons. Re-connect
Co1lege, your classmates, and friends, and
learn more about the many programs that have
resulted in Augsburg being named one of the
nation's leading servicelearning institutions.
As the College enters its l32nd year,we arc
rededicating ourselves and our resources to
continuing this historic task of educatlng persons
for a changing future. Please know that we welcome
your input, support, and presence at this special
place-not only at Homecoming but throughout the
with the
a
new academic year. Augsburg continues to move
forward in many excitlng ways, including a number
of construction projects that are rehabilitating and
refurbishing our facilities.
An enthusiastic new first-year class, the Class of
2004, has arrived and joì.ns v/ith the rest of our
outstanding student body. It is a student body
hungry for learning and challenging us to provide
the "transforming" education that unites the liberal
arts with the practical, preparing each of our
graduates to truly make a difference in the world we
academic year.
Sincerely,
are educating them to serve.
This issue ol AugsburgNow also provides us with
a means of inviting each of you to come to the
campus to participate in Homecoming. I want to
extend my personal invitation to join us for a
llt,il^
Ûa'r*<---
William V Frame
President
-l
AttcsBURG Now
Vol.63, No. 1
Fall 2000
Augsburg Now is published
quarterly by Augsburg College,
22ll Rive¡side Ave., Minneapolis,
Minnesota 55454.
Features
Betsey Norgard
Editor
Remembering Main
Lynn Mena
Old or "New"
Assistant Editor
-
8
J4â
by Betsey Norgard
Kathy Rumpza
F
Approaching its centennial, Augsburg
stops a moment to remember Old Main,
a building that has had to earn its place
on calnpus as ø treasure oJ history
andhentage.
Graphic Designer
William V. Frame
President
Dan Jorgensen
I
Director of Public ReÌations and
Communication
Nancy Toedt '94
Di¡ector of Alumni and Parent
Relations
E
Production Assistance
Sexton Printing
n
e
Opinions expressed in Augsburg
Now do not necessarily reflect
official College policy
n
@
fA
4
Postmaster: Send correspondence,
name changes, and address
corrections to: Augsburg N ow,
Office of Public Relations and
Communication, 22 I I Riverside
Ave., Minneapolis, MN 55454.
E-mail: now@augsburg.edu
Tèlephone: (612) 330-f IBI
Fax: (612) 330-1780
f amilie s ar e b e ginnin g new e r
Augsb ur g
is a bona
file
occupational
qualification. Augsburg C olle ge
Around the Quad
Supporting Augsburg
Sports
19
Events
21
Alumni News
27
32
Ciass Notes
reasonable accommo ilations to
its employees and its stuilents.
inside
back
cover
www.augsburg.edu
rt)
èf
ß committeil to providing
f amily tr dditi ons.
Departments
2
Augsburg College, as affirmeil
in iús missior{, iloes not
discriminate on the basis of race,
color, creeil, religion, nøtional or
ethnic ongin, age, geniler, sexual
orientation, marital stl;tus, status
with regaril to public assßtance,
or disability in its education
p olicie s, ailmissions p olicie s,
scholarship and loan programs,
athlecíc anill or school
administered programs, excEtt
in those instances where religion
by Lynn Mena
The Augsburg tradition in some
Jamilie s include s p arents, slblings,
and dozens of cousins, while other
\
rssN t058-1545
Augsburg Family
Traditions
SO
Auggie Thoughts
On the cover:
Calendar
A student eryoys the aJternoon
sunshine with his boohs on the front
percent recycled paper Q0 percent post-consumer waste)
porch of OldMain. Photo @2000
S te
nb ahhen / s t enb ahhen.
c
om
H
O
I o)
Getting an education
in Namibia
^
o
/
¡F
retchen lrvine. assistant prolessor of
ïravereo wrln a cllverse group
of ll Twin Cities elementary and secondary
school teachers to Namibia, June 29-August 2,
under a Fulbright-Hays Group Projects
Abroad grant awarded to the Center for
Global Education. While there, the teachers
worked with Augsburg staff through a
program of field trips, meetings with
governmenl and community leaders, and
homestays in a variety of Namibian
communities. Their experiences would
contribute to learning plans for their own
students upon their return.
During the five weeks, the teachers
visited schools in Windhoek, the capital city,
and traveled to Okakarara, a Herero village
about 150 miles away, where they stayed
with families and visited local schools. In
addition, the group met participants of a
[!ao.,.u,ron,
./
ta
o
Auggie
Adventures...
women's craft center and heard from UN
officials about efforts to conrrol the AIDS
epidemic.
The teachers had an opportunity Lo
spend an evening with Namibian Prime
Minister Tjitendero. He reiterated to them a
message they had akeady heard from
others-Namibians have chosen to forgive
the past Ìnjustices to them, and joln hands to
work together.
Irvine sent back notes during the fiveweek period, which were posted on
Augsburg's Web site. To read more, visit
<www augsburg. edu/namibiæ.
In one report, Irvine summed up her
meeting and discussion with a local school
teacher: "I am thankful for this opportunity
to learn through direct- experiences in a
community that is very different, and yet in
many rvays similar to my communiqr"
T
I
h" campus bustled August
Il-I2
with 163 ìncoming first-year
students and their families during the
this year's second Auggie Adventures
orientation weekend, giving students
their first opportunity to meet
classmates, take assessment exams, and
register for classes,
The Saturday family program
provided both parents and students
chances to hear from various campus
offices about enrollment procedures,
campus services, residence life, study
abroad, and generally what campus life is
all about.
Saturda¡ September 2 was Move-in
Day for new students, and classes began
on Sept. 6.
T¡t! TEf<Iã{
Twenty-six physician assistant students received their
certificates at the commencement ceremony on Aug. 13
Five of the students also completed bachelor of arts
degrees in physician assistant studies. This Class of 2000
is
the fourth physician assistant class to graduate.
Dr. Byron Crouse, chair of the Family Medicine
Department at the University of Minnesota-Duluth and
director of the Rural Health School, presented the
keynote address.
Physician assistant students spend 27 months in both
academic and clinical programs. ln order to practice in
the state of Minnesota they must also pass the board
exam from the National Commission on Certification of
Physician Assistants.
ln June 2000, the physician assistant program became
Augsburg's fourth graduate program, and now offers a
master of science degree in physician assistant studies.
o
Augsburg's Class of 2000 physician ass¡stants.
z
4ucssuRc Now
Fall
2OOO
æF
-ã
The Enrollment and Financial Services
Center opened in newly-renovated
Sverdrup Hall.
S
à,
,e
Augsburg's Jazz Ensemble and Gospel Praise energized 38,000 Lutheran youth at their
national gathering in St, Louis in June,
Gospel Praise 'Dances at the Crossroads'
T
I
hev came by plane, bus, rnd car ...
.^áit.¿, ani wirh r spirit ol journey
undiminished by the long rides, heat, and
humidity For two weeks inJune,38,377
youth descended upon St. Louis for an
arnazing experience at the Evangelical
Lutheran Church in America's Al1 Lutheran
Youth Gathering.
Gathered under the theme "Dancing at
the Crossroads," yollth were encouraged to
question, cry, cheer, and, most of all, to learn
about God's special invitation to be a dance
partner rvith God through ChrÌst. And part
of.it al1 during [he seconcl week was
Augsburg's ownJazz Ensemble and Gospel
Praise, rnaking their thlrd appeârance at the
ffi
Fall
2O0O
Students have a
'one-stop shop' for
reg¡stration,
financial needs
T :: i::"j,ää iÏi#ffi ilï:îiï:.
national youth gathering.
Augsburg's ensernble of 27 musicians, 1ed
by Robert Stacke'71, played for youth
crowds large and small at morning worshÌp,
evening entertainment, and in an exhlbit hall
called "The Beat."
"No rnatter how the audience size varied,
there were always kids dancing and clapping
along, rvho were energized by the spirit
through the music we were playing,"
reflected saxophonist Brendan Anderson '02.
"lt didnt lnatter if there were only l0 people
there. If those 10 people were moved by the
nessage of the music, then our.lob of
ministry was accomplishecl. "
l{och'01
--I{athryn
Sverdrup HalÌ to offer one-stop shopping for
students taking care of regÌstration, financial
aid, and student billing and account
questions. The academic advising and
registrar's offÌces are located ln the same
alea.
This "one-stop shopprng" is especially
important to Weekend College students, for
whom convenience is a significant lactor in
their stuclies. In addition, over the next two
years, more and more of the College
enrollment lunctions will become Webbased.
windor.vs in the EFSC
are wheelchair accessible, as well as the
All counters and
compllter kiosks where stuclents can access
their accounts.
irst-year students this year will move into newly-refurbished rooms in Umess Hall. All new beds,
dressers, and desk chairs wili greet the 306 students living in the residence hall.
This fail also marks the launching of ARC, the Academic Resource Center, iocated in Urness Hall, with
satellite centers on each floor. Resident advisers are partnering with the First Year Experience program
faculty to sewe as academic mentors to the students on their floors, helping with study skills and in other
lvays to ease adjustment to academic life.
Commuter students will also be connected to student clusters on the Umess floors, giving them the
same opporrunities to participate in the Flrst-Year Experience and to become more involved in campus life.
F
,4ucsnuRc
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3
I
A
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o
StepUP Program receives major gifts
on path toward $f million goal
A;Ë::;,i,"#iï;åïåïii
received gifts of more than $500,000 toward
a goal of $1 million by year end.
Three major gifts have led the way in
the drive, with the most recent, $250,000
from James and Eva Seed of East
Greenwich, R.I., being the largest. That
followed closely on pledges of $200,000
from the Piper family of Minneapolis, and
$65,000 from the Huss Family Foundation
in St. Paul. The Piper gift was sparked by the
efforts of Augsburg graduate Toby LaBelle
'96, an investment officer for PiperJaffrey.
Ë
Ê
s
-s
sI
(J
Augsburg student Jessie Jacobsen '00 was featured in the Halden (Norway)
Arbeìderbladeú in a full-page story about her teaching experience in their city.
Student teaching,
Scandinavian style
Wi'å"å:ï:ï:iffi "',îî1?:Tåî;::iårï::.i;trifJi.ffi ï;Jüi",',,*ìî
teach," she quipped as she recounted her seven weeks in an elementary school with a
class of 27 in Halden, Norway, southeast of Oslo.
The opportunity was arranged through Intemational Partners, an Augsburg program
that collaborates with schools in Norway and Germany; Jacobsen was the first student in
the program for student teaching.
Jacobsen worked out the teaching requirements with her Augsburg education adviser
and the teacher of her Norwegian school class-coincidentally, all three with the last
name of Jacobsen. Augsburg professor Mary Jacobson was able to arrange a side trip on
her European vacation to visit Norway and carry out the required student teaching
observations.
Jacobsen is currently seeking a teaching position in the T¡¡in Cities area.
¿
,4ucssuRc Now
The Huss gift funds a new asslstant
director as part of the plan to expand the
program; and the Seed gift came from
grateful parents whose son was helped by
the program and now is enrolled at Brown
University
"The StepUP Program is a fabulous
story," said John Knight, director of
corporate/foundation relations, "and as
more and more people recognize that, they
are making major contributions toward it to
ensure that its work is not diminished. The
Seeds told me they are grateful both for the
program's effectiveness and the fine
education their son received at Augsburg in
conjunction with it."
Knight said a number of smaller gifts,
but some as large as $10,000, also have
come from parents of other students in the
program, and while there are several
hundred thousand dollars yet needed to
achieve the goal, he is confident that it will
be done.
The StepUP Program was started in
1997 by Don Warren, then director of
academic enrichment at Augsburg, who
decided he wanted to do somethì.ng to assist
students who were in recovery from alcohol
and chemical abuse. Warren now serves as
fuli-time director for the program, which
has grown to 43 students this fall.
The program's mission is threefold: First,
it strives to affirm the College's commitment
to provide a high-quality liberal arts
education for students with diverse
backgrounds, experiences, and preparation.
Second, it provides students in recovery
who demonstrate the willingness and ability
to participate in college-level learning with
ongoing study and living skills that support
them in their academic progress toward a
degree. And, third, it supports students in
their commitment to sobriety
For more information about the StepUP
Program and its goals, contact Don Warren
at (612) 330-1166 or by e-mail at
<warren@augsburg. edu>.
--Dan
Jorgensen
Fall 2000
U
!
Arnold leading 'Year of Reaffirmation'
for Augsburg's Heritage Society
R
driving force to help the College move
forcefully into the new centur)¿
ob Arnold has a passion for Augsburg
College and a vision for how to help it
succeed.
"This is a crucial point in Augsburg's
history," Arnold noted. "This college has rediscovered itself-who it is and what it is
about. Now, hopefully, our alumni and
friends will discover what their role should
be in helping the vision of the College
become reality. A single donor or group of
donors can make a significant difference for
this institution, and I want to be a key part
of making that happen."
Arnold, who attended colieges and
universities in lowa, had a career in the
investment, money management, and
banking industries before becoming
Augsburg's director of principal giftsHeritage Soclety It is an organization that
he hopes to both rcvitalíze and establish as
a
"We're calling the coming year-from
Homecoming 2000 to Homecoming 2001'The Year of Reaffirmation'," Arnold said.
"We are going to both reaffirm the
importance of the Heritage Society and at
the same time build upon the base that's
already in place to establish new levels of
support."
The Augsburg Heritage Society abeady
has about 150 members, and Arnold's dream
is to add 100 new members during the Year
of Reaffirmation.
"The Heritage Society just by its name
implies something that can be passed on
from our alumni to current students and to
those who will follow," Arnold said. He
pointed out that it also acknowledges the
generosity of those who have made planned
gifts and encourages
additional planned giving by
virtue of the connection and
ownership that its members
à
Rob Arnold, Director
distinct purposes, or it can go directly into
the College's endowment fund. Some
donors use their bequest to fund
scholarships; others to fund individual
programs, academic departments, athletÌcs,
or the College's religious heritage.
And, it is both Augsburg's heritage and
vision for its future which brought Arnold to
the College in the first place. "A year ago,I
had offers from both the University of
Minnesota and Augsburg to do this kind of
work," he said. "Going to the university
probably would have been the correct
'career' move, but after coming here and
meeting the students, faculty, and staff and
hearing of the College's vision, the decision
was eas)¿ My career could have been with
the university, but my heart was with
Augsburg."
experience.
U
experience the joy and
recognition of that gift before
passes from their estate.
Augsburg would much rather
thank a donor in person than
thank the donor's heirs."
Planned gifts also may
provide donors with a varieLy
of tax advantages as well as
create cash flow to either
themselves or their heirs.
Arnold said that a planned gìft
can be designated for many
it
A Heritage Society board has been organized and
will use their individual skills and experience to
assist in both the promotion and retention of
planned charitable gifts to Augsburg. Members of
the board pictured at â recent meeting are: (L to R,
standing) Rob Arnold (director), Orville Olson '52,
Mary McDougall (chair), Robert Herman'55, Robert
Kincade, Arnie Skaar'48, and Edward Lindell;
(seated) Elizabeth (Anne) BatAz'82, Patrick Sheehy
(Augsburg's new director of development), and
Joyce Spector'70. Board members not pictured:
Roselyn Nordaune '77, toan Volz'68, Anne Frame,
Robert Tufford '53, and Bill Anderson '86.
Fall 2000
--Dan
Arnold is a firm be]iever in
pianned gifts for t\Mo reasons:
"First, charitable trusts and
annuities allow donors Lo give
a future gift that is much
larger than could be found
today in their checkbooks or
savings accounts, yet the
donor continues to receive
income and tax write-offs from
the gift. Second, donors can
of
Principal Gifts-Heritage Society
Jorgensen
ffi
To learn more about the Heritage
Society or how to make a planned gift
or bequest to Augsburg College, call
Rob Arnold at (612) 330-1512, or write
to Heritage Society, Augsburg College,
2211 Riverside Avenue, Minneapolis, MN
55454.
All donors who have made a
deferred or planned gift to Augsburg
become members of the Heritage
Society and will receive special
recognition from the College, a gift
from the Heritage Society Board, the
opportunity to attend special seminars
and programs, and an invitation to the
annual Heritage Society recognition
event-this year a brunch and hymn
sing on October 8.
,4ucsnunc
ruow
5
O
I
Eight new Augsburg athletes
inducted in Athletic Hall of Fame
ff ugsburg College will honor some of the top athletes in school
Flhirto.y during Homecoming weekend, with the annual Athletic
Hall of Fame banquet. Eight former Auggie student-athletes will be
inducted into the Athletic Hall of Fame.
The annual banquet will be held Thursday, Oct. 5 at 6:30 p.m. at
the Christensen Center. For more information on the banquet and to
make reservations, contact Irene Steenson at (612) 330-1245 or
Norm Okerstrom at (612) 330-I6L6.
The Augsburg Athletic Hall of Fame was established in 1973 to
recognize male athietes who made special contributions to the
College's athletic histor¡r In 1989, female athletes were first inducted
into the hail. Recipients are chosen each year on the basis of
performance in Augsburg athletics, service to the school, civic and
professional achievements, and leadership.
Honored in this year's class of inductees into the Augsburg
Athletic Hall of Fame are:
Jon Bergherr'76
Jeff Nessler'76
Jane Helmke'83
Calvin Peterson'65
Men's hockey
An NAIA All-American on
Augsburg's 1976 national
tournament team.
Men's basketball, baseball
A solid guard on Auggie teams
Softball
A member of Augsburg teams
thal won the MAIAW state title
four years in a row and finished
Football
A co-captain ín 1964 and the
rhar won MIAC rirles in L97475 and 1975-76, Nessler (22) ís
llth in school history in career
scoring (1,094 points).
13th in the nation in 1982.
team's leading scorer in 1963 as
a running back, Peterson was a
key member of an Augsburg
squad that finished 6-3 overall
and in second place in the
MIAC in 1964.
Ë]
T
F'
I
I
!
i
I
:
I
Dave Cornell'77
Men's basketball
A top inside player for the
Auggies, Cornell (50) is sixth
in school history in both career
scoring (I,338 points) and
rebounds (653).
Kim (Olson) Miklya'82
Darcy Debing'77
Men's soccer
One of Augsburg's first threetime A11-MIAC players, Debing
was a key lorward on Auggie
teams that won three straight
MIAC titles.
Gymnastics
An individual all-around
national meet qualifier, Miklya
earned Augsburg Women's
Athlete ol the Year honors in
1982.
Scott Smith '76
Men's hockey
An NAIA All-American in 1976,
Smith is second all-time in
career goals scored at Augsburg
(8ó) and lourth in total poinrs
(161).
s
,4ucsnuRc Now
Fall 2000
Augsburg College Auggis5Fall 2OOO Sports Home Games
Football
Vollevball
Men's soccer
Women's soccer
Sat., Sept. 9
Wed., Sept. L3
Concordia-M'hd* 7:30 p.m.
Tues., Sept. 12
Buena Vista (IA) 3 p.m.
Tues., Sept. 12
Buena Vista (fA) 5 p.m.
Sat., Sept. 16
Sat., Sept. 16
Fri., Sept. 22
Tues., Sept. 19
Carleton 7 p.m.
Alumni Match 1 p.m.
Northwestern
Sat., Oct. 7
St. Thomas*
Sat., Sept. 23
Sat., Sept. 23
Alumni Game 1:30 p.m.
Alumni Game 11:30 a.m
(Homecoming)
Sat., Sept. 23
Augsburg Junior Varsity
Tournament
Sat., Oct. 7
Wed., Sept. 27
Sat., Oct. 21
Fri., Sept. 29
Hamlinex 6 p.m.
St. Benedict* 7 p.m.
Carleton* 7:30 p.m.
Tues., Oct. l0
St. Olaf* 7 p.m.
Sat., Sept. 30
St. Thomas* 5 p.m.
Sun., Oct. 22
Tues., Oct. 3
Carletonx 7 p.m.
Wis.-Eau ClaireT p.m.
Gustar,-us
I
p.m.
Adolphus*
Sat., Nov. 4
Concordia-M'hd*
I p.m.
Metrodome
Sat., Nov.
Bethel*
I
ll
p.m.
I
p.m.
Wed., Oct.4
St. Thomas* 7:30 p.m.
Wed., Oct. l1
Gustar,rrs* 7:30 p.m.
Wed., Oct. l8
Bethel* 7:30 p.m.
(IA) 6:30 p.m.
Wis.-Superior 3:30 p.m.
Sat., Oct. 28
Gustar,us*
I p.m.
Bethel* 6:30 p.m.
Mon., Oct. 9
Northland (Wis.) 4 p.m.
Sun., Oct. 22
Wed., Oct. 25
Wis.-Superior
Hamline* 7:30 p.m.
I
p.m.
Sat., Oct. 28
Fri., Oct.27
Gustar,-us 3:30 p.m.
N'western-Rose. 7 p.m.
*MIAC conference games
3
U
¡
Foss Center is reflected in the newly-installed
windows in Melby Hall, replacing the blue panels
from the building's origin. Extensive renovation is
being completed in the nearly 40-year-old building
that includes a new gym floor, expanded fitness
centet new heating/air conditioning system, and
new offices for the athletic staff.
Fall 2O00
,4ucssunc
irow
7
Old Main-it's that
quintessential symbol at many
colleges of campus spirit,
heritage, and history. At
Augsburg, howeven the
building known today as Old
Main has had quite a time
finding its identity and earning
this reputation. For decades it
had another name, and the
date chiseled above its front
door is neither its beginning
nor completion. At one time it
was even slated for demolition.
While it may have sat deserted
and unfinished at the turn of
the last century, it begins this
century as a national landmark
and an Augsburg treasure.
o
gmbering
iltn
c(l{sw')
-
Old or
by Betsey Norgard
o
ld Main was buiit on the southwest corner
of the Augsburg quad, near the earlier
Old Main. It was called New Main until the earlier
building's demolition in the mid-1950s. For many
years, it was the most imposing building in its
vicinity and prominently marked the Augsburg
campus. But, construction of the freeway and new
high-rise dorms, and the growth of the surrounding
neighborhood gradually diminished its physical
prominence.
Although it took more than two years to
complete because of financial difficulties, Old
Maln's dedication on New Year's Day in 1902 was
joyful. It renewed College spirits that had been
dampened by a difficult decade. The multipurpose
building gave the College's 200 students muchneeded classrooms, a lofty chapel, library,
gymnasium, and office facilities.
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A stately building
The main floor contained stately,
spacious classrooms, administration, and
faculty offices. Below was the gymnasium
and library; the second level contained
additional classrooms. The second lloor had
large skylights, and a glass block floor in the
center allowed light to filter below to the
main lobby, which also received light from
the two entrances.
The building's most striking architectural
space, however, was the chapel, and for
decades, it was the focus of College life.
Until 1920 or so, chapel services began the
day at 7:30 a.m. ; later they moved to I0
a.m. Attendance was required and roll was
taken. Men sat on one side; women on the
other. In the earlier
days, faculty sat on
the raised
stage area,
and only they
were allowed to
ascend the small,
carved stairway
from the main
lobby
Much of the
chapel's aura,
however, grew
from the
splendor of the
carved, plaster
decoration that
surrounded the
room Ìn Ìts seeming immensity It was no
accident that the chapel ¡Mas the building's
largest and most ornate space.
Until 1955, Room 18 was the main
theology semÌnar room. Students sat at
double desks in this most stately of all the
classrooms. Theology candidates were
required to present their trial sermons to
4o,a
,4ucsnunc
n¡ow
9
le11ow stuclents
and the religion facr,rlty from
pulpit that is still a
fixlure
in this classroom.
permanenl
a carved-rvood
The hub ol stuclent hle was on the lower
level in the library and the gymnasrum. The
library was small-only 30 by 43 feet-ancl
in its lirst
decade r.vas siudent-run
The gymr-rasium lvalls 1e[t almost no
room around the marke cl floor, and Jeroy
Carison '48 recalls how a basketball lay-up
shot was impossible withou¡ banging into
the wall. Spectators stood in the narrow
edges around the court. At Christmas the
gym wâs dressed up with a Christmas tree
rnd hostcd scasonrl lcslivitics.
The moclern plr"rmbing that lirst
appeared on campus in Old Main challenged
the Medical Aid Sociery, a strlclent-fâculty
organization ihat oversaw campus medical
servrces and sanitary practices. Professor
Emeritus Carl Chrislock '37, in From Fjortl to
Frecway, quotes the Society's "Rr-rles
Governing Baths and Lavatories": No one
could "occupy a bathroom more than 30
minlrtes, nor remair-r under a shou'er more
tl-ran 10 minutes." The mer.nbers were
entitled to "one bath a lveek (tub or shower),
lree of charge."
Making money by u'hatever means was a
constant necessity for the Coilege during the
1930s and .1 940s. Ernre Anderson'37
recalls in the Winter 1995 Augsburg Now the
1itt1e candy concession that was below the
steps of the chapel where one could buy
"They gave their all that men might be free
lreals. One day in 1932, however, Anderson
clecicled his cancly money r.vor-rlcl go into the
College till when Presrdent Sverclrr-rp
announced that nnless money could be
raised to br-ry a load of coal, tl-rere wou1c1 be
no classes the following da¡r
Whrle no ghosts or spirits are knowrL to
inhablt Olcl Main, ghost stories 1-Lave a place
rn the building lore. Or.r a Hallorveen night
rn the 1960s, speech professor Arlene Cole
took her class to the spaclous, if not rather
spook¡ attÌc to practice their narra[ion skills
by telling ghost stories. "We had to be
carefnl where we lvalked, ancl the students
hacl to knorv the stones very well since il
was dark," she recounted, but she believecl
all the students had a good time.
,t
Beginning in 1942, the halls of Old Main were quieted as many students and some faculty were called
to duty in World War ll. More than half of the student population did not return to classes in
September 1943. Jeroy Carlson '48 remembers a special chapel service held in May 1943, at which he
was asked to speak on behalf of the men who were leaving for service. Photos at the service identified
those who had already enlisted.
During the war years, the bulletin boards on both sides of the Old Main lobby were filled with news
and information about the men in service. News of promotions. of assignments, and letters home were
posted to help the small Augsburg "family" stay close to its men.
Twenty-one Augsburg students lost their lives in the war. The 1947 Augsburgian yearbook listed their
names and was dedicated to them.
The post-war years more than recouped the wartime loss of students, with the campus population
quadrupling from 1945 to 1950.
AUGSBUT?û
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ln recent years, a rather large photo collage of
these 21 men (shown at left) was found among
items in storage. Can anyone help identify the
origin of this photo collage? Please let us know!
The names of the men who died are: (top row, L
to R) Gerald Anderson, Edward Berntson, Arnold
Gustafson, Charles Held, Keith Hoffman, and
Curtis Johnson; (middle row, L to R) James
Johnson, Mentor Johnson, Norwood Johnson,
Virgil Knudson, Arthur Lawien, and Arthur Molvik;
(bottom row
L to R) William Muelleç James
Mydland, Joseph Nelson, Lynn D. Peterson,
Richard Pederson, Robert Tousley, Leland Vojta,
Robert Watson, and Ellard Wold.
Fall 2000
Photo @2000 Stenb ahhenlStenbahhen.
MCM-what does it signify?
The date chiseled in stone above the front entrance of Old
Main is MCM-1900 in Roman numerals, and the date of
the building's expected completion when it was begun.
Construction on Old Main began in 1899, but was stopped
when funding ran out. lt wasn't until the 1901 annual
conference that the Lutheran Free Church allocated
sufficient funds to complete the building. lt was dedicated
amidst pomp and circumstance on New Year's Day 1902.
Art professor Kristin Anderson offers an additional
explanation of the MCM from campus lore-that among
J
early seminary students, MCM was suggested to stand for
Moses, Christ, and Mohammed.
This year, 2000, was chosen to begin the recognition of
Old Main's centennial. By New Year's Day 2002, Augsburg
plans to have collected many more than 100 memories
and stories from alumni and friends and completed the
renovations necessary to celebrate Old Main with
respect, appreciation, and joy.
What to do about renovat¡on?
By the mid-1960s, however, Old Main was no
longer the sparkling gem on campus, as several newer
buildings outshone it. Much of the vital campus hfe
in Old Main had moved, leaving it primarily a
classroom and office building-with a future in
question. Years of coal heat had tarnished and
darkened the interior, and a fire in 1960 had caused
minor damage to religion professor Marlo Colacci's
office. An October 1967 AugsburgEcho article, titled
"Old Main Stili Alive, Kicking," quoted Burton
Fosse,
vice president for business affairs, as saying that
campus planners weren't sure of its future.
In the mid-1970s a planning commission
recommended the demolition of Old Main for
construction ol a new building. However, the
resulting discussion of its history and heritage led ro
criticism from alumni, students, and others arguing
its historÌcal significance and aesthetic appeal. A
reconsideration of the proposal was forced, and the
revised decision recommended complete renovation
and study ol malor changes in iLs use.
Fall 2000
The 1979-8O renovation
and renaissance
The major physical changes included updating
heating, ventilatlon, and insulation for energy savings;
instaliing security systems; and making the building
accessible with the addition of an elevator and entrance
into the campus tunnel system. Through it all, though,
classes met. Professor Emerita Ruth Aaskov '53 recalls
how she prepared some extra French vocabulary lessons
about the construction going on in their midst.
The cost of the renovation nearly doubled by its
completlon. In a paper assessing the clecision to preserve
the building, art department chair Kristrn Anderson noted
that, despite its cost, the College gained much more than
additional classroom space. The care given to preserving
Olcl Main's aesthetic character, in both the exierior
decoration and lnterior woodwork, increased Ìts historical
significance, to both its Augsburg heritage and the role it
played Ìn the neighborhood and city
And, the completion of the renovation re-instlllecl a
sense of renewed spirit and pricle in both the builcling
itself and the College. Anderson noted that for nearly a
decade Augsburg's logo featured Old Main.
,4ucsnunc rrlow
11
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unbenngMatnOlå #r "Nsw"
Another surge in student population
occurred as Auggie men returned from
World War llto finish their education.
Between 1945 and 1950, the student
population nearly quadrupled.
1
1899-f 902
Construction on Old Main
started in 1899, but it wasn't
dedicated until 1902.
æ
ff
1
920s
ffi
The lower level library became
more crowded after coeds were
admitted in 1921and the student
population continued growing.
Gaining architectural
recognition
While much of the campus llfe of its
earlier years-chapel services, basketball
games, etc.-had disappeared, Old Main
still impressed Augsburg students. "I loved
having classes in Old Main," recalls Laurie
12
,4ucssunc itow
=
(Ofstedal) Frattallone '84, "it was old, rt
was quiet, and stately"
In the early 1980s, as Weekend College
was launched, Old Mrin on( e 3g3in
assumed a role of hospitality and fellowshlp
for a smal1 community of Augsburg
students. Rick Thoni, lounder of WEC and
director ol the Rocl-rester program, said that
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all WEC classes were orìginally schecluled
ln Olcl Main, wÌth Room 18 serving as a
gathering place. Here students came to talk
with facult¡ mee[ each other, snac]<
between classes, and builcl this cornmunity
of worl<ing stndents returning to col1ege.
The art departmenl is now housed in
the chapel and the lower level, ancl
Fall 2000
1
983
"Ne\rv" Main at Augsburg
€ollege was placed on the
National Register of Historic
Places.
1
960
Fire and smoke
caused minor
damage to
Professor Mario
Colacci's office.
1979-80
Major renovat¡on updated the functioning of
Old Main as a classroom building and returned
the architectural and decorative features to their
former splendor.
àr''
painting easels line the room where pews
once stood.
In 1983, Old Main was placed on the
National Register ol Historic Places. This
now assures its preservation but requires
additional care and maintenance from the
College. The last decade has once again
shown its wear on the building; the glass
Fall
2OOO
block floor on the upper level (that is
rumored to have been off limits for early
coeds for fear of revealing too much to those
on the main floor below) has been found to
be structurally weak, necessilating
replacement.
Special efforts are planned for
Homecoming 2000 and for the next two
years leading up to the anniversary of Old
Main's dedication to capture the memories,
storles, and heritage of this historic
treasure. And to encourage current
Augsburg students to lÌsten lbr the quiet
echoes from the trial sermons of those early
seminary students.
!
,4ucsnunc n¡ow t3
L¡*e the branches of ûees rcaching out and
intertwining, many siblings, children, and
cousins of Augsburg families share traditions
and interconnect over several generations.
ntt
fa1l, as Augsburg celebrates the l00th birthday of its oldest standing building, Old
Main, it's hard not to attribute a symbolic value to this stately campus cornerstone. Much
like an old tree whose roots spread deep into the ground, Old Main provides a nucleus for the
many generations of families who have chosen to make Augsburg a family tradition.
The 'Augsburg families' arc easy to identify; several lamily trees can be traced withìn the pages
of the alumni directories. Family names like Strommen, Torstenson, Quanbeck, and Hoversten
it wouid be impossible to list every name here. Accordingly, the names that do appear in this article are meant to pay tribute to all alumni who have made Augsburg part of their family.
Together, their stories and memories form a unique page in the history of our College. We invite
you to submit your famlly stories for future issues of AugsburgNow.
f
t
The Hoverstens
Elias Hoversten, the son of Norwegian emigrants, was a stern and practical man who farmed the
land near Marshail, Minn., in the first half of the I900s. When his oldest son, Knut, grew into a
young adult, Elias feared that his son's bad hip would prevent him from being a successful farmer.
So in 1926, he sent Knut to the city to get an Augsburg education. After Knut graduated in 1930,
more than 40 members of the extended Hoversten family also attended.
Garfield Hoversten, a real estate executive, was one of three of Knut's siblings to graduate in
1950. "I definitely gained a great deal from attending the same college as so many other family
members," says Garfield. "My favorite memories of Augsburg are the associations and friends I
made and the times we had together
those are lasting associations."
Garfield's niece, Annette (Hoversten) Hanson '68, heard a lot about Augsburg during her
childhood. "Whenever my dad (the Rev. Chester E.'44) and his friends or other family members
would get together, they would always talk about Augsburg," says Annette, a medical director and
associate clinical
professor in
Massachusetts. "There
was lots of laughter
and many stories
about what seemed to
be the best times in
the world.
"And if you wanted
to get married, you
went to Augsburg," she
jokes. "I met my
husband, Robert
lHanson] '68, here. I
think that while I was
a student, I didnt
attach much meaning
to the fact that so
many other family
members had
attended. But
subsequentiy, it has
become much more
important to me.
What a rich,
precious environment. "
Hoversten family members gather in Hoversten Chapel in 1989 for
the dedication service of the <hapel they funded. At left are
(Standing) Allen Hoversten'64, L. Berniece Johnson, Knut Hoversten
'30; (kneeling) Garfield Hoversten and Clarence Hoversten '41. At
right are: (Back row) Brian Livingston, Kyle Hoversten, Rev. Joel
Njus, Augsburg Pastor Dave Wold; (front row) Rev. Thomas
Hoversten '56, Rev. Chester J, Hoversten '60, Rev. Chester E.
Hoversten'44, and Augsburg President Charles Anderson,
,4ucssunc f,¡ow
'''--]:.-
f5
The Quanbecks
The Quanbeck lamily has planted deep
roo[s at Augsbr"rrg. More than 40 family
members have attended the College,
datlng back to the Class of 1924 with
Aron and Caleb Quanbeck. In addition,
Martin Quanbeck '29 spent 32 years al
Augsburg as professor, registrar, and
Dora (Frojen) Quanbeck
dean. His nephew, Philip Quanbeck '49, senior class picture
'50, is professor emeritus ol religion,
and Philip's son, Phil II, has sen'ed on the religion faculty since
The Strommens
r987
Dora Anne (Frojen) Quanbeck '49, a retired media specialist
and librarian, recalls her first day on campus. "l remember arriving
by train in Minneapolis at the Milwaukee Depot with my twin
sister, Dorls (Frojen Bretheìrn '51), and taking a cab to Augsburg
College," says Dora. "l know I hacl some apprehension about
coming to this large city from a rural setting, but it wasn't long
belore we were settled in Memorial Hall and the routine of college
life. The first person we met on the campus was Martin Quanbeck
iittle did I know that lour years later I wouid marry his nepheq
-Philip Quanbeck."
L
This September, Hans Strommen '04,3oins his
cc'rusin, Becky Stensvaag'12, as the fourth generatlon
ol Strommens to attencl Augsburg. Their greatgrandfather, the Rev Peter Andrew (a.k.a. PA.), was
among the first generation of Strommen Auggìes. To
date, more ¡han 30 members of the extended
Strommen lamily have attended.
"From my earliest age I remember hearÌng about
Augsburg in my father's prayers," says Luther
Strommen '39, a retired pastor of the two largest
Lutheran churches 1n Illinois and Ohio, of his father,
PA. "It never occurred to any of the Sirommen
brothers that there was any other college to attend."
Clair Strommen'46, a retired business owner and
former president of Lutheran Brotherhood, agrees
with his brother. "Our lather was a parish minìster in
a downtown Seattle church, but in 1934 he came
back to Minnesota because he wanted his lour sons
to attend Augsburg. He had a deep love lor the
school. In the late 1930s, my father took the only
savings he had and gave it to Augsburg
that was
¡he level of commitment my father had to the
'r
I
I
College."
U
!
Philip Quanbeck Sr. '50 became a Distinguished Alumnus in 1996.
Pictured with him on that day are his wife, Dora (Frojen) '49, and
their children (L to R), JuliAnn (Quanbeck) Erdmann '82, Thomas,
Mary (Quanbeck) Barber'77, and Philip ll.
Stan Quanbeck'59, a medical missionary in Madagascar,
remembers feeling a close link to the College even as a child.
"When I first came to the United States as an ll-year-old I was
introduced to the famous Augsburg College that was so intimately
tied to my family through two generations before me," says Stan.
"For most ol my youth I was not aware there were any other
colìeges! My mother and father both graduated from Augsburg and
my maternal grandrnother, as a widow, served in the infirmary. My
maternal grandfather and paternal grandfather both graduated from
the Augsburg Seminary, as well as my lather."
Augsburg's new-est Quanbeck, Becka, daughter of PhÌl ll, will
continue the far-nily tradition as a mernber of the Class of 2004.
16
,4UCSBURC ruOW
I
I
ï
Strommen brothers (left to right) Merton '42, Clair
'46, and Luther'39
Clair ancl Luther's brother, Merton Strommen,
has worn many hats at Augsburg since he graduated
in 1942. Mert
has sen'ed as campus pastor, news
clirector, religion teacher, and in l9B7 lounded the
Youth and Family lnstitute in memory of his son,
David Huglen Strommen'83.
Fall
2OOO
à
U
Ethel A.
È -:'*gt
! a:,:
(Anderson)'50
and Robert W.
Andersen'50
j
Clair Strommen'45 and
granddaughter Becky Stensvaag '02
A fourth brother, Abner '38, who passed
away last October, had a long and distìnguished
career ìn Minnesota high school athletics as a
coach, teacher, and athletic director. He was
honored as athletic director of the year in
Minnesota in Ì980 and athletic director of the
year nationally ìn 1981.
Nancy Stensvaag'71, Clair's daughter, was
part of the third generation of Strommen
Auggies. "In the years since graduation, the
strong connectìons with my extended family
have continued in a way that mìght not have
happened if so many of us had not had a
common college experience," says Nanc¡
executive director of Habitat for Humanity-Iowa
Valley. "lt is now a thrili to have our daughter
Becky enjoy being at Augsburg, and to have her
experìence enriched by being joined there by
her cousin Hans."
l
Robert Strommen '74 (Clair's son) and family.
Left to right Hans 'O4, Andrea (Johnson) '75,
Tjersti, Robert, and Bjorn
-
contLnued on page 18
,3
My husband and I met at
Augsburg and we were
married in what was then
the new Science Building.
There was a lovely small
chapel in the building and
we were marrìed there on
August 29,1950
50
years this fall!
NF
I
Jr
f-'-
t
Ethel
Ethel A. (Anderson) '50 and
Robert W. Andersen '50 in the
Science Hall chapel in 195O
Lois (Batalden)'69
and Wayne Hansen '68
My husband and I met at Augsburg; we were engaged in the
fall of 1968. He presented me with a ring while we were in Dr.
Holman's office for pre-marital counselingl
Wayne, having graduated the previous spring, was facing Viet
Nam. He joined the Air Force, and we knew there would be a
limited amount of time and limited dates for a wedding. He had
three weeks leave in April of 1969, so we planned our wedding
for the day before Easter. I made wedding plans while living in
Urness Tower, and all went well despite some heavy spring rains
and a few flooded highways in southern Minnesota.
When I returned to classes after the Easter break, we stayed
in a borrowed Minneapolis apartment until Wayne went to his
first Air Force assignment. I then moved back into the clorm and
finished the last six weeks of my senior year. I'11 never forget Miss
Lund going around the classroom asking what everyone had
"l got married!"
done over Easter break. I had the best answer
On graduation day, I went lrom Commencernent exercises to
the airport to join Way-ne in Alabarna. I was laden down with
graduation gifts and a few late weddlng gifts. Getting to rn1'
connection in O'Hare Airport lvas the worst run I'r'e el'er taken,
but I made it and was with my new husband by evening.
Augsburg brought us together and we'r'e lived happily ever
after.
Fall
2OOO
,4ucssunc
Lois
irow
17
The Torstensons
;
ï
È
"ln the 1920s and'30s,
Presrdent George
Sverdrup began
changing the College
New Traditions
curriculum to inciude
liberal arts," says Jeroy
Carlson '48, a senior
development officer at
Augsburg and i¡s
'unofficial' hisrorian.
'Joel Torstenson was a
significant element of
that change
he had a
- it. He is
lot to do with
known for being a social
developer, and has done
a lot of outreach to other
states nationally."
Torstenson'38,
professor emeritus of
sociologr, joined the
faculty in 1938 as a parrtime instructor of history
and sociai science, which
led to full time two years
later when he received
Professor Emeritus of Sociology his M.A. degree. During
Joel S. Torctenson'38 in Old Main WW ll, Torstenson lefr
in 1943 to farm, later
becoming involved in a rural cooperative organization. He
returned to the faculty in1947, and began reorganizing and
broadening the sociology department.
"Within the social science division, sociology was the most
innovative department," writes Carl H. Chrislock'37, in his
book about Augsburg, From Fjord to Freeway. "When Torstenson
became chairman in 1947, a general sense of direction was
evident ... within the Minnesota private college community its
field experience venture became a pace setter, and on campus it
sharpened awareness of the school's potentialities as an urban
Patricia Lowman watched her son, Dwayne Lowman,
excel at Augsburg. The 2000 graduate, who recerved the
Marlna Christensen Justice Award in June and wâs âcti\/e
in numerous activities both on the campus and in the
community, serr,ed as inspiration for his mother to return
to schooi and complete her bachelor's degree. Last spring
she enrolled in Augsburg Weekend College, and plans to
study elementary education and art.
"Dwayne really enjoyed the community here, and I
just thought the whole school was more of a family," says
Patricia. "My first day of class, I was all prepared. I had
my book bag, my notepad, everythlng
but no pen! I
panicked, and went searching for a pen. I stared at thrs
pen chained to an Ìnformation deck, all the while
wondering'what will my teacher think?"'she laughs. "The
woman at the desk gave me a pen, she was so nice.
Everyone here has been so helpful ... I really feel at
home."
Shari (Holt)
Garland's
daughter, Katie, is
a
junior
U
at
Augsburg,
studying English
and history Shari,
a member of the
Class
of 1974 and
an administrative
assistant in the
Office of
AlumniÆarent
^ -. ""'
-Patricia Lowman and her son,
-':-'.-'"
Relatlons, ls
Dwayne Lowman,O0, at
thrilled that her
Commencement in June
daughter chose
college."
Augsburg.
More than a dozen other Torstensons have attended
Augsburg, and all have followed Joel's path into professions that
"I wanted her to come here not just for the education,
but for the faith. This is one of the most important
reasons
it's such a positive thing. I recognized it when I
was a student here, and I wanted her to experience that
atmosphere too," says Shari, who met her husband, Rich
Garland'75 on campus, and whose uncie and two cousins
emphasize social consciousness/awareness, such as education,
medicine, and city planning.
"I went to Augsburg because Joel was there," says Beth
Torstenson '66 of her uncle. "My parents never pressured me to
pick Augsburg
they just said 'you're going to college"' jokes
Beth, a high school art teacher. "Augsburg was the best place
for me. There was a comfort of going someplace where there
were some ties."
also attended.
"l was lamiliar wlth a 1ot of the familles who had sent
their children and grandchildren here, and I thought
maybe she would also lind a place in this community of
traditlons, of faith."
18
,4UCS¡URC lr¡OW
¡
Fall 2000
-
I
Augsburg
Gonvocatíon
Seríes zooo-01
SCIENCE AIìII' RETIGION IN I'IATOGUE
daes relígíott "fit" ín the øge of cotnþuter techrwlngy, exþlmatiotr of the frontíers of
Where
genetics, ond the scienrifíc search for extrqtenestri.allífe? Mørk yow calenàar and, plmr to
joín the díalnpe with sonæ of the natimls lnøÃíng sci¿núists atd theolagíøns in Augsburg
College's þrwocathte new conuocati.on seríes.
SEPTEMBER 2.4'261 2OOO
The 2OOO Ch¡istensen Symposlum:
"Ghanging Cosmologies and the Ghurch"
Sun., Sept. 24-7 p.m. Reatlings frorn Berroh Brechri Galilecr
Monday, Sept,25-7 p.m. Euerràrg Conuocatíon
Tuesday, Sept. 26.11 a.m, Conuocatiott on Galileo
Dr. Owen Gingerich, senior astronomer at the Smithsonian Astrophysical Observatory and pro{essor of astronomy
and of the history of science at Harvard University. Gingerich is a leacling authority on the 17th-century German
astronomer Johannes Kepler ar-rd the 16th-century cosmologist Nicholas Copernicus. Besides his rnore than 500
technical or educational articles and reviews, Gingerich has u'ritten rnore popularly on astronotrìy in several
encyclopedias and journals.
2OOO
Darwin"
Thursday, Oct, 19.7 p.m. Public Lecture
Friday, Oct. 2J.ll a.m, Convocation
OCTOBER 19,20,
..God after
Dn John Haught, Landegger Distinguished Professor of Theology, Georgetown University. At the beginnir-rg of the
21st century, can we arrive at a plausible unclelstancling ofGocl that is both consistent with tladitional beliefand
adequate to the reality of evoLutionary science? Evolutionary portraits of life rnay open up fresh ways of thinking about
clivire providence and cosmic purpose.
NOVEMBER 9,1O,
2OOO
Thursday, Nov. 9-7 p.m.
PtLblic Lecttne
"Hístory of Scientífíc Creationism
Dr. Ronald Numbers, William Coleman Professor of History of Science and Medicine, University of Wisconsin.
Professot Ntulbers will explore the origins ofconternporary evangelical opposition to evoLution and the nature ofits
concerns as it sttuggLes to co1ììe to tenns with nLodern biological science. Nurnbels has specializecl in the history of
evangelical challenges to biologicaL evolution.
MARCH
2.3,2OOl
"Religíon ín the Computef Age"
Friday, March 2.10 tm. Conwcntion
Saturday, March 3.12:10 p,m,LectnreforWeekendCollege students
Dr' William Grassie, executive director of the Philadelphia Center {or Religion and Science, and editor of the Meta
Lists on Science and Religion. The inventior-l of the moveal¡Le type press in the 15th century made possible the
Protestant Refonnation ancl religious levolutions in Etuope in the 16th century. The advent of comp.uter technologies
in the 20th ccntLlry will also have proforurd effccts on our religious urclerstancìing and practice in the 21st century.
MARCH 29.3Or 2OOl
19th Annual Augsburg Seminar ín Applled Ethícs:
"Patentlng Life"
Thursday, March29.7t30 p.m.Lccttu'e
Friday, March 30-10 a.m. Co¡uocatiott
Friday, March 30.11a.m. Parrel disc¡¿ssion
Dn Audrey Chapman, director, Science and Human Rights and Dialogue on Science, Ethics, and Religion, American
Association for the Advancement o{ Science. The ger-retic revolution has becn accornpanied by controvcrsy al¡out the
status ofcreatecl life forms. Currently, patents ale being issuecl to researchers:ìnc] privatc industry, L.ut many in the religious
cotntnunity have opposed lifc ¡ratcnts. The syrrposium will expLorc thc cthical issues regartling owncrship of humanly
createcl uew Lifc forms ancl the reasrxring usccl by persons or1 hoth sicles.
APR¡L 9,1O,2OOt
2OOl Sverdrup Visitíng Scientlst Lecture:
"F¡om Antarcfica to Mars and Europa:
The Search for Lífe"
Monday, April 9.8 p,m. Lcctru'e
Tuesday, April 1O-noon Noon r¿ll¿
Dr. Christopher
P. McKay, planetary scientist, Space Science Division, NASA Ames Research Center. His current
rcscarch focuses ou the evolutiur of thc solal systcm ancl the origin of life. He is also actively plamring firture Mars
urissions, incLtrcling hutlan settletnents. McKiry ¿rlso has been invoh'ecl with polar rcsearch, traveling to tl-re Antarcric dry
valleys and Sibcrian aud Canacli:ru
Atctic to colìLfuct rcscarch in these Mars-life environr¡cnts.
All events are Íree, open to the publíc, and wíll take place (unless oûher$¡lse not€d)
in Hoversten Chapel of the Foss Center on the Augsburg College campus.
For informatíon, call (6f2) 330,11t0
Fall 2000
,4ucsnunc ruow
19
¡l
I
Welcome the
Christmas season
in Scandinavian
tradition with the
Augsburg
Associates:
l0:20 a.m.
Christmas service
and music, with a
Begin the Christmas season
with a majestic service of music and liturgy
visit from
St.
Nicholas,
Hoversten Chapel
The 2lst Annual
Augsburg College
tLdvent ïús
ers
O Holy Night
II
a.m.-3 p.m.
Open house with
Scandinavian treats
and a gift shop
with hand-crafted
items, Christensen
Center
Friday, December 1, 2000
6:00
as
9:00
p.Na.
Saturday, December 2, 2000
5:00 e¡ B:00 p.v.
Central Lutheran Church
For seating information: (612) 330-1265
ll
a.m.-2 p.m.
Special Hardanger
fiddle music and
demonstration,
Christensen Center
ô
Central Lutheran Church is located
next to the Convention Center in Minneapolis
Velltom-trt
COLLEGE
December
zo
,4ucssunc ruow
I
Fall 2000
/
^
ll I
¡¡
l
ffi
Greetings from
the Alumni
Board President
ál
lJ
n behalf of the Augsburg Alurnni Association, I welcome you to tl-ris premiere issue of
you. updated collà'ge publication, Augsburg Now.
The Augsburg Alurnni Association is a big group
some 17,000 people. As alumni ol
- school and helping to keep it a vibrant
Augsburg College, we are interested in supporting our
place for students to get an education, both insicle and outsìde of the classroom. A smaller
group of alums serves on the Alumni Board, at this tirne there are 21 indìr'iduals, including
six new board mernbers (see page22). The Alurnni Board seeks ways to connect the College
of today rvith its alun-rnì lor mutual benefit.
We have organized our board by forming comrnittees to address our three main efforts
with aiumni: communications, events, and "connections." The next year will be spent in
several key areas, including the possibility of developing regional chapters ol Augsburg
alumnl around the country. Concurrentl¡ we woulcl like to open up the Alumni Board to
people who live outside o[ the Twin Citles.
I have been on the Alumni Board since 1996. Why dicl I become invoh'ed? Because
someone asked! That has been my experience since. Our alumni are r'vonderfully wìlling to
help theìr alma rnater
it just takes someone to ask them. I have been impressed with the
other people who have sen'ed on the board, whether older or younger than I, ancl admire
their cledication to Augsburg College. lt is also gratifyrng to know that Augsburg is still
changing lives, as well as provicling a good education. So promote our school, whether you
you'll be surprised at what we can do
are at your church, at work, or i,vith neighbors
-
together!
?r,.¿WIk!-=
Paul Mikelson, '70
Presiclent, Alumni Board
Nancy Toedt '94, Director of AlumnilParent Relations
Jeff Krengel '93, Assistant Director of AlumnilParent Relations
Shari Garland '74, Administrative Assistant
Teleph one: (612) 330-1178 or (800) 260-6590
Fax:
Fall
2OOO
(612) 330-1499
ffi
E-mail:
alumni@augsburg.edu
Web site:
<wwwaugsburg.edu/alumni>
Mail:
Office of Alumni/Parent Relations
2211 Riverside Ave., CB 146
Minneapolis, MN 55454
,4ucssunc f\¡ow
21
ll I
l
Six alumni appointed
to Alumni Board
I
as a volunteer on several boards of
by Maggie Weller'01
T he Augsburg Aìumni Board of Directors
I appointed six new members inJune
and elected Paul Mikelson '70 as president
and Jackie (Kniefel) Lind '69 as presidentelect. The new members are as follows:
Jeff Elavsky'68
Jeff Elavsþ graduated
from Augsburg in 1968
with a bachelor's degree
in social science. He is a
school administrator for
Wayzata Public Schools
and volunteers with the
Courage Alpine Skiers
and as a deacon at
æ
EI
II
Central Lutheran Church.
Chuck Gabrielson'77
A political science
major, Chuck Gabrielson
graduated from Augsburg
in 1977. Gabrielson,
executive director for a
non-profit organization,
has been involved in
extensive volunteer
activities, including acting
as the chair for Minnesotans for Improved
Juvenile Justice and associate member of the
Carver County Sheriff's Mounted Posse.
Gabrielson has been honored with Alumni
Honors and is a recipient of this year's Spirit
of Augsburg awards.
Rev. Thomas Hanson'66
Thomas Hanson
graduated from Augsburg
in 1966 with a bachelor's
degree in speecMheatre.
A Lutheran pastor,
Hanson has been
recognized as an
Augsburg Distinguished
Alumnus. He also serves
22 4ucs¡unc now
Augsburg
Centennial
Singers
directors, including the YMCA, Mental
Health Center, and Senior Adult Housing.
Christopher Jan Haug '79
Christopher Jan
Haug graduated from
Augsburg in 1979 with
a bachelor's degree in
studio art. He is a
customer service
supewisor for Lutheran
Brotherhood, and
volunteers as the
director of evangelism on the Mount Olive
Lutheran Church Vestry.
Andrew Morrison'73
Andrew Morrison
graduated from
Augsburg in 1973 with
a degree
in political
njoy a musical concert by
E Augsburg alumni and friends,
carrying on the choral traditions of
Augsburg College.
Oct. 1, 4 p.m.
St. Luke's Lutheran Church
Minneapolis
Oct. 14, 7 p.m.
Association Bible School
Pl)¡mouth
Oct. 15, 4 p.m.
Zion Lutheran Church
Anoka
Oct,21,4:45 p.m.
St. Michael's Lutheran Church
Bloomington
science. He is an
attorney and lobbyist
for Koll, Morrison,
Sharpentier LLP He
also chairs the
Minnesota Institute for Legal Education
Self Insurance Seminar and volunteers as
a Minnesota Mock Trial judge.
Oct'22,4 p.m.
St. Andrew's Lutheran Church
Eden Prairie
Oct. 28, 7 p.m.
St. Andrew's Lutheran Church
Mahtomedi
Beth Torstenson'66
A theatre, speech,
and art major, Beth
Torstenson graduated
from Augsburg in
1966. For 34 yearc,
Torstenson has worked
as a high school art
teacher, and was
named the Minnesota
Secondary Art Teacher of the Year for the
1993-'94 academic year. In addition to
teaching, she has volunteered to jury
community art fairs and has been on
various professional and community
boards and committees.
Oct. 29, 4 p.m.
House of Prayer
Richfield
Nov.4 3 p.m.
North Heights Lutheran Church
Arden Hills
Nov. 5, 4 p.m.
St. James
Lutheran Church
Crystal
Fall 2000
Rememberirg OLD MAIN:
100 Yn¿ns, 700 MnuoRIEs
Wednesday, Oct. 4
Saturday, Oct. 7
Class of
Augsburg Associates Annual Fall Luncheon
Decathlon Club
Millennium Choir Songlest
Christensen Center
(open to all Augsburg College choir alumni)
8:30 a.m.-no6n-fl6v¿¡5¡en Chapel
Contact: Ryan Larson, (6L2) 330-1265
Cost: $10 reunion social only; $20 social
and dinner
10
a.m.-Craft
Noon
Sale
-Luncheon/Program
l9ó0 Reunion Social
:30
p.m.-Minneapolis Room,
3:30-5
Guest Speaker: Kim Ode, Columnist for the
Class of 1960 Breakfast
9 a.m.-East Commons, Christensen Center
Minneapolis Star Tribune
Cost: $20
Gallery, Christensen Center
5:30 p.m., Dinner-Commons, Christensen
Reservations: Betty Arnold, (612) 330-l i71
Center
Cost: $15
Augsburg Parent Program
9 a.m.-11 a.m.
Thursday, Oct. 5
Homecoming Socìal and Dinner
4:30-5:30 p.m., Social Hour-Alumni
Contact: Jeff Krengel, (612) 330-1,173
Class
Athletic Hall of Fame Banquet
5:30 p.m., Reception-Alumni Gallery and
Plcnlc in the Park
Commuter Lounge, Christensen Center
6:30 p.m., Banquet-East Commons,
Cost: $7
1
t
a.m.-
lp.m.-Murphy
Christensen Center
Square
Cost: $10 reunion only; $20 reunion and
dinner
Christensen Center
l5
of Ì975 Reunion
7:30 p.m., Reunion Party-Marshall Room,
Reservations: lrene Steenson, (612) 3301245
Old Main Tours
1la.m. and 3 p.m.-First Floor Lobby,
Old Main
Friday, Oct. 6
Join Augsburg faculty emeriti Ruth
Aaskor"53 and Phil Quanbeck'50
7:30 p.m., Reunion Party-Old Maln Lobby
Cost: $10 reunion only, $20 reunion and
dinner
of 1950 Golden Anniversary Reunion
a.m.-4
p.m.
9:30
Homecoming Footbail
Game vs. University of St. Thomas
Sunday, October 8
Cost:
$
Class
Homecoming Chapel 6¡ Community Tìme
l0:20-l
I ¿.¡¡.-flevs¡sten Chapel,
Foss
I
p.m.-Anderson-Nelson Field.
Tickets: $ 5 Adults, $2 Children
Ticket office: (612) 330-1249
Class of 1990 Reunion
Worship Service
11 a.m.-Ho\¡ersten Chapel, Foss Center
Center. Special guest speaker: Andy Balerud
'50.
Old Main Tours
I
and 2 p.m.-First Floor Lobb¡ Oid Main
Augsburg facr-rlty emeriti Ruth Aaskor' '53
and Phil Quanbeck'50
Consult the
Homecoming 2A 0 0 br o chur e
Class of 1960 Gathering
6 p.m.-Augsbr-rrg House
Contact: Nancy Toedt
(612) 330-1525
Variety Shou, and Coronatìon
7 p.rn.-Hor/ersten Chapel, Foss Center
Contact: ASAC, (612) 330-lltl
Fall 2OO0
f or additional br eahf østs, toLlrs,
and events during the weel¿end.
For informntion,
call (612) 330-1178
,4ucsnunc n¡ow
23
EN
Four named as
2OOO Distinguished Alumni
by Maggie Weller'Of
our alumni join
l5l
others as Distinguished Alumni of Augsburg College. Recipients are recognized for significant achievement in their vocations
years of preparation, experience, dedication, exemplary character, and service.
F and outstanding contrlbutions to church and community, through
Oscar A. Anderson'38
David Cherwien'79
Oscar Anderson was educated at
Augsburg and St. Olaf College,
where he received his B.A. in
1938. After graduating from
Luther Theological Seminary in
l942,he entered parish ministry,
he later completed graduate
study at Union Seminary New
David Cherwien graduated from
Augsburg in 1979 with a B.A. in
organ performance and music
education. Since then, he has
eamed a M.A. from the
University of Minnesota in theory
and composition. He is enrolled
in the D.M.A. program in organ
performance at the University of
York.
Anderson was president of
Augsburg from 1963 to 1980.
Prior to his presidency, he served
as senior pastor at Ttinity
Lutheran Church, Moorhead,
Minn. He has also worked
as
pastor at l-ake Harriet Lutheran
Church, Minneapolis, and
executive director of the
Intemational Young People's
Luther League.
A nationaþ known preacher,
Anderson has received many
honors, including the Paul Harris
Fellow from Rotary Intemational
and the Distinguished Alumni
Citation from St. Olaf College.
24
.4ucssunc Now
Minnesota.
Cherwien, organist/cantor of
Christ Chapel and visiting
instructor of music at Gustavus
Adolphus College, is a published
composer of over 30 collections
of hymn interpretations and over
40 choral octavos. He is also the
author of kt the People Sing! A
Kqb o ardßt\ Cre ativ e and P r ac ttcal
Guide to EngagjngGod\ People in
Meanin$ul Song.
Ellen (Stenberg) Erickson
'51
M. Annette (Hoversten)
Hanson'68
Ellen Stenberg Erickson
graduated from Augsburg in
I95i with a parish worker's
certificate. After graduating,
Erickson did parish work for
Concordia Lutheran Church,
Minneapolis.
Now retired, Erickson also
worked for the Lutheran Social
Service in South Dakota and
Minnesota and was vice president
from 1987 to 1995. She currentþ
volunteers on the social
ministries committee of Glen
Cary Lutheran Church, a countywide prqect to provide housing
for the homeless and a Lutheran
Social Service's effort to help
Dr. M. Annette Hanson graduated
from Augsburg in 1968 with a
B.A. in biology She went on to
eam her M.D. from the
University of Minnesota and a
M.B.A. from Northeastem
University Hanson completed her
postdoctoral training at
Cambridge Hospital, Cambridge,
Mass.
Hanson is currently serving
medical director for the
Division of Medical Assistance,
Executive Office of Health and
as
Human Services, Massachusetts,
refugees get their green cards.
Erickson was honored with
the Donald H. Larsen Award
and as an associate clinical
professor, University of
Massachusetts Medical School.
She has eamed a national
reputation lor her expertise in
managed mental heath care,
lrom the Lutheran Immigration
and Refugee Service for her 20
public sector managed care
programs, and quality
years of work with refugee
resettlement.
management.
Fall 2O0O
U
B
Augsburg alums receive new awards
by Lynn Mena
n addition to the Distinguished Alumni Award, Augsburg is
pleased to announce the creation of two new annual awards: the
First Decade Award and the Spirit of Augsburg Award.
The First Decade Award is presented to Augsburg graduates of
the last l0 years who have made significant progress in thelr
professional achievements and contributions to the community, and
I
I
leaders in service to the world. Graduates from the day, weekend,
and graduate programs are eligible.
The Spirit of Augsburg Award honors alumni and friends of the
College who have given exceptional service which contributes
substantially to the well being of Augsburg by furthering its
purposes and programs.
in so doing exemplify the mission of the College: to prepare future
Jennifer Peterson'9O
Karen Reed'90
Kurt Wehrmann '90
Peterson is
executive director
A music therapist
of Helping Paws
of Minnesota,
Inc., a volunteer-
Hospital in
Wehrmann is the
founder and CEO
of Northern
Scientific, a
worldwide buyer
and seller of preowned medical
equipment. He is a former
member of the Alumni Board of
at Atascadero State
Atascadero, Calif.,
Reed works
in
based, not-for-
forensic
proflt organization whose
mission is to further the
independence of individuals
psychiatry She
with physical disabilities
through the use of service dogs.
Peterson's past honors include
Ms. Wheelchair Minnesota
(1987), and national and
intemational wheelchair archery
titles (1994, 1995).
established a gospel choir of
inmates of the California
Department of Corrections, and
is an intemational gospel
saxophonist, a renowned
speaker, and author of the
2O0O
executive director
Chuck Gabrielson'77
Gunnar Wick
Gabrielson is a
member of the
When Wick's two
Alumni Board and
Augsburg, he
chair of the Class
Agent Advisory
Council. During
managed the
concession stand
at athletic events,
organized
the last three
years, Gabrielson has led six
Class Agent Workshops and
Fall
associate
Directors.
ís the Master Key.
This group of 20+ women is comprised of retired faculty, staff, and
spouses. Led by Kate Anderson, they gather on Tuesdays to assist the
College in processing direct mail, saving the College thousands of
dollars in labor every year.
Woodrich is
of the Division of
Indian Work for
the Greater
Minneapolis
Council of Churches. She is
also the recipient of a yearlong
leadership work and study
grant from St. Paul Companies
to study leadership roles of
Indian women in their cultures
and their own families.
recentþ published book, Music
The "Tuesday Volunteers"
Noya Woodrich '92,'94
MSW
recruited more than 25 new
Class Agents. He spearheaded
last November's Augsburg
House Shower, which raised
nearly $20,000 to purchase
china, Ílatware, and stemware.
He also organized and hosted
alumni gatherings in Arizona
during the recent band and
choir tour,
sons attended
volunteers, and sold
merchandise including cowbells
to increase Auggre spirit at
games. Wick continues to
contribute many hours of
service on behalf of Augsburg's
athletic program, and provided
the lead gift for additionál
upgrades to the AndersonNelson Athletic Field.
4ucsnuncnow
zs
Honoring the Golden Anniversary Class of 1950
Ocronnn 6, 7 eNo 8, 2000
"The senior class of 1950 looks back with pleasure at the past four years
... The largest visible progress has been the completion of the Science
Building ... We have participated in athletics, clubs, musical organizations,
and the Augsburg publications. Thus we have grown in friendships,
understanding of others, and in sportsmanship ... We go forth in many
different directions, with varied interests and abilities."
-
from the 1950 Augsburgian
Members of the Class of 1950 participated in
this year's Commencement ceremony. (L to R)
Lola Lidstrom Berg, Shirley Dahlen, Robert
Paulson, James Peterson.
Senior class officerc meet in the new student lounge.
(t to R) Paul Konsterlie, vice president Ann Bueide,
social directoü Andrew Balerud, presidenû Harriet
Skonnard, secretary; William Robbin+ treasurer.
King Bob Howells and
Queen Ann Olsen ruled over
the festivities at Winter
Sports Ðay.
Delores Johnson and Arlo Dahlager take part
in intramural bowling.
Dorothy Gramling, Helen Green
Eugene Campbell, editor-in-chief of the
Augsburgian, meets with his staff. (Standing,
t to R) Eugene Campbell, LaVon Moderow, Paul
Konsterlie, William Halvorson, James Andress.
(Seated, L to R) Dean Erickson, Betty Munson,
Ray Huglen, Don Ditmarson, Robert Paulson.
Ernest Hone scores despite
the efforts of St. Olaf.
TH¡s vren's HotvncoMrNc CntnsRcrtoN ALso HoNoRs
rHE CLAssEs oF 7960,1975 AND 7990.
26
4UCSSURC NOW
Robert W. Hagen, Norman C. Hoium
Fall 2000
e/
o
¡a
1942
Magdalene (Gronseth) Stolee,
Kenyon, Minn., and her husband
Amos "retired" again and moved
into a townhouse in Kenyon.
1948
Gordon Ahlquist, Minneapolis,
recently performed on piano for the
American Swedish Institute's
membership dinner. He has served
as organist and choirmaste¡ at
Central Free Church and Salem
Covenant Church and has been the
organist at First Covenant Church
in Minneapolis for 40 years.
1
950
Rudolf Engelmann,
Potomac,
Md., has been a consultant to the
U.S. Department of Energy on
issues of emergency response,
environment., NEPA, worker
exposure to radiation, and safety
since 1988. He was also a chief
1
Energr (environment safety and
health); chief of technical staff for the
National Oceanic and Atmospheric
Administration; deputy director of
environmental assessment for the
United Nations Environment
Programme; director of the AÌaskan
Outer Continental Shelf Program;
and more. He and his wife, Virginia,
have six children and seven
grandchildren.
Lillian (Johnson) Ingersoll,
Toledo, Ohio, recently returned from
a trip to Iceland and Norway. She
has also traveled throughout Canada,
Alaska, the continental United States,
and the British Isles; she lived in
Singapore for one year with her
husband, Henry She is active in the
Presbyterian Church, sewing as elder
and on the adult Christian education
committee. She and her husband
have two daughters and five
grandchildren.
1970
9s3
Faith (Carlstedt) Dippold,
Sherman Danielson, Stiìlwater,
Jacksboro, Tenn., retired eight years
ago as a doctor of naturopathy and
reflexology She is an active member
Minn., was named the 1999'person
of the year' by the Stillwater Gazette
of her church (church organist),
sings with her community choir,
volunteers for Habitat for Humanity,
and more. She and her husband,
Edward, enjoy traveling around the
United States to visit their three
children and grandchildren.
newspaper, in honor o[ his
dedicated work on behalf of
students as activities director at
Stillwater Area High School.
George M. Melby, Kansas City,
Mo., is a student pastor at United
Chu¡ch of Christ; he is attending
Central Baptist Theological
1961
Seminary
Curtis Haney, Billings, Mont., has
left Friendship House of Christian
Service (where he serves as
1975
executive director) to enjoy a twomonth sabbatical and begin serving
smaller Montana ELCA
congregations, and continue to
coordinate Montana Synod antiracism and multicultural ministries.
in Kansas City.
Stephanie R. (Gierke)
Gustafson, Minneapolis, is
director/teacher of Christ Church
Lutheran's preschool learning center
in Minneapolis. She was recently
featured in an article in the
Southside Pride newspaper, which
honored her 25 years as an earþ
childhood educator.
scientist for the Department of
Alumni at the Oberammergau Passion Play
h
È
ù
¡r , S'ìt h(
Kneeling front: Nancy Turpie, Marie-Agnes Duijs-Lange (tour guide), Hans (bus driver). First row standing: Max and Jan lrving,
Marie Kneeland, Maryon and Harris Lee, Henry and Helen Follingstad, Mary McDougall, Colleen Watson, Karen and Ted
Anderson, Second row: Arlo Kneeland, Harriet and Forrest Anderson, Esther and Malcolm Watson, Dee Hoffman, Carolyn
TerEick, Nancy Garwick, Russell and Helen Lee, Back row: David Harstad, Katharine Wellef Sandy Harstad, Dot Hoice, Joceyln and
Wayne Palmer Ken Hoffman, Bill and Myrna Anderson, Jerry TerEick, Jan and Arnie Cutle¿ Mae Peterson.
Fall 2000
,4ucsnunc ruow 27
Class Notes
1975
1984
continued
Linda M. Haven, Sandvika,
Steven V. Larson, Coon Rapids,
Norway, teaches grade school and is
pursuing post-graduate studies in
special education at the University
of Oslo. She has three children,
Minn., an investment/insurance
representative for Lutheran
ages
17,15, and 12.
1978
Jim Bernstein, MinneapoÌis, was
recently appointed as commissioner
of the Minnesota Commerce
Department. A former advertising
company executive, he was deputy
commissioner and had been serving
as the acting head of the
department since February He also
serves as a member of the Augsburg
Now Alumni Advisory Committee.
Brotherhood, qualified for Million
Dollar Round Table honors, attained
only by those representatives who
have demonstrated exceptional
professional knowledge, expertise,
and client service.
demonstrated exceptional
professional knowledge, expertise
and client service. Gary ranked 5th
out of about 1,500 Lutheran
Brotherhood representatives
nationwide.
f983
Gary Tangwall, white Bear Lark,
Minn., a financial planner with
Lutheran Brotherhood, qualified for
Million Dollar Round Table honors,
attained only by those
representatives who have
Fraser School in Richfield, was
featured in a Channel 9 news story
in April.
Julie Rykken, Elburn, lll., married
George Coyle
in 1993; they have
two children,
ages
4 and
2.
D.C., is a foreign service officer with
the U.S. Department of State; she
was posted to Cuba for a two-year
tour that began inJuly. She will be
working in the U.S. interest section
of the Swiss Embassy in Havana.
Tom Weidner, Stillwater, Minn.,
Kay Luedtke-Smith, Hopkins,
Minn., a music therapist at the
1980
Ann E. Gabrielson, Washington
was recently selected as a "rising
star" in the Minnesota legal
community "Rising stars," chosen
by Minnesota's top lawyers, are
lawyers who are either under 40 or
have been in practice for l0 years
or less. He is a partner in the
Stillwater law firm of Eckberg,
Devean George
What a first year!
ci
by Don Stoner
à
n
Augsburg's Devean George '99 will have a special piece of jewelry to wear very soon. George will
earn an NBA world championship ring after his Los Angeles Lakers won the NBA title in his first
year with the team.
ö
z
o
o
o
N
with the Lakers was a wild ride. The first NCAA Divlsion III player ever
selected in the fìrst round of the NBA Drafi, George made the adjustment from small-college
basketball to the NBA smoothly, as a key player off the bench durÌng the Lakers' run to the best
record in the league during the regular season. The guard,/forward appeared in 49 games, averaging
3.2 points and I.5 rebounds in seven minutes of playng time per game. George's playing time
diminished during the playoffs and NBA Finals, as he was only able to play in one game during the
Lakers' championship series win over the Indiana Pacers. However, as he told the Minneapolis StarTribune's Dan Barreiro during the finals, he was still able to learn a lot from the experience.
George's rookie season
"This whole experience, reaching the finals, has just been wonderful for me. It's been everything I
could have dreamed of and more. I'm like everybody e1se. I want to pla¡" he said in the June 15
issue of the Star-Tiibune. "But I can learn so much just watching what's happening there on the
court, soaking it all Ìn. To me, the regular season seems so relaxed compared to this. Everythingthe play on the court, the fans-it just seems like everything is so magnified. The inrensity is just
unbelievable."
George earned praise from Lakers
o
Devean George '99 found plenty of
excitement in his rookie year as the
Lakers dribbled and shot their way to a
national championship.
coaches during the season,
includlng head coach Phil
Jackson, and should receive more
playing time next year, as several
veterans who were ahead of George
on the Lakers' depth chart are not
returning to the team.
"This whole experience,
reaching the t'inals,
has just been wondert'ul for me
It's been everythingl could
have dreamed oJ and more."
@2000 NBA Photos. Photos by Andrew D. Bernstein
Fall 20O0
1
Lammers, Briggs, Wolff & Vierling.
He is also a member of the Board of
Governors of the Minnesota State
Bar Association and president of the
St. Croix Valley Heart Association.
C.
Anderson, Srillwarer,
Minn., a district representative for
Lutheran Brotherhood, qualified for
Million Dollar Round Table honors,
attained only by those
representatives who have
demonstrated exceptional
professional knowledge, expertise
and client service. Bill was in the
top one percent (out of 1,500
Lutheran Brotherhood
representatives nationwide) when
measured by amounts of life,
health, annuity and investment.
products issued.
1
988
Neal R. Hauser,
Savage,
Minn.,
received a Master of Arts in
Leadership degree from Augsburg
inJune.
Daniel Wright, Portland, Ore., is
a self-employed computer
consultant. He married Kristen
Haglund in September 1999. After
honel'rnooning in Spain, Morocco,
and Portugal, they settled into their
1925 Spanish house, which they
finished restoring last year.
1
989
Ly$a Morehouse,
Sr. Paul,
recently sold her first science fiction
novel [o Roc, a science fiction
imprint of Penguin Putnam; the
expected publication date of her
book, Archangel Protocol, is spring
2001. The book explores
theological issues in a iuturistic
science fiction setting.
1
990
Judy (Goede) Luers, Eden
Prairie, Minn., was recently
featured in the business section of
the Star Tribune as its "spotlight"
business professional. She recently
became associate vice president and
director of marketing at HammeÌ,
Green and Abrahamson, lnc., in
Fall 2000
1991
Jeff Ronneberg, Circle
1986
Bill
Minneapolis. She and her husband
Scott., have a son, Andrew, and a
daughter, Sarah.
of Minnesota; he is employed as an
elementary principal in Fridley
Kevin Ronneberg, St. Louis Park,
Minn., compÌeted his residency in
family medical practice at Methodist
Hospital in St. Louis Park in June;
he graduated from the University of
Minnesota Medical School in 1997.
C.
1
Tiffany Bjerga,
Keller, Texas,
recently married Chris Bruce'96.
Tiffany is a civil engineer for
Kimley-Horn; Chris is a recruiter for
Oracle.
Pines,
Minn., recently received â doctorate
degree in educational policy and
administration from the University
Tim
995
VanRooy, Roseville, Minn.,
a financial analyst for Lutheran
Brotherhood, qualified for Million
Dollar Round Table honors, attained
only by those representatives who
have demonstrated exceptional
professional knowledge, expertise
and client service.
1992
Jennifer Norberg, Maple
Grove,
Karen (Anderson) Dee, Oakdale,
Minn., was recently named the
Oakdale Business Association
contact. for Burns Personnel. She is
pursuing a Master o[ Arts in
Leadership degree at Augsburg.
1
a
graduated from the University of
Minnesota Medical School in May
and will start his residency in family
medical practice at St. John's
Hospital in Maplewood.
1997
industry during which she
David.
Erik Hagestuen, Baudeue, Minn.,
was awarded his Ph.D. in analytical
Kathleen J. McDonald,
Minneapolis, is a bilingual
classroom teacher at Aurora Charter
Elementary which is a dual
language bilingual program for
children whose families come from
Spanish-speaking countries.
John Stover, Burnsville, Minn.,
996
Tim Ronneberg, Minneapolis,
998
David Peters, Maple Grove,
Minn., earned an MBA in April
recently accepted a position as a
software engineer at Lockheed
Martin Naval Electronics and
Surveillance Systems-Tactical
Systems in Eagan. His a¡eas of
expertise are in simulation,
modeling and Web support.
Joseph Tucker, Brookþ Park,
Minn., married Ericka Carlson in
June.
Births
Laurie Beckman Yetzer,
Bloomington, Minn., received a
Master of Arts degree from Luther
Seminary in May.
1
2000
recently joined Target Corporation
Susan Scott Lundquist,
Woodbury Minn., received a Master
of Science degree in May; she is
currently serving in the Peace Corps
in Honduras with her husband,
r 993
Grove, Minn., is director of
mathematics at Huntington
Learning Center; she is also still
singing "as much as possible" with
various projects.
as a business analyst.
Minn, joined Carmichael Lynch
Spong as a counselor. Prior to
joining the public relations firm, she
was an independent public relations
consultant to the health care
organized the fetal alcohol slmdrome
public awareness campaign for
Minnesota. She also served as
director of public affairs for the
Minnesota Department of Health.
Jennifer Petra Grimm, Maple
Tim Benson, Burnsville, Minn.,
Craig Schwalbe, Faribault, Minn.,
was included in an article in the Le
Center Leader newspâper that
featured Cedar House, Inc., a
community based mental health
center in Le Center, where Craig is
lead therapist.
999
Lynn (Gustafson) '85 and Gary
Gnirk, Willmar, Minn.
a
daughter, Courtney Lynne, in April.
She joins brother Aaron, 5.
Debi (Mattson)'89 and Steve
at
Casperson '89, Minneapolis
in March.-
a
chemistry from North Dakota State
University in May 1999; he works as
a research scientist for Solray
the Carlson School of Business at
the University oI Minnesota.
daughter, NaraJolie,
Jason Wardlow, Pensacola, Fla.,
Pharmaceuticals.
is a second lieutenant
Jeff Ronneberg '91 and his wife,
Jill, Circle Pines, Minn.
- a son,
Samuel Jacob, in March.
Doris S. Rubenstein, Richfield,
Minn., recently contributed a guest
editorial to the business journal
CityBusiness; her editorial focused
on the importance of corporate
philanthropy. She is the principal
consultant with PDP Services and
has more than 26 years of
experience in the field of
philanthropy.
in the U.S.
Marine Corps. He married his wife,
Vanessa,
inJuly
1999.
Erik Hagestuen '93 and his wife,
Maureen, Baudette, Minn.
daughter, Nora Kathleen, in
-
a
February
4ucs¡unc now 29
I
tt
¡a
o
o
tl
Clarette (Jorenby) Arnold '29,
Alton H. Bjurquist'48,
Rochester, Minn., died inJune; she
was 96. A retired teacher, her
passions included reading, writing,
travel, and music. She was preceded
Minn., died in May after a long
illness; he was76. Prior to his
in death by her husband, Luther
Arnold '29; the Arnold Atrium is
named for their gifts to the College.
Russell Helleckson'40, Richfield,
Minn., died inJune, he was 82. He
was a retired naval commander and
a former Washington High School
teacher, football coach, and
assistant principal.
Helen M. (Sateren) Quanbeck
'64, Roseville, Minn., died inJuly;
she was 81. A retired teacher, she
touched many lives with her special
sense of caring; her life revolved
around her husband (the late Rev.
Russell Quanbeck'47), her famil¡
and her faith.
Rochester,
retirement in 1985, he spent more
than 20 years at John Marshall
Senior High as a teacher, DECCA
advisor, and coach.
The Rev. Marvin C. Andros'51,
Richfield, Minn., died inJuly; he
was 77 . A veteran of WW Il, he
served pastorates in the United
Methodist Church for more than 30
Anne (Berg) Oie '59,
years.
The Rev. Rudolph "Rudy"
E.
Edman J. Saland'+8,
Berntson'53, Zumbrota, Minn.,
Bloomington, Minn., died in May of
congestive heart failure; he was 76.
He worked for both PilÌsbury and
Prudential, and retired in 1983 after
23 years âs manager of the advanced
financial planning department of
American Express Financial
died in May; he was 72. He was
ordained in i956 and served
parishes in both Minnesota and
North Dakota; after he retìred in
1992he served as the fiÌl-in pastor
for many local churches.
Services.
Norman "Norm" C. Anderson
'50, died unexpectedly in May at his
home; he was 69. He worked for
the U.S. Forest Service for 28 years
ln the national forests of ldaho,
California, and Arizona. He also
Kenneth L. Walsh'48,
Bloomington, Minn., died inJune,
he was 77. He was a social studies
teacher and a retired lieutenant
colonel of the U.S. Air Force.
worked in the Washington D.C.
office from 1967-'70 and headed
the Boise Interagency Fi¡e Cente¡ at
its inception.
Roseau,
Minn., died inJune; she was 64.
She taught school in Roseau for 34
years as a family living teacher, and
was aciive in several community
activities, including Messiah
Lutheran Church, Roseau Arts
Association, Roseau Historical
Societ¡ Friends of the Library, and
more.
Elizabeth M. Petersen'63,
Minneapolis, died in August after a
three-year battle with cancer; she
was 59. She had a long career in
chiìdren's book publishing, working
at Lerner Publications in
Minneapolis for over 20 years as
editor and editorial director. She
aÌso served as a literary agent and
freelance publishing consultant.
James B. Dahlen'78,
Minneapolis, died in May; he was
44. Through self-employ'rnent in
cabinet making, he became involved
in the art, music, and theatre
by Tony Bibus, associate professor of soc¡al work
community He was passionate
about the arts and at the time of his
death was pursuing a career in art
education.
Professor Emeritus Paul T. Steen, Minneapolis, died July 23 after heart
surgery in Springfield, lll.; he was 88.
We will miss Paul deeply
-
his contribution
to the social work
With Joel
Christine Prestly '89, died inJune
department at Augsburg College is beyond measure.
Torstenson, professor emeritus of sociology, Paul launched our social
work program and curriculum; during retirement he maintained
continuous supportive contact with faculty, staff, and students. He
was an active, enthusiastic, nurturing, wise, constructively demanding,
and forward-looking member of our advisory committee. The Steen
Family Scholarship helped fund the education of numerous social
work students of color.
1998 of liver cancer; she was 30.
Mary Ann Bayless, Elk River,
Minn., died in July after a
Paul Steen, on his
80th birthday
Until this year when he became ill, Paul regularly participated in the annual spring senior
celebration honoring the accomplishments of our students. His joy in students' learning and love
for social work were evident both in informal conversations and in formal presentations as he,
with Joel as always by his side, handed out the Steen-Torstenson Award to seniors who
exemplified the best in their class. He was a mentor and model to social work faculty.
Although we will no longer have the privilege of working with Professor Paul Steen, we will
remember his spirit and sustain his legacy of devotion to human rights, reconciliation of the
races, and social justice.
courageous four-year struggle with
breast cancer; she was 62. Bayless
joined the Augsburg faculty in 1990
as an associate professor o[
education, with a focus on teaching
health and physical education.
FollowÍng her diagnosis and
treâtment, Bayless continued to
teach for two years, and although
she was unable to teach for the past
year and a half, she continued to
play an active role in the College
community. She was a former
professor at the University of
Wyoming and the University of
Minnesota.
30
4ucsnunc ruow
Fall 2000
i
)
I
John L. Werness, Edina,
Minn., died inJuly; he was
93. He served on the
Augsburg Board oI Regents
in the 1960s. He was
president and co-founder of
Born and raised in Hunan, China, by Lutheran m¡ssionary parents, he came to the U. S. in
1939 to attend Augsburg. Upon graduating he returned to China to pursue graduate studies
until he was interned in a Japanese prison during WW ll. While imprisoned, he met Joyce
Stranks of Australia; they married in 1948 and returned to the United States, where
Ditmanson studied medicine at the University of Minnesota Medical School. He died in June
in Green Valley, Ariz.
Werness Brothers Funeral
Chapels, and past president
of the Minnesota Funeral
Directors Association and
the National Funeral
Directors Association. He
was also past president of
the Downtown Y's Service
Club and founder o[ the
Christmas Tree Project that
ln 1957, the Ditmansons moved to Taiwan and opened a clinic, which started out in their
living room and ultimately became the Chiayi Christian Hospital. ln the 1970s, the
Ditmansons also worked in the surgical unit of an improvised orthopedic hospital for the
victims of the civil war with Pakistan. They returned to the Twin Cities in 1981, where
has spread throughout the
world.
Ditmanson practiced orthopedics in a North Minneapolis clinic. From 1993-'97, the couple
made yearly trips to China to conduct teaching seminars on the rehabilitation of disabled
children under the auspices of Wheat Ridge Foundation and Amity Foundation.
Ditmanson has been honored for his service with Augsburg's Distinguished Alumni Award
as awards from the University of Minnesota Medical School and the governments of
Taiwan and Bangladesh.
as
well
Please tell us about the news
in your
life, your new job, move, marriage, and
births. We look forward to hearing
from you-and dont forget to send
Maiden name
Full name
Class year
or last year attended
photos.
Street address
We are happy to publish news of your
marriage or the birth of a baby, but it is
. not Augsburg Now's policy to publish
news of engagements or expected
City
ls
this a new
State
address?
n Yes f l
zip
No
births.
Home telephone
For news of a death, written notice is
required, e.g. an obituary funeral
notice, or program from a memorial
Employer
service.
ls spouse also a
E-mail
Position
graduate of Augsburg College?
Work telephone
n Yes n No
lf yes, class year_
Send your news ii.ems, photos, or
change of address by mail to: Augsburg
Now Class Notes, Augsburg College,
CB 146,22II Riveiside Ave.,
Spouse name
Maiden name
Your news:
Minneapolis, MN, 55454, or e-mail to
<alumni@augsburg. edu>.
We want you to stay connected to
Augsburg!
Fall 2000
,4ucsnunc ruow
31
I
A
o
On
o
-
I
o
)
o
I
writing Augsburg's history
by Betsey Norgard
I I
Fl
ow does one aooroach the task ol
writlng the history ot a college? This was
a question I posed to Rick Nelson and Dave
Wood, authors of a soon-to-be-published
book, The Anderson Chronícles, a look inside
the Oscar A. Anderson and Charles S.
Anderson administrations at Augsburg
College, from 1963 ro 1997.
Nelson, professor emeritus of history and
recently retired after 32 years at Augsburg,
was approached by college officials shortly
after Charles Anderson retired in 1997. After
the work was commissioned, he recruited his
long-time friend and colleague David Wood,
who had taught English at the College for 13
years and who, in I976,had published a
collection of interviews with Augsburg
alumni, TellingTales out of School.
"We'd like to do something about
Augsburg in the news, about Augsburg
humor; we'd like to do interviews with the
presidents," Nelson proposed to thenacademic dean Marie McNeff, "and we'd like
to have something that would deal with the
growth and development of Augsburg, not
"We approochedit
with the ideø thøthistory
is to an institution or to society
as memory is to øn individual.
Ithelps us understand
who were are,
how we got there."
necessarily in brick and mortar .. . but mainiy
on the growth of the place as a college, as a
place of learning, as a place of community
and worship.
Professor Emeritus Richard Nelson (left) and former professor David
Wood (right) review final changes to the¡r book, The Anderson
Chronicles, which will be available at Homecoming.
"We approached it wirh the idea that
hlstory is to an institution or to society as
memory is to an individual," he said. "It
helps us understand who we are, how we
subject." Nelson added that they intend it
for both an audience that knciws Augsburg
got here. "
Nelson did the "heai.y lifting" (as Wood
all.
described it) in researching files,
publications, committee minutes, ietters,
memos, and other public documents. Wood
contributed interviews with the two
presidents emeriti and others who shaped
the iife of Augsburg during that period, as
well as chapters on other topics, some of a
light-hearted nature.
It is not a classical college history like
Professor Emeritus Carl Chrislock's
centennial histor¡ From Fjord to Freeway,
and lt is not chronological, said Wood. "l
think it's a book of essays on the same
Co1lege, but perhaps doesn't know
it
wel1,
and others who do not know Augsburg at
The Anderson Chronicles is being
published by Kirk House Publishers, and
will be available at a booksigning session
during Homecoming 2000, on October 7.
While the two-and-a-half-year project
may have been greater than either
anticipated, Nelson and Wood describe it in
terms of an opportunlty to tell Augsburg's
story from the heart.
"I told Marie [McNeff] that I was doing
it as an act of love-not as an act of faith or
act of hope, and certainly not one of
contrition, but one of love," said Nelson.
Wood wholeheartedly agreed.
lf you would líke to contribute to Auggie Thoughts, contact the edítor for submission guidelines.
Essays, poem9 photos, artutork, and other creative expressions are encouraged,
32
,4UCSSURC f{OW
Fall 20O0
_i
tt
¡l
o
tt
Music
Oct. 6
For more inJonnatiott on any oJ these events,
call (612) 330-1265.
Anita Gay Hawthorne Jazz and Poetry Bash
Ocr.29
7 p.m.-Tjornhom Nelson Theatre, Foss
Center
Nov. 3-12
Honoring Norwegian composer Knut Nystedt
on his 75th birthday
7 p.m.-Wayzata Community Church,
Buried Child
by Sam Shepard, directed byJulie Bolton
Nov. 12
Faculty Recital, Angela Wyatt, saxophone
4 p.m.-Sateren Auditorium
Nov. 20
Concert Band in concert
7 p.m.-Central Lutheran Church, 333 South
Performances: November 3,4,9,10, 1l at 7
p.m., November 5 and 12 at2:00 p.m.
ljornhom-Nelson Theatre, Foss Center
Dec. B ancl
I
Everyman
directed by Kirsten Solem
7 p.^., lornhom-Nelson Theatre, Foss
Center
12th St., Mlnneapolis
Nov.
2l
Exhibits
For gallery int'omntion, call (612) 330-1524.
Concert
Gage Family Gallery hours: Mon.- FrL.,9 a.m.- 9 p.m;
Sat.,9 a.m.- 5 p.m.; Sun., noon - 5 p.m.
Dec.
1
Velkommen Jul
li a.m.-3 p.m., Christensen Center
Dec. 1 and 2
Advent Vespers
Dec. 1-6 and 9 p.m., Central Lutheran
Church, 333 South 12 St., Minneapolis
Dec.2-5 and B p.m., Central Lutheran
Church,333 South 12 St., Minneapolis
Dec. 10
Sept.B-Oct.
19
"lslamic Prayer Rugs: A Creed in Color"
Sacred Arts Exhibition Series
Gage Family Art Gallery, Lindell Library
Opening reception, Sept. 8, 6-9 p.m.
Nov. 3-Dec. 14
"Black, White, and Red All Over"
Lee Anne Swanson
Gage Family Gallery, Lindell Library
Opening reception, Nov 3, 6-9 p.m.
4 p.m.-Hoversten Chapel
Seminars, Lectures, and Films
Däc. B ancl 9
Sept.
i4
Annual Benefit Concert and Silent Auction,
lllus. lecture on William Gilbert, physician
Center for Global Education
Featuring Marty Haugen and Mary Preus
to Queen Elizabeth l, and author of the
first scientific study of magnetism.
7p
-.-
Hoversten Chapel
David Stern, theoretical physicist, NASA
Goddard Space Flight Center
7
p.^
, Location TBA
For information, call (6L2) 330-1067.
Theatre
Sept. 24
2000 Christensen Symposium
Scenes ftom Galileo, by Bertolt Brecht
7 p.m.-Foss Center
1l a.m.-Convocation on Galileo,
Hoversten Chapel
For information, call (612) 330-II80.
Oct. 19-20
"God after Darwin"
John Haught, Landegger Distinguished
Professor Theology, Georgetown University
Oct. 19, 7 p.m.-Public Lecture, Hoversten
Chapel
I I a.m.-Convocation, Hoversten Chapel
For information, call (612) 330-1180.
Oct.24
10:30-1
1
:40 a.m., Hoversten Chapel
Oct. 30
The Rev. Mitri Raheb, Christmas Lutheran
Church in Bethlehem, Palestine
10 a.m., Hoversten Chapel
Nov 9-10
"History of Scientific Creationism"
Ronald Numbers, William Coleman Professor
of History of Science and Medicine, University
of Washinton
Nov. 9, 7 p.m.-Public Lecture, Hoversten
Chapel
Nov. 10, 10 a.m.-Convocation, Hoversten
Chapel
For information, call (612) 330-t 180.
Jazz Ensemble Concert
For ticket information, call the Center for
Global Education, (612) 330-1159.
Hoversten Chapel
The Rev. Jean Vanier, founder of the
UArche Community
Chamber Orchestra and Chamber Music
7 p.m.-Sateren Auditorium
Sept. 25, 7 p.m.-Evening Convocation,
Sept. 26,
Masterworks Chorale of Augsburg College
Wayzata
Sept. 24, 7 p.m.-Readings from Bertolt
Brecht's Galileo, Foss Center
Sepr. 24-26
2000 Christensen Symposium
"Changing Cosmologies and the Church"
Owen Gingerich, senior astronomer,
Smithsonian Astrophysicai Observatory, and
professor of astronomy and of the history of
science, Harvard University
Other Events
Oct. 5-B
Homecoming 2000
"Rememberlng Old Main: 100 Years,100
Memories"
See
calendar of events on p. 23.
Oct. 15
Augsburg Sunday in area churches
For information, call (612) 330-1732.
Dec.
I
Velkommen Jul
I0:15 a.m, Hoversten Chapel
lI a.m.-3 p.m., Christensen Center, featuring
Scandinavian treats and Hardanger fiddle
music
HoxonrNc rHE 2000 DrsrrNcursngD AlurlrNr
Oscar A. Anderson'38, David Cherwien'79, Ellen (Stenberg)
Erickson'51, and Annette (Hoversten) Hanson'68
Snlur-rNc rHE Golo¡N ANNlvrnsARy
Cless oF 1950
and the reunion classes of 1960, L975, and 1990.
LOOx FOR DETAILS INSIDE IN THE SPECIAL SECTIoN,
PAGES
23.26.
HOMECOMING 2OOO
October 5-B
YrÀns,
/.åt l( i,5Ïå{
(:.1'
lT ( ì
() " f, " [, " {-i " G " lli
I
Riversiclc Avcnuc
Mrnnca¡rolis, MN 55454
221
Non-Profit Org.
U.S. Postage
PAID
lVinneapolis, lVìN
Permit No. 2031
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Homecoming - S@ep'13
1ge 13
"Celebrati ng Old Main:
100 Years, 100 Memories "
October 5-8, 2000
•
Summer 2000 Vol. 62 • No.
Augsburg College, Minneapolis
COMMENCEMEN
T
A publication for Augsburg College alumni and friends
Summer 2000 • Vol. 62 • No. 4
Augsburg College, Minneapolis, MN
... Show more
Homecoming - S@ep'13
1ge 13
"Celebrati ng Old Main:
100 Years, 100 Memories "
October 5-8, 2000
•
Summer 2000 Vol. 62 • No.
Augsburg College, Minneapolis
COMMENCEMEN
T
A publication for Augsburg College alumni and friends
Summer 2000 • Vol. 62 • No. 4
Augsburg College, Minneapolis, MN
Chris Kimball is named Augsburg's new
dean of the College
By BetseyNorgard
Christopher W. Kimball, associate
professor of history and chair of the
department, was confirmed by the Board
of Regents as the new vice president for
academic and learning services and dean
of the College, beginning June I.
In this position, Kimball oversees all
aspects of academic and student affairs,
from classroom learning to residential
life and student life beyond the
classroom. A merger in 1997 of the
academic affairs and student life offices
created this combined division.
Kimballhas servedon the FacultySenate
for fiveyears,the last three yearsas its
president,at a criticaltime in which the
Collegehas begunstrategicplanning to
implement theAugsburg2004vision
document As a member of the
qimmission exploringthe nature of
Augsburg'sexperientialeducation and
interdisciplinarystudies,Kimballadvocated
the need for an academic"master planner;•
a role he now assumesas dean.
"Designating someone to think
strategically about the entire curriculum
is essential in making choices about our
future: the relationship of majors to
general education; the balance between
graduate and undergraduate programs;
the place of internships and servicelearning and the most effectiveacademic
calendar, to name but a few,"Kimball
wrote to the search committee.
In commenting on the appointment,
President William Frame mentioned that
the searchcommittee members noted "a
community-wide regardfor the depth
and clarity of [Kimball's]understanding
of the advantages of private, churchrelated higher education in an urban
context, and for his ability to grasp the
implications of these for the management
of both student and faculty life.•
Since coming to Augsburg in 1991,
Kimball has tried to balance a
commitment to teaching with
participation in various areas of student
life. 1\vice he has been selected by
Augsburg graduating seniors as the
honored faculty person in the soda!
sciences division.
Kimballserves as Augsburg's faculty
athletics representative, a position in the
Minnesota Intercollegiate Athletic
Conference (MIAC) and the National
Collegiate Athletic Association (NCAA)
that provides faculty involvement on
campus in programs that help address
problems faced by student athletes.
He has also served as coordinator of the
Secondary Education Social Studies
Teaching Licensure program and as
internships coordinator for the history
departm ent
A native of the Boston area, Kimball
earned an undergraduate degree in
history from McGill University, and both
master's and doctoral degrees from the
University of Chicago. His dissertation
Christopher W. Kimball
centered on American reconstruction
plans following World War I.
Kimball's passion for baseball is well
known on campus. He and art
department chair Kristin Anderson, with
grant money from the Minnesota
Historical Society,are currently
researching the growth of baseball as a
pastime in the Twin Cities and the
building of two ballparks as basis for
exploring the development of urban
identity (see article on page 6).
The College bids farewell to the retiring academic deans
By BetseyNorgard
After a combined 72 yearsof serviceto
AugsburgCollegeas both teachersand
administraton, Marie McNeffand Earl
Alton exchangedfarewellswith the
Augsburgcommunity on May 2.
HoverstenChapelwas filledthat afternoon
for a Deans' Convocation, featuring Sheila
Tobias,a noted national leader in science
and mathematics education and gender
issuesin higher education. This
presentation, addressingissuesof vital
interest to both Alton and McNeff,wasa
gift to the Collegefrom them.
Many collcaguesand friends stayedfor the
followingreception in order to bestow
tnl>uteson the miring deans.
Inez Schwartzkopf'59, former Augsburg
regent and friend of McNeff, spolceof the
high standards that McNeffalways
expectedof both colleaguesand students,
and told her, "Youan: an educator, and
)OU mp learning."
John Hoium, profi:ssoremeritus of
chemistry,whose friendship and teaching
collaborationwith Alton began during
undergraduate students days at SL Olaf
College.recounted how both he and Alton
were r=uited to Aup> urg by chemistry
department chairCourtland Agre,their
former teacher.
In advocatingfor Alton, Hoium quoted
AgR as sayingthat EarlAlton wasa "hard
worm" and noted that this would not
haMbeensaid lightly by Apo
MarieQ McNdf cameto Aupburg's
educationdepartment
in 1968,after
1-:hing in one-roomruralschoolsin her
naliYcNebraska
andin li:YdsK-8.Over
the yan, shetaught most of thecoursesin
the educalion
department.
as wellas
<DWSCS in~
Callqeandthe
SUMMER 2000
"There an: two vital ideas that Augsburg
has exemplified;'saysAlton."One is the
insistanceon academicfreedom- our
College sealproclaims'Through Truth to
Freedom: [The] other is found in the first
phrase of our mission statement.We send
out educated citirens who willbe leaders
exemplifyingserviceto church and
society."
I
EariR. Alton
Master of Arts in Leadership programs. In
1995 she succeededRyan laHurd as vice
president for academic affairsand dean of
the College.During the past year,she gave
up this position in order to serveas
Augsburg'sfirst academicmaster planner,
devoting her time to creating a blueprint
for implementingthe academicprovisions
of Augsburg2004, the College's vision
document
Marie 0. McNefl
Earl R. Alton taught 34 yearsin the
chemistrydepartment before becoming
associatedean for facultyaffairsin 1994.
During that time, he helped secure
certificationfrom the AmericanChemical
Society for the bachelor of science
chemistrymajor.At severaltimes, he
taught chemistry at 3M to emplO)ftS
seekingto finishundergraduate degr= at
"You ore on educator, and you keep learning. "-Inez Schwartzkopf
'59, speaking to Marie McNeff, retiring after 32 years at Augsburg
Prmously, in 1m, McNdf masaw the
merga-of the academicaflairsand student
life divisions.
"Oneof the goalsin bringing the faculty
andstudentaffairs~
is to iml'l'O\'e
boththe instructional
productivityand
learningqualityforstudents,movingus
'-M the'campus-widelearning
amununity';'shewrotr
in heracademic
master planrqx,rt.
Augsburg.
Thispast yearhe became
interim vice presidentfor academicand
learningsaviccs anddeanof the Collqie,
whileMcNdf serw:dasacademicmaster
planner.
During1996-97,Altoncoordinated
McNeffrefersto the vision contained in
Augsburg2004."Within this context;•she
says,"AugsburgCollegehas not only had
the freedom,but has, indeed, acted on that
freedom,to explore new ventures.While
changeswilland should occur at
Augsburg,it is important to safeguardthe
soul of Augsburg,the spirit of venture, of
risk and of the unorthodox."
Ouistopher W. Kimball,chairof the
history department, succeedsAlton,and
previouslyMcNeff,as academicdean.
What's Inside
Campusnews
Commencement2000
Developmentnews
Sporn
Alumninews
Gan notes
page2
page7
page 10
page 11
page 12
page 13
On the Cover..•
c.ommmumm,
2000 •••,~.
from
uppa /di) lnumotional studtntJ /md 1M
groduata' pn,anion to Mdby Hall.
Pmklffll WliliamFram,, cangratulotaRip.
Augsburg's
most recentaa:reditation
al
reviewand- cu-audiorof the self-study Maron 01a,, Sabo on uwocawon
AugJburg~
finl honoratytkgrtt. Dwayne
prq,an!dfor thatprocaL
LDooman
~ 1M day with a ""1Vr to
1MmmtnJ. l'hotos by I.Indac..dlot.
Whenasbd rordlect011.Auglbwg's
missionandstJmgtbs.
bothAltooand
McNeffspeakaboutfreedom.
AUGSBURG NOW
2 • CAMPUSNEWS
We're Changing
This summer issue you are readin g is
the last newspaper tabloid issue of th e
AugsburgNow.
In September you'll receive the
inaugural issue of the Augsburg Now
magazine-the look will be differe nt ,
but we'll continue to bring you th e
stories of Augsburg and its extended
family.
The Auggie campus- refreshed, revitalized, and
getting ready for its 132nd year
Major renovations on campus this summer will give students returningfrom summer
vacations and alumni and friendscoming back for Homecominglots of reasons to
believe in Augsburg'scurrentfundraisingtheme, "Pridein Place and Purpose."
Watch for this new issue, an d please let
us know how you like it.
Augsburg's Web
site- a new look!
www.augsburg.edu
Visit Augsburg's Web site to see a new
look for the College an d learn about
news, events, athletics, and academic
programs.
Also, please visit:
www.augsbur g.edu /2 004A special place for new students to chat
before coming to Augsburg
www.augsburg.edu/cal-Lea rn about
events on tampus on the Web calendar
Mailing list changes?
Is your address listed incorre ctly on the
Augsbur g Now label? Do you receive
du plicate copies in your household?
We would ap preciate your help in
keep ing our database up to date. Please
send your corrections to Sue Allard, CB
142, Augsbu rg College, Office of
Instit ut iona l Advancement, 2211
Riverside Ave., Mi nn eapoli s, MN 55454
or via e-mail to <allard@augsburg.edu >.
A UGSBURG
Now
Summer 2000 • Vol. 62, No. 4
Au95buryNow is published by
Augsburg College, 2211 Riverside Avenue,
Minneapolis, Minnesota SS4S4.
Betsey Nor gard
Editor, Director of Publications
Lynn Mena
Staff Writer, Alumni Notes Editor
Kat hy Rumpza
Graphic Designer
Don Sto ner
Sports Information Coordinator
Wi lliam V. Frame
President of Augsburg College
Daniel F. Jorge n se n
Director of Public Relations
and Communication
Nancy Toe dt
Director of Alum ni Relations
1) Melby Hall Renomloff--Th e Class of 2000 were awarded their
d egrees and given a college send-off in a gymnasium sporting a brand
new floor, new cushioned bleach ers trimmed in Auggie maroon, new
and b right er lighting, and air--conditio ning. This first major renovation
of the 40 -year-old building also included expansion of the Fitness
Center, new champagne-co lored glass windows across the front fa~de
replacing the blue panels, and new offices for athletic faculty and staff.
2) The Ubra,y Un/r......(:onstruction began in May to build the link
connecting Lindell Library to Sverdrup and Memorial Halls. Students
will be able to go from Urness and Mortensen residence halls to the
library without having to face the outside weather.
4) Enrollment and Flnandal xmca Cente, (USC}-A complete
renovation of Sverdrup Hall's first floor has created a new service
center to make it easier for students to take care of their enrollment.,
registration, and financial needs. In addition to new physical space,
implementation of new state-of-the-art financial aid software will more
efficiently serve student needs and provide additional online capability.
In addition to the EFSC,the first floor of Sverdrup Hall will house the
registrar's office and academic advising.
5) Umeu ffall--l ncoming first-year students will enjoy brand-new
furniture and improved bathroom facilities when they move In over
Labor Day weekend.
3) Ice Areno--Skaters and hockey players will notice new paint,
dasher boards, bleachers, and floors in the double-rink arena, as well
as a new roof o n the building.
Opinions oxpn,ssed In Augsburg Now (ISSN
1058-1545) do not neceuarily reflect official
college policy. Send com,spondence, name
change.,and -ress con.c-. to: Augsburg
Now, Office of Public Relations and
Communication, C.mpus Box 145, Augsburg
College, 2211 Riffl>ide Avenue. Mlnneapol',s,
MN 55454. Telephone : (612) 330-1180. En\lil: <n<>w9aug,burg.edu,..
A&.<gsbury
Now Is not copyrighted. Unies>
othefwlse noted. articles may be n,printed
without permission IS long as approprilte
credit Is g!Yonto the wrikf and to Augsburg
College.
Postmaster. ff undol.,...ble os addresse<I.
plNse send changes to: Al.!PIJurg
-•
Office at P\lblic Relations and
Communlaition, c.mpus
Box 145 , Augsburg
Colege. 2211 Riffl>ideAvenue.MiMNpolls,
MN 55454.
•....,..,
...,_,,....
_ °"""'
.._
~
b.., _
_.........,_._
www.augsburg.edu/now
Dick Adamson.vice president for finance and administJation.
led a tour in May for Augsburg faculty, staff and regents to see
renovaoons
and reconstruction around campus.
the
AUGSBURGNOW
MINNEAPOLIS, MN
CAMPUSNEWS • 3
Faculty books make marks in the ir fields
beginning researchon a
book that furthtt
investigatessome of the
themes from WhoisMy
Neighborr"The working
title of my new book is
Someof My Bt:stFriend$
An. .. ; saysVelaMcC.onnell."I'm
interestedin looking at
friendshipswhich cross
Vela-McC.onnell,
socially-constructed
associatesociology
socialboundaries,such as
professor,was recently
friendshipsbetween men
nominated for a
and women, between
C. Wright Mills Awardfor
JamesVela-McConnell
Kathy Schwalbe
different races,sexualities,
his book, WhoisMy
nationalities,classes,cultural ethics,etc."
Neighbor.SocialAffinity in a ModernWorld KathySchwalbe,associate professorof
(State Universityof New YorkPress).The
Schwalbeis cumntly writing Web-based
businessadministration/accounting/MIS,
award, sponsored by the Societyfor the
coursesabout project management
had a hard time finding good books for
Study of SocialProblems,is one of the top
softwarefor her book's publishing
her project management courses,so in
awardsgivenfor a book in the fieldof
company,and hopes to write more books
1998 she set to work on writing one
socialproblems.
in the future."I was surprised at how
herself.The resultingbook, Information
much I likedwriting the book,"she says.
Technology
ProjectManagement
Although he contributed to the book
"UsuallyI like to be around people
(International Thomson
What'sLeft?:RadicalPoliticsin the
Publishing/CourseTechnology),published more-writing is so solitary-but I found
Postcommunist
Era(Universityof
it very satisfyingand creative."
just one yearlater,is the first project
MassachusettsPress),this is Velamanagement book that focusesexclusively
McC.onnell'sfirst full-lengthbook. Whois
on information technologyprojects.
My Neighborrexploreswhat he terms
"socialaffinity,'a concept "bridging
As a result of her book,
classicalnotions of socialcohesion with
Schwalbehas been
contemporary socialpsychology."The
contacted byother
book ultimatelydemonstrateshow "social
publishersseekingher
affinityand the meaning our valueshave
expertisefor various
for us are shaped byour sociallocation
projects, and the University
and the self-interestwhich permeates our
of Minoesota recruited her
culture."
to teach a project
management course in their
"I reallyenjoy the writing process,"says
engineeringschool
Vela-McC.onnell"For me, one of the most
rewardingaspects of publishing a book
Both Vela-McConnelland
was the sense of accomplishmentand the
Schwalbeare working on new
feelingthat I had actuallycontributed
writing projects.Vela-McC.onnell
is
something differentto the field"
•
Junior Ryan Cobian wins
Goldwater Scholarship
Junior physics
and mathematics
major Ryan
Cobian was one
of309
undergraduate
students
nationwide in the
fields of
mathematics,
science and
engineering to
win a prestigious
Goldwater scholarship for the 2000-2001
academic year. The $7,500 scholarship
Aroundthe Quad
Recentgrants
ByLynn Mena
Lastfall,two Augsburg
farulty members
cdebrated the publication
of their first books. Since
that time, both Kathy
Schwalbeand JamesVelaMcC.onnellhave attracted
critical acclaimand
attention for their literary
contributions.
will cover the cost of tuition, fees,books,
and room and board.
At Augsburg, Cobian has participated in
two international space physics
conferences, making an oral
presentation at one and a poster
presentation at another. In addition, he
is the second author of an academic
paper published this summer in the
Journal of Geophysical Research.
After graduation, next year, Cobian
plans to pursue a graduate degree in
electrical engineering, leading to a
research and development career in
either magnetic recording technology or
microelectronics.
He said he was attracted to Augsburg by
the strong reputation of Augsburg's
physics department and the research
opportunities he knew he would have as
an undergraduate.
Cobian is the fourth Augsburg
Goldwater scholar in the last five years
and is one of 13 recipients from
Minnesota colleges and universities.
The scholarship winners are selected by
the Barry M. Goldwater Scholarship and
Excellencein Education Foundations
from among I, 100 nominees by college
and university faculties. Goldwater
scholarships are considered the premier
undergraduate awards of their kinds in
these fields.
scie1a b tine
,-s from theNallonll Sclencie
S123,82Sto~
Foundation (NSF) to supportsummer
unclerglDllte~"'-Uglting
robot navigation using~
landmlllcs.
Sl00,816 to computer sciencefor three
from NSI'to support joint l'l!Selrch
with the I.Jnillffllty
of Utah to gll'leflte
an accurate sense of deplh and size
usingcomputer graphics.
,-s
$6,000 ID lhe AugsburgCollegeof the
Third h;Jefrom the Minnesota
HumanitiesCommission,In cooperation
with the National Endowmentfor the
Humanitiesandthe MinnesotaState
t.eglslatu~ to supportliberalans
learningfor older adults et four sitesin
lhe lwln Cities. The Collegeof lhe Third
h;Jeis one of 12 Leamingin Retirement
Networl<(URN) programsselectedfor
the year 2000 in Minnesotathat
promote older adult laming In the
humanities.
$925,000 TwinCitiesPublicTelevlslon
('ll'T), the RichardR. Glftl'I Instituteand
AugsburgCollegeto use current and
emergingmedia technologyto draw
attention to the best practicesof
teaching and learningand to dellelop a
CommunityOil5$roomlaboratoty
schoolproject The LeamingParle
projectwill use televlslon, newspapers,
digitallyenhanced bmadcasts, the
Internet and the telephone ID bring
infonnationabout criticaleducational
issues,opportunities and methods to
TwinOtles residents.
Augsburgis participatingIn a S740,000
grant from the Departmentof
Educationto Teacheis In Educatlonal
Services (TIES)in Rosevillefor "Preparing
Tomorrow'sTeachffl to Use
Technology.• Augsburgeducation
students, facultyand K-12 teacherl will
build a model of technology-richpreservice teacher education at the College.
Facultytenureand promotions-as of Sept. 1, 2000
F...ity tenured:
WilliamC. Caprnan, biology
JUIA. Dawe,muJk:
JacquelineR.deVries,history
Gretchen KranzIrvine,education
SusanE. O'Connor, educaUon
ParyPezechkian-Welnbefg,
modem
languages (French)
MichaelD. Schodc, social\Wl1'
Promoted to auodate profes-.
PIIA.l>av.<e,music
Jacqueline
R.de'Mes, history
Susan E.O'Connor,education
ParyPazechkian-Weinberg,
modem
languages
Rochester program
AuJsbu,9ConcertBanddireclorRobfflStade '71 conductsbdott a full houseat the elegantHeardMuseumIn
in_,,,
--
l'floenilr,
Atiz. TheAugsbu,gChoirand ConcettBand SouthwestTourtook them to performancesin Arizonaand
NewMoico
spring.
Duringspringtrimester 125 51lldents
were enrolledin Rochester. Augsburg
received a favorable report from the
North CentralAssociationof Schools
and Coleges for establishment al a
branch campus In Rochester,
and .awaib
the final notification.The Rochester
programoffen ~ degr9!S
In nuning and computer ICience, and
c.ounesIn liberalarts and bulir,m
admnstlation.
New majors offered
~
i5ane ol thft
p,lvat2 c.ollllgs to offer a full
majorIn marlcetlng. ralher thin a
~
COlll'..ellbatio,, widw,
busine5. (-
IIOr)'
onp.10).
Emotionala,d behavioral disabllti&A,_ 111:-12
lacher liansLre major In
'ltlmll!nd CG1egereponds to ldlOOI
clllrict rwms
for~
1nthl! .. o1
special nation.
SUMM ER 2000
AUGSBURG NOW
4 • CAMPUSNEWS
Keeping track of
faculty, staff, and
students
Faculty and staff members
retire from active teaching
and service
Publications
By Lynn Mena
LARRYCOPES,mathematics, "Messy
Four faculty members, three of whom
have more than 30 years of teaching at
Augsburg, and two staff members retired
from active teaching and service at the
end of this academic year. All four faculty
members were granted emeritus/emerita
status by the Board of Regents.
Monk Mathematics,• in the April Issue
of Mathematics Teacher. He was also
a co-presenter at the annual meeting
of the National Council of Teachers of
Mathematics in Chicago In April.
CASS DALGLISH,English, "The
Textual Dance: Allusionin the Oldest
and Newest Poetry," an electronic
essay, was included in the published
proceedings of the 1998-99 Red River
Conference on World Literature.
Senior Spanish major ANNALISA
FREJ'sarticle, "Undocumented
Women and Abuse,• was published in
LaJomada,a Mexican newspaper. She
wrote the article as part of an
internship at an independent human
rights organization in Cuernavaca,
Mexico during her semester abroad.
DOUGLASGREEN,English, has
recent and. forthcoming articles about
gender and sexuality in Shakespeare's
A MidsummerNight's Dream published
In the Garland Shakespeare volume of
the play. He also has three poems
appearing in the fall issue of Rag Mag.
Green presented a seminar paper,
"My Own Private Italy: Zeffirelli,
Shakespeare, and Hollywood,• at the
annual Shakespeare Association of
America meeting in Montreal,
April 6-9.
BEVSTRATTON,religion, wrote a
series of recent columns on the
"women of Genesis" in Lutheran
WomanToday,the magazine of the
women of the ELCA.
Exhibits/Performa
nces
SUSANDRUCKand BARBARA
LUNDERVOLD,
music, perfonned in
April in Caracas, Venezuela, with the
Minnesota Chorale, one of two choirs
invited to represent the United States
at the America Cantat Ill, an
international choral festival.
NORMANHOLEN,art, exhibited
"Desiree• in The Figure Show at
Minnetonka Center for the Arts; he
also exhibited •corn Bale" in the
national juried art exhibition, Arts in
Hannony 2000, at the Sherburne
County Government Center in Elk
River,and at the Northern Lights 2000
exhibition at Century College in White
Bear Lake.
Papers/Presentations
Augsburg students VICKIAMAN,
REBECCABAINVILLE,
ANDREA
COBERY,and c.J. MACE,presented
papers on their research of poets and
novelists Including WilliamBlake,
Daniel Defoe, and Charlotte Perlans
Gilman at the ACTCEnglish Majors
Conference at Macalester College.
The CENTERFOR GLOBAL
EDUCATIONcoordinated a
community forum in Namibia, Africa,
on HIV/AIDSas a gender issue. in
March.
BRIDGETDOAK, music therapy,
presented "Bringing the Arts to
Students with Behavioral Disorders,•
at a video teleconference in February.
She also helped AnokaCounty write a
S10,000 grant from Medtronics to get
music therapy sefVices at BellCenter
Day Treatment in Coon Rapids.BRIAN
SATTERUE
'98 was hin!d as music
therapistfor that program.
AUGSBURGNOW
Palmer's retirement plans begin with a
summer trip to Europe with her husband
and the Alumni Association. Later,she
hopes to work part time and find
volunteer opportunities. "But I will miss
the students- I reallyenjoyedworking
with students and their families,"says
Palmer.
RICHARD C. NELSON
JOHN E. BENSON '55
John Benson, profeswr of religion,
returned to his alma mater in 1963to
begin his 37-year teaching career.
"Amongthe words one might use to
describe the work and activity of John are
comprehensive,expansive,methodical,
and thorough,"saysPhilip Quanbeck Sr.
'50, profeswr emeritus of religion."It has
been a privilegeto know and to work with
John and I am sure he has left his
academic imprint on a variety of
students."
Along with some part-time teaching,
Benson plans to spend most of his time
working on severalwriting projects. He
says,looking back over the past 37 years,
"Teachinghere at Augsburg has beenfor
me very much a 'family' type of
experience.In large part this is probably
due to its cultural and religious heritage,
but it has alsobeen due to those particular
individuals who have investedtheir lives in
this place."
DEIDRE MIDDLETON '88
Deidre Middleton, academic adviser,
began in I 988 as enrollment coordinator
for WeekendCollege,moved to associate
program coordinator and then academic
advisor for weekend students. In 1995she
began advising both day and weekend
students.
"The things I will remember the most
about Deidre is that she would alwaysdo
the little extra things to make life a little
more pleasant,"says Benjamin Kent,
director of academic advising."For
example, she alwayshad a full candy jar,
she took the time to see how you were
doing, and she let you know what was
going on in her life."
Middleton's plans include writing,
volunteer work, and perhaps starting a
cottage industry, but "right now I am
pretty much caught up in trying to
develop my backyard into a myriad of
flower beds and walking paths,"she says.
"Augsburg has beena significant part of
my life since the '70s; many members of
my familyhave gone to school here, and I
hope someday my grandchildrenwill
attend."
JOCFJ YN PAL\IER
Jocdyn Palmer retired as student accounts
receivablecoordinator (for both day and
weekend programs). She came to
Augsburg in 1985as an accounts manager
in the Weekend Collegeoffice from
teaching business courses.
"I've had the privilegeof hiring a number
of people mer the yearsbut one of the
bestwas Jocdyn Palmer,"saysHerald
Johnson '68, director of financialaid.
"Students wereso well treated by her that
many ashd for her by name, always
knowingthat she would'find a -/ for
them to meet Ihm obligations
and)1!I:
comply withCollegerequirements.
•
Richard Nelson, profeswr of history,
began at Augsburg in 1968as assistant
profeswr.
"Rick Nelson is why I came to Augsburg,"
saysChris Kimball,vice president for
academic and learning services and former
associateprofeswr and chair of the history
departmenL "He hiredme, guided me,
and helped me to understand what
Augsburgwas about. He will never be
replaced."
Nelson and his wife plan to traveland take
time to read, especiallyabout U.S.history.
He has fond memories of his many years
at Augsburg."Over 30 yearsof teaching
yields a range of memories... all mostly
good memories. As a professor,I will miss
students and the opportunity to teach. I
suspect no one gets over the desire to teach
and to be taughL"
EDWARDM. SABELLA
Edward Sabella,profeswr of economics,
came to Augsburg in 1967as assistant
professor.
Teaching the
bottom line in
the Czech
Republic
By Betsey Norgard
Associatepromir Stu
Stolleris accustomed to
~nding to callsfrom
localbusinessesand
corporations.His
AugsburgBusinessCenter
linksAugsburgbusiness
studmts with local
companieswherethey
gainexperienceby helpingthe businesses
solveproblemsor implement projects.
In the fall of 1998,however,the "call"
came not from a Twin Cities business,but
from a universitycenter in the Cuch
Republic, and led to a six-month, backand-forth consultation during fall 1999.
Stollerwasinvitedto serveas a business
consultantin a project 5P<>nso
red by the
Centre for InterculturalStudiesat Palacky
University.They knew of his work in 1995
in neighboringPoland, they knewabout the
Augsburg BusinessCenter, and they hoped
he could help them incubatebusinessesin
Olomouc,the country's third largestcity,
wherePalackyUnivmity is located.
The universitycenter had secured
European Union funding to help former
Soviet Union countries applying for EU
membership whose inherited economies
faced huge issuesof privatization and
globalizationin striving to compete
economicallyin the new Europe.
"Professor Sabellais deeply committed to
the field of economics," saysJeanne Boeh,
associateprofessor and chair of the
economics departmenL "He strongly
believesin the value of an economics
degree as a way of helping students reach
their true potential. His expression of these
core values servedto motivate many
students, during his career,to study
economics at both the undergraduate and
graduate level."
While many Western businessesrush into
the economic vacuum in Central Europe,
the PalackyUniversitycenterproject
striv<sto build and dewlop Cuch industry.
Sabella'sretirement plans are "pretty much
open-ended" as of now. In addition to
writing, he hopes to keep his hand in
academia and is alsointerested in
volunteering his time to tutor
underprivileged students. Sabellasayshe
will missthe group of colleaguesthat came
to Augsburg with him in 1967."I will miss
their academic acumen and their
friendships. I will also missthosestudents
who are hungry to learn.•
"It's amazing to me, the many everyday
things we takefor granted•.. They don't
have the knowledgebase to know where to
get the information," saysStoller.
"Everydaymetaphors in our conversation
that come from business arc unknown to
them, for instance when we ask 'What's the
MARYLOU WILLIAMS
Mary Lou Williams,assistant professor of
social work and former Augsburg regent,
joined the social work laculty in 1984as
an instructor.
"She has inspired all of us to care and
makea difference,"saysTony Bibus,
associateprofessor of social work. "She
taught me that we have an ethical
obligation to be the bestteachers of the
strengths inherent in diversity,and we
must comey the knowledgeand skills
needed to address oppremon and fflJrk
for justice"
Williams'plans for retirement are to "catch
up on rest"and her madiDg.Shealso plam
to spend time with her grandsonsand be
open to whatrwercomes along. "I I,a..,
especiallyenjoyedwatchingstudm1S
disa:MrIhm own capabilities,
smng
studmts suaa:d at somethingtheydid
themsdvacapableof
achieving,-saysWilliams.
not~
Stoller was able to provide assistancewith
basic,yet vital, services for nascent
businesses,e.g. developingquestionnaires
to request the kinds of information
needed to make judgements about
business needs and for businessesto know
what they must have in place.
bottom line?'"'
In addition to advising the business center,
Stoller also gavea lecture series on the
history of free enterprise in theU.S."It
was very interesting,"he says,"and made
me look at U.S.history in different ways,
based on their questions."
StoDer'svisits to the Cuch Rq,ublic
opened the door for coMections between
Augsburgand PalackyUniversity.lwo
students, chosen by Stolla, will come to
Augsburg nm year.And, nm January,an
AugsburgInterimclasswillbe offmd at
PalackyUniversity,studying the social and
cultural impaa of the country's emerging
free market economy.
Stoller also hopes to involYethe Ang:sburg
BusinessCenter in partnerships~
Minnesota and Cuch businesse5---lor
instana, promoting a Minnesota import
and"'JIOrl company intaated in doing
business in c.entral Europe.
Stolla continues to collaborau, will, the
c-hs and will ldum this smnJD<I' to tradl
a-,bbop.As.Aug,bmg's bminas
department seeb to globameils amimlum,
Stollds ties will prorideadditional
opportuDitiesfor mead, and~
MINNEAPOLIS, MN
CAMPUSNEWS • 5
A beloved theatre family honors Ailene Cole
Keeping tradr, continum
By LenoreFranzen
When Professor
Emerita Ailene Cole
spoke to a room full
of admirers at a
dinner in her honor
in April, she
addressed them as
"my beloved theatre
family."
speak for all the
38 students who
attended the
dinner in Cole's
honor. "Ailene's
presence in our
lives affected how
we see the world,
how we
understand the
impact of theatre
on our human
journey, how we
wrestle with the
big questions of
life, how we treat
one another, and
how we love
theatre."
Indeed they were.
Cole herself was
hired in 1955 to
create and parent a
theatre department.
Her students, whom
she taught much
more than drama,
Prof. Emerita Ailene Cole's "beloved theatre family" gathered to pay tribute and honor in April.
were like her
children. Many of
the process we learned we had to come
For her part, Cole is pleased with the
them came from as far away as Los
through," she said. "We got along with
Angelesand Orlando to speak of her
family she helped to nurture. "The
what we had."
current theatre activities at Augsburg are
continuing influence on their lives.
As theatre program director until she
in good hands;' she said, citing the
Former colleaguesgave similar
retired in I 985, Cole also faced the more
efforts of Julie Bohon, Michael Burden,
testimony.
predictable challengesof a director and
Darcey Engen, Martha Johnson, Sandra
Julie Bolton, theatre professor who
professor."Always,we wanted to do
Schulte and Sandra Agustin.
worked alongside Cole for ten years,
good plays,"she said. "Then as now, we
Ever the dynamo, Cole seems to have
perhaps said it best. "Ailenehas an
wanted to keep the degree programs
maintained her high energy even in
enormous capacity for love,"she said.
rigorous so we could attract good
"When I think of her, 1think of
retirement. "I volunteer every Tuesdayat
students:•
the College,"she said. Cole also belongs
devotion and commitmenL"
Over the years Cole was guided by a
to a book club and makes quilts with a
These gifts were sorely needed when
strong directorial ethic. "I'm strict," she
group at her church. She enjoys
Cole first came to Augsburg.According
admitted. "I expected students to attend
gardening and walking her dog.
"Ailene'spresence in our lives affected how we see the world, how we
understand the impact of theatre on our human journey, how we
wrestle with the big questions of life, how we treat one another, and
how we love theatre. "-Assistant professor Darcey Engen
to Bolton, Cole was a one-woman
dynamo. "She did everything except act.
She directed, built sets, designed and
hung lights, even made costumes."
"My first year, I announced we'd do fall
and spring plays and a Lenten drama,"
Cole recalled."Then I learned that up to
that point, the acting class did one play a
year."
Not discouraged, Cole announced "Skin
of Our Teeth,"which became an irony in
itself when she had to scrape together a
cast. Thetheatre's first home wasthe old
music building. "I had to negotiate with
organ students to use the space for dress
rehearsals and performances,"she said.
What little scenery existed lay on the
basement floor and often got weL
From these humble beginnings, Cole
developed the departmenL "Through
rehearsals and know their lines."Cole
also planned the action on stage before
rehearsal "It gave the cast a starting
point," she said.
LenoreFranzen is a freelance writer who
lives in St. Paul.
A faculty member in the English
department once
performed under Cole's
direction. He described
her style as being able to
evoke from the
performers, their roles,
never telling them how to
read a line.
'Iwo of her former
students now teach in the
theatre department ,
Darcey Engen, assistant
professor,and Michael
Burden, associate
professor. l!ngen's words
~
~~
r
While these details may fade for some of
Cole's "theatre family;' to a person they
look forward to her annual Christmas
message.As much a signature as her
pony tail, the letter keeps everyone
connected with a year's worth of Cole's
inspiring observations. And alwaysshe
ends with the benediction befitting a
beloved family:"Blessyou."
I
:
.
Fonner student Lisa (Pestka) Anderson '86 enjoys a moment
with Prof. Emerita Allene Cole.
~
~ '~ ~,,-. -' -.;
•.
.,
:
..
· •
.
'
-~n- .
[u(t] On Apti I 3, Mbm!n's Resoun:~Cent~ directorand historyprofmorJacqueline DeVriesthanked Ruth Schmidt 'SZ, whosegift
ptrwid«I ~ fund',ngto dedicat~ ~ ant~ in honorof former Augsbu,yEnglish profmorAnnePedenon.{Right] Family members
and frifflds of Annr Prdman Wl!re on hand as ~ Women's llesaun:eCent~ was dediwt ed. [L to R, bad row] Juanita and Homer
l'l!derson,Joya and ~
l'l!derson,Gary Prdman. [Frontrow] Ruth Schmidt 'SZ, Corl Tollman, Pro/. &nfflta Ruth Aaskav '53.
SUMMER 2000
SU DOR{E,mathematics, NANCY
GUILBEAULT,
counseling and health
promotion, senior ROSSMURRAY,
BEVSTRATTON,
religion, and Faith
KirkhamHawkinspresented
"Educating Whole Persons:Renewing
the Courage to Teach and Learn• at
the conference SustainingInnovation:
Content and Pedagogyfor a New
Century.
GRACEDYRUD,psychology and
ERINDOOLEY'99, presented
"Perception of Chance, Self-talk,and
Gambling Behavior,"
a poster that was researched and
compiled by Dyrud, Dooley,and
BridgitRobinson-Rieglerat the
Midwestern PsychologicalAssociation
meeting, In Chicago In May.
MARKENGEBRETSON,
physics,
presented a technical lecture, "Space
Weather: PlasmaAstrophysicsas
EnvironmentalScience,• and a public
lecture, "The Power of Metaphors:
How Inventions, ScientificIdeas, and
Current EventsHave Influenced
ChristianWorldviews,"at Luther
College, Iowa, In March.
Seven Augsburg psychology students
(DANNIELLE
FLADTEN,
MELISSA
GREGORY,
KARLAHASSLEMAN,
TAMARAIERDE,ANDREANEVIN,
DEBORAHNIMZ.and STACY
WATERMAN)
presented their original
research at the Minnesota
undergraduate Psychology
Conference at MacalesterCollege In
April.
GARRYHESSER,sociology and
urban studies, conducted a faculty
workshop, "Community-based
Leaming and Service-Leaming,•for
the annual convention of the Texas
Community College Teachers
AssociationIn Austin, March 4.
CHRISKIMBALL,
academic dean,
and KRISTINANDERSON,art,
presented "Designing NorwegianAmerican Identity: Church BuildingIn
the TwinCities, 1BS4-1930,'' at the
Minnesota HistoryCenter.
HEATHER
KLEMPP '99 was copresenter with NANCYSTEBLAY,
psychology, presented a research
paper at the American Psychologylaw Society 2000 Blennlal
Conference in New Orleans,
"Memory for pretrial publicityand
juror decision making.• Steblay also
presented the work of SARAH
GINKEL'99, "Ameta-analytictest of
underlying assumptions for
anatomically-detalleddoll use in child
abuse Investigations.•
LEIEUNELOCKETand ANN
LUTTERMAN-AGUILAR,
Center for
Global Education, presented a
workshop, "ExperientialApproaches
to Issuesof DiversityIn Study Abroad
Programs in Mexico,• at the
Associationof Academic Programs In
LatinAmerica and the Caribbean
Conference In Oaxaca, Mexico,In
February.
REGINAMcGOFF,Center for Global
Education, presented a workshop,
International Familiesand the
Dil=mas They Face: A Simulation,at
the InternationalWomen'sDay
Conference in SL Paul in March.
JOSEPHUNDERHILL-CADY,
polltlcal
science, and junior English major
ANDREACOBERY,co-presented
"The Throat d War: Ewllvlng
AmericanJustificationsfor Death in
Battle at the Endd the Cold War," at
the International StudiesAssociation
Annual Meeting in Im Angeles in
March.
AUGSBURG NOW
6 • CAMPUSNEWS
"Take Me Out to the Ballpark"
Keepingtradr,continued
Researching baseball as urban history
KATHY
SCHWALIE,
.,.__
admlnlstntlon/MIS, prma1leda
keynote- "TheMagical
InformationSystemsProject
Management:Revullngthe Masten'
Secrets,• at the ProjectManagement
InstituteInformationSystemsSpecial
lnlen!St GIOup(PMI-ISSIG)
41h
AnllllllProfessional
o-lopment
SeminarIn OrlandoIn May. She also
spolre at lhe 16th Annual Computer
lnfonnatlonSystems(CIS)
Confelenc:e
In EiluOalre, Wis., as
wellas at a nationalconference.
bothIn Mardi.
By Lenore Franzen
~ rooted in a pre-industrial American past.
i
j
Like many progressives of his era,
j
Jones was concerned with designing a
:i: capitalist society that didn't feed already
l e growing class tensions.
~ Kimball, an urban historian with a
l~~
iaiii
"'"'::'
~ passion for baseball, described the
uniqueness of their research. "We're
11
In 1912, the MinneapolisMiller>rebuilt and expanded NicolletPart<,their home that was
replaced later by Metropolitan Stadium.
What does baseball have to do with
urban identity? As two Augsburg
professors are discovering, quite a bit.
Christopher W. Kimball, academic dean
and associate professor in the history
department , has teamed with Kristin
Anderson, art department chair, on a
research project that will draw out these
connections. They are well on their way
to breaking new ground on a very old
pastime.
"Last fall we received a grant from the
Minnesota Historical Society to write an
article," said Anderson. "In it we plan to
use Nicollet Park in Minneapolis and
Lexington Park in St. Paul as lenses
through which to view the construction
of urban identities in the Twin Cities.
We'll describe the ways ballparks
attempted to blur class lines and mediate
class conflict while promoting the
identity of each city."
Nicollet Park, located at Nicollet Avenue
and 31st Street, was home to the
American Association Minneapolis
Millers from 1896 to 1955. The
American Association St. Paul Saints
played at Lexington Park, on the corner
of University and Lexington Avenues,
from 1897 to 1903 and 1910 to 1956.
Today, both spaces are commercial ly
developed.
Anderson and Kimball's research goes
well beyond the ties these parks have
with Augsburg College. "During the
1940s, the College's baseball and football
teams played at the parks on occasion:'
said Anderson.
connecting several fields-sports history,
urban history and architectural designthat scholars haven't fully add ressed
before," he said. He and Anderson's
shared interest in the designed
environment has led to other
collaborative work, notab ly the history
of Norwegian-America n churches in the
Twin Cities.
DAVIDWASHINGTON,
business/MIS,presentedat the
NallonalO,ganizltionof Social
SecurityClaimants'Representatives
ConferenceIn N- Orleanslastfall.
Honon/Awards
For their article, they have relied on a
number of primary sou rces archived at
local libraries and history museums.
Because the New York Giants purchased
the Millers and the Los Angeles Dodgers
bought the Saints, Kimball and
Given their common history, the parks
make a natural research pairing. They
share nearly identical life spans, from the
1890s to 1950s, with
renovations in the
1910s. Nicollet Park
-·
and Lexington Park
differed from the
symmetrica l
automobile-oriented
suburban stadia built
in the 1950s and
1960s. Both were
located on the edge
of an urban core and
along major streetcar
lines. As Kimball and
Anderson note, the
appearan ce, location,
and access to the
The St Paul Saints played at LexingtonPart<at Universityand
parks mirror
LexingtonAves.until 19S6.
professional baseball's
search for a more middle-class audience
Anderson have also gathered source
and the transportation technologies of
material from the Giamatti Research
the time.
Center of the National Baseball Hall of
Their article promises to fascinate local
Fame in Coopers town, N. Y.
baseball history buffs and urban
Anderson and Kimball hope their article
historians equally. In 1912, for example,
will appear in the Minnesota Historical
the Millers hired local architect Harry
Society's quarterly, MinnesotaHistory.
Wild Jones (designer of Butler Square
"Our long-range goal is to write a book
and the Lakewood Cemetery Chapel) to
on ballparks and urban culture in the
create a new entrance gate an d ticket
Twin Cities," said Kimball.
office. Jones chose a charming village
look to reflect baseball's claim to be
LenoreFranzenis a freelancewriterwho
livesin St. Paul.
:f
Recent survey proves the value of Lutheran education
Findings from a recent survey
commissioned by the Lutheran
Educational Conference of North
America (LECNA) prove that a four-year
education at a Lutheran liberal arts
college or university has distinct benefits
over education in public institutions.
Lutheran college graduates enjoy an
education in which they were more
involved in campus life through student
activities, in which they found
opportunity for leadership roles, and in
which they were more likely to develop
friendships for life.
Graduates of Lutheran colleges, when
compared to graduates of flagship public
universities, reported the following:
Specifically, Lutheran college graduates
are more likely to:
• they expressedgreater satisfaction
with the overoll quality of their
education and ~t better prepared
for graduate school and their
firstjobs;
• they repomd similar levels of
advan~ education and income; and
• they wa-esignificantly more lilcdy
to complete their degttt in four years.
The survey compiled the telephone
responses of 2,400 college and university
alumni from the ynrs 1958-93 to a series
of questions about their college
experience and wort life since
graduation. The responses show that
AUGSBURGNOW
• graduate in four years;
• be committed to social values and
social justice; and
• be actively invoi-1 in their churches
and communities.
The report, "Reclaiming Lutheran
Students," al.socompiles responses of
parents of Lutheran 9th- and 10th-grade
students, and Lutheran "thought
leaders," people working in the Lutheran
Church.
The report found that Lutheran parmts
expect the kinds of benefits and
outcomes documented by Lutheran
college alumni, but believe that public
institutions are equally capable of
producing them, and place higher value
on the reputation and facilities offered
by public schools. Lutheran parents
understand the cost of attending
Lutheran colleges, but underestimate the
extent of financial aid available. The
parents are generally not familiar with
individual Lutheran higher education
institutions.
Most people working in the Lutheran
Church do not believe that Lutheran
colleges prepare their students any
differently than public institutions. They,
too, do not understand the financial
support available to students at Lutheran
colleges.
Only five percent of all Lutheran high
school graduates attend a Lutheran
college or university. With the results of
this research, LECNA hopes to inaease
that number. They have created a special
Web page to present the research
findings and help parmts make choices
about colleges with their tecnagen. VISit
<www.collegevalue.com>
.
NANCYGRUNDAHl.music,has
been honored by the Mayflower
Chun:h (UCC) for 20 yurs as
director of the MayflowerChoir.
BILLMONSMA, phy,la. iecelYedI
Templeton Course Pnlglamawa'd,
and Is lhe fifth Augsbulgf1C1111r
member to be recognlad by Iha
Templeton Foundation for telehlng
in the area of science 111dllllglon.
HOWARD OLSON, regent emetltus
and retired development officer.
received the Reuel Harmon lttiard ,
an annual recognition al exemplary
semce
to parllland trailsin
Minnesota by the Pmlil11111
ll'alls
Council of Minnesota .
Junior NICOLE WARNER '01 won
second place In the ThuBday
Music.alcompetition In Maldl.
Newsnotes
IEANNEBOEH,~W
quoted In the Star lHbune lltldt
"What Could Bring on Recasslan.•
Sunday, Feb. 27.
MARKENGEBRETSON,
phylla.
provided Information on the
Northern lights fo, the winier 19'9
issue of Boundary"'1tm Joutr,ol.
an.-fatunld
NORMAN HOLEN.
In the April 26 Issue al the SunCulffllt Central. M excerpt fnlm the
anicle says,""-sketches rftWII
Holen for lhe artist he Is, a man with
an eye for lhe ordinary and the
talent to make It~--
HERALDIOHNSON,EFSC,WIS
elected president-elect of lhe
Minnesota Associationof Flnlndll
Aid Administrators (MAFAA)
. He
attended the 2000 Natlonal
Ladershlp Confen!nce by die
National Assodltion of Rnnlll Aid
Administrators(NASFM)Mlldl 5-7.
DAVIDlARSON, load of .....
was named chairman al JoinHindi
Day,• -.
nationalllnllllthe
connecling ~ and adulls in
nelghbolhoodVlllunlenmNOIIMA NOONAN.palllal
sdenc.. - 1n1er,rie111ed
on WCCOAM radio~
about tanner
Soviet Un1anpresidentMllhlll
Golbachev's recent ¥islt to
Mlnnesata .
DIAN£ PIKE,soclologJ. aindudld
an eldemill ~ __,lllr
thedlpatmentals«lalogJ•'college.
FOUllTUN AUGSBURGSTUDENTS
andASTAFFMEMBYdelegates to lhis yam's24th Annull
hn-NrbnSIUdl!ntl.Mdmhip
Comnnce.
MINNEAPOLIS
, MN
COMMENCEMENT 2 000 • 7
AugsburgColkge
• Augsburg College • Augsburg College • Augsburg College • Augsburg College • Augsburg College • Augsburg College
COMMENCEMENT
2 0 0 0
THECLASS
OF2000 - TAKINGTHENEXTSTEP Abby Mildbrand wins Alberg
Five Augsburg gra duates reflect on their Augsburg education and
the next steps in their learning journey.
Leadership Award
Student ActivitiesCouncil, a planning
member for the Annual Seminar in
Applied Ethics,and as house manager for
the pre-health house in Anderson Hall.
Michelle Basham
B.AJcommunication, Weekend College
Activities/Awards (while student): Founder, executive
director and registered lobbyist for Project Foundation,
serving homeless youth; policy fellow for the Humphrey
Institute Policy Forum; founder and president of Minneapolis
35th/36th Russell Avenue North BloclcClub; co-chair and cofounder of Minnesota Homeless Youth Coalition; 1999
Minneapolis chapter president of the Minnesota DFL
Feminist Caucus; 1997 Woman of the Year Award, Skyway
Business and Professional Women's Association; City of
Minneapolis Award for community service in 1996; and
current candidate for the Minnesota state legislature.
Future Plans/Dreams: "My immediate goal is to be elected state representative ultimately I'd love to be a U.S.senator. I'm also planning to attend graduate school to
work on a master's in public administration."
Activities/Awards (while student): Vice president of student
body as a junior; Honors Program graduate; internships with
the U.S. Congress (working for Congressman BillLuther) and
the White House.
Future Plans/Dreams: "I am attending the divinity school at
the University of Chicago this fall, and I think I've received a
really solid foundation here for future graduate work. I know
that I will be taking the values of the College with me as I
pursue my Master of Divinity degree."
StephanieLein
B.A./theatre arts
Activities/Awards (while student): Internship at the Guthrie
Theatre; Honors Program graduate; Augsburg College
Augsburgian commissioner; numerous theatre productionsincluding assistant director of The Misanthrope,
stage manager
for Antigone, Rosalind in As You Like It and Masha in The
Thru Sisters.
Future Plans/Dreams: "I would like to go to grad school to
study directing and eventually be a director in the Twin Cities
- maybe even teach. I think Augsburg has a fabulous theatre
p mm - lt"i thebb t ln the Twin Oties for private colleges.Once you have completed
your major you reallyappreciate and realizewhat an excellentprogram this is."
Sher!YMyers
Master of Arts in Leadership
Intended use of degree: "I have been able to apply much of
what I have learned [at Augsburg] in my capacity as board
president of a statewide non-profit Working with other
master's candidates and the professors has allowed me to
develop critical thinking skillsthat I did not have before, and
apply this to both my volunteer activities and my work life. My
intention for acquiring this degree was to broaden the way I
thought about the world around me, and this has certainly
been accomplished."
Mildbrand is also a student-athlete on
the soccer and softball teams.
One of her nominators stated, "Abby's
natural ability to think about involving a
variety of people in the programs she
coordinates is a true breath of fresh air."
Abby Mildbrand, a sophomo re &om
Greenwood, Wis., is the 2000 recipient of
the Linda Schrempp Alberg Leadership
Award.
Mildbrand is a pre-physician assistant
studies major. She has been active in
student campus activitiesand student life
as an orientation leader,as issues and
ideas chairperson in the Augsburg
The award was established by the family,
colleagues,alumni and friends of Linda
Schrempp Alberg in recognition of her
19 years at Augsburg as director of
residence life and associate dean of
student affairs and her commitment and
leadership in the field of student affairs.
She died on June 13, 1996,at the age of 44.
The Leadership Award is given annually
to an Augsburg undergraduate student
who reflects the qualities of leadership
and commitment to enhancing college
life that distinguished the professional
life of Alberg. Students are nominated by
members of the campus community.
Seniors choose honored faculty and staff
The 2000 graduating class chose the
following faculty and staff members
(one from each division) to honor and
represent them at the Commencement
ceremony:
JanelleBussert, assistant professor of
religion, Division of Humanities
Larry Ragland, professor of computer
science, Division of Natural Science and
Mathematics
Curt Paulsen, associate professor of
social work, Division of Professional
Studies
RichardC. Nelson, professor of history,
Division of Social and Behavioral
Sciences
David T. Wold, director of ministries
and campus pastor
The honored faculty and staff are chosen
for academic excellenceand skill in
teaching, for guidance and assistance to
students in personal advancement
outside the classroom environment and
for being an ambassador for and
contributor to the values and ideals of
Augsburg.
Pan Asian student awards given
The Pan-Asian Student Services
program recognized 55 students for
academic excellenceand achievement at
the second annual recognition awards
banquet.
Twenty-six students with grade point
averagesof 3.5 and higher received
Academic Excellenceawards, and 29
students with grade point averages
between 3.0 and 3.4 receivedAcademic
Achievement awards.
Three special awards were given: The
Community ServiceAward, to Youa
Yang;the Leadership Award to Emily
Chen; and the Special Distinction
Award to Akiko Ito.
Chiho Okuizumi
B.SJ music therapy
Activities/Awards (while studen t): JazzBand, Riverside
Singers,Concert Band, brass ensembles, guitar quartet,
euphonium soloist at her own Commencement ceremonies,
Hognander Scholar; music therapy dioical internship in
Tallahasee,Fla. for Leon County, working with people &om
one to 90 years old.
FuturePlans/Dreams:"I was aaq,ted intn the graduate
program [in music therapy/music performance)at Montclair
State Unnoasity in New Jersey.My 'dream' future would be ID
practice music therapyduringthe dayand performat night- maybein a big
orchestrapit or on Broadwayor in a jazzsetting."
SUMMER2000
~ ..... accepts honors"""' EarlAllon.
dean al the Colege. at the as LarryClod:eU, inlaim .mociale dean for '-1.«y lllbin, loab on.
<:on,,ocation,
AUGSBURGNOW
8 • COMMENCEMENT2000
Martin Sabo receives Augsburg's
first honorary degree
U.S. Rep. Martin Olav Sabo '59 was
awarded a Doctor of Humane Letters
(Honoris Causal at the 2000
Commencement ceremony on May 21
- the first honorary degree given by
Augsburg College.
AugsburgCollege• AugsburgCollege• AugsburgCollege•
the degree. Sabo was introduced by
sociology professor Gordon Nelson.
"To the College, I thank you. I thank you
for the education you gave me, for the
experience you gave me, for teachers like
Carl Chrislock," Sabo repsonded.
Sabo's remarkable life of public service
exemplifies the dedication of Augsburg
College to stewardship and vocation.
In his 11th term representing
Minnesota's Fifth Congressional District,
has served in the House of
Representatives since 1978. He currently
serves on the Appropriations, Standards
of Official Conduct and Democratic
Policy committees. Prior to his election
to Congress, Sabo served in the
Minnesota Legislature (1961-78),
including spending six years as Speaker
of the House and four years as Minority
Leader. Sabo also served for 12 years on
Augsburg's Board of Regents.
History Professor Emeritus Carl
Chrislock, one of Sabo's most respected
teachers from undergraduate days,
assisted President Frame in bestowing
Dr. James Ford, retiring chaplain of
the U.S. House of Representatives,
spoke to the Augsburg community.
VickiAman reflects on the experience
of Weekend Collegestudents in
reaching their educational goals.
PresidentFramecongratulatesRep. Martin
Sabo'59 upon receivinghis honorarydegree.
Marina Christensen Justice Award
to Dwayne Lowman
Dwayne Lowman, a senior urban studies
and political science major, was selected
as the 2000 recipient of the Marina
Christensen Justice Award.
This award is given each year to the
graduating senior whose communityservice work best illustrates Augsburg's
motto, "Education for Service" - itself
brilliantly displayed in Marina
Christensen Justice's personal and
professional dedication to the
vitalization of urban communities.
the Minneapolis Consortium of
Community Developers, and worked
assiduously with Augsburg's CLASS
office, the Writing Lab and as a volunteer
tutor.
In 1999 he won the Pan Afrikan Student
Leader Award, and has also received the
Martin Sabo Public and Community
Services Scholarship.
"My short-term goals are to stay
involved with the West Bank
Community Coalition and to study in
Augsburg international students led the Classof 2000 processionInto Melby Hallfor
commencement
"[Dwayne] has devoted himself to serving others, both within the
Augsburg and wider Cedar-Riverside communiti es."
-Augsburg faculty member
During his time at Augsburg, Lowman
has served as president and chair of the
West Bank Community Coalition, a
community organization of which
Augsburg is part.
Lowman was also president of the
freshmen class, vice president of the
student body and chair of the Student
Senate. Over the entire span of his four
years, he served the Wednesday Night
Out program as a volunteer, organized
the 1999 Night Out Celebration for the
Cedar-Riverside community, worked
with the FANS program at the Brian
Coyle Community Center, interned at
Germany by way of the Rotary Scholar
program," said Lowman. "After two
years I would like to study public
administratio n at the Humphrey
Institute. I have long-term goals in two
areas, the first being public service and
the second being teaching:'
The respect and affection Lowman has
won from his colleagues are reflected in
the words an Augsburg faculty member,
"More than any student I have observed
at Augsburg in the past 23 years, he has
devoted himself to serving others, both
within the Augsburg and wider CedarRiverside communities."
Newty-graduatedJared Trostand his familysharilsome lighb!rrncinmm • 1lle
commencementreception.
AUGSBURG
Dwayne Lowman (right) receiwd the Marina Christensen Justiceaward Imm President Frame
forbestexemplifyingAugsburg',motto, "Educationfor SeMCe.•
AUGSBURGNOW
Augsburg College • Augsburg College • Augsburg College • AugsbW
MINNEAPOLIS,MN
~e
COMMENCEMENT 2000 • 9
• Augsburg College• Augsburg College• AugsburgCollege• AugsburgCollege• Augsburg College• AugsburgCollege• AugsburgCollege
COMMEN
C EMEN
T
2 000
Boardof Regents chairperson KathyTunheim congratulates Carol
Piepenburg as she receivesher diploma.
Professoremeritus of history Cari Chrislock'37, President
Frame and commencement speaker Rev.James Ford led
the administration, regents, and faculty from Melby Hall.
A parkfilledwith proud parents, fammesand friends
await.Ithe Oau of 2000 as they leave the
commencement ceremony for the rec~tion.
Chw of 2000 graduates Jenn~orReruenbrinkand Adam
Roeschcelebrate the day.
The golden anniversaryClau of 19SOproceued with the Classof
2000, marking their own anniversaryand welcoming the new
graduates to the alumni family.
DwayneLowrNn turns and waves to the camera
a he headsout of ceremony.
CO MMENCEMENT
589
2000
Candidates for gnuluationAupburg's largestgraduating class
339
Day students
166
Weekend College studmts
M
Graduate students (Masta of Arts in Leadership, Muter
of Arts in Edacatioa-Lndaship, Master of Social Work)
Mlsle' ol Sodlf WDlt gradiaa (L to R) MP/ He,Ur. SondyHammiln, andi..,.,
Larsonpo,,r lat I last time as dalsm11e bofore,..-.g Ila dlgrwe.
HONORARY DEGREE AWARDED:
Doctor of Humane Ldten-M.artin
0. Sabo '59
• Augsburg College • Augsburg College • Augsburg College • Augsburg College • Augsburg Col/eye • Augsburg College • Augsburg Coll 9
SUMMER2000
AUGSBURGNOW
8 • COMMENCEMENT 2000
Martin Sabo receives Augsburg's
first honorary degree
U.S. Rep. Martin Olav Sabo '59 was
awarded a Doctor of Humane Letters
(Honoris Causa) at the 2000
Commencement ceremony on May 21
- the first honorary degree given by
Augsburg College.
AugsburgCollege• AugsburgCollege• AugsburgCollege•
the degree.Sabo was introduced by
sociology professor Gordon Nelson.
"To the College, I thank you. I thank you
for the education you gave me, for the
experience you gave me, for teachers like
Carl Chrislock," Sabo repsonded.
Sabo's remarkable life of public service
exemplifies the dedication of Augsburg
College to stewardship and vocation.
In his 11th term representing
Minnesota's Fifth Congressional District,
has served in the House of
Representatives since 1978. He currently
serves on the Appropriations, Standards
of Official Condu ct and Democratic
Policy committees. Prior to his election
to Congress, Sabo served in the
Minnesota Legislature (1961-78),
including spendin g six years as Speaker
of the House and four years as Minority
Leader. Sabo also served for 12 years on
Augsburg's Board of Regents.
History Professor Emeritus Carl
Chrislock, one of Sabo's most respected
teachers from undergraduate days,
assisted President Frame in bestowing
Dr. James Ford, retiring chaplain of
the U.S.Howe of Representatives,
spoke to the Augsburg community.
VickiAman reflectson the experience
of WeekendCollege students in
reaching their educational goals.
President Frame congratulates Rep. Martin
Sabo '59 upon receiving his honorary degree.
Marina Christensen Justice Award
to Dwayne Lowman
Dwayne Lowman, a senior urban studies
and political science major, was selected
as the 2000 recipient of the Marina
Christensen Justice Award.
This award is given each year lo the
graduating senior whose communityservice work best illustrates Augsburg's
motto, "Education for Service" - itself
brilliantly displayed in Marina
Christensen Justice's personal and
professional dedication lo the
vitalization of urban communities.
the Minneapolis Consortium of
Community Developers, and worked
assiduously with Augsburg's CLASS
office, the Writing Lab and as a volunteer
tutor.
In 1999 he won the Pan Afrikan Student
Leader Award, and has also received the
Marlin Sabo Public and Comm unity
Services Scholarship.
"My short-term goals are lo stay
involved with the West Bank
Community Coalition and to study in
Aug,burg international students led the Class of 2000 procession into Melby Hallfor
commencement.
"[Dwayne] has devoted himself to serving others, both within the
Augsburg and wider Cedar-Riverside communitie s. "
- Augsburg faculty member
During his time al Augsburg, Lowman
has served as president and chair of the
West Bank Community Coalition, a
community organization of which
Augsburg is part,
Lowman was also president of the
freshmen class, vice president of the
student body and chair of the Student
Senate. Over the entire span of his four
years, he served the Wednesday Night
Out program as a volunteer, organized
the 1999 Night Out Celebration for the
Cedar-Riverside community, worked
with the FANS program at the Brian
Coyle Community Center, interned at
Germany by way of the Rotary Scholar
program:' said Lowman. "After two
years I would like to study public
administration at the Humphrey
Institute. I have long-term goals in two
areas, the first being public service and
the second being teaching ."
The respect and affection Lowman has
won from his colleagues are reflected in
the words an Augsburg faculty member,
"More than any student I have observed
al Augsburg in the past 23 years,he has
devoted himself to serving others, both
within the Augsburg and wider CedarRiverside communities. •
•
-·»
'
\
II Ille
M.JGSBURG
-
Dw•yne LowmArl(right) receivedthe Marina Christensen)usticl! award from Pmident Frame
for best exemplifying Augsburg'• motto, "Education for SeMce.•
AUGSBURGNOW
Newly-graduatedJaredTrostand his family shartl,ome r,gi-m, .commencement reception.
AugsburgCollege• Augsburg College• AugsburgCollege• Au!
MINNEAPOLIS, MN
COMMENCEMENT2000 • 9
• Augsburg Co//•
• Augsburg College • AugsburgCollege• AugslJllrgCollege• AugsburgCollege• AugsburgCollege• AugsburgCollege
COMMENCEMENT
2000
Boardof Regents chairperson Kathy Tunheim congratulatesCarol
Piepenburg as she receives her diploma.
Professoremeritus of history Carl Chrislock'37, President
Frameand commencement speaker Rev.James Ford led
the administration,regents, and facultyfrom Melby Hall.
A parl<filledwith proud parents, familiesand friends
awaits the Cfall of 2000 as they leavethe
commencement ceremony for the reception.
Classof 2000 graduates JennfferRensenbrinkand Adam
Roeschcelebrate the day.
The golden anniversaryClassof 1950 proceued with the Classof
2000, marking their own anniversaryand welcoming the new
graduates to the alumni family.
Dwayne Lowmanturns and waves to the camera
• he hNds out of ceremony.
COMMENCEM
ENT
2000
589
Candidatesfor graduationAugsburg'slargestgraduatingdass
339
Day stuclen ts
166
WeekendCollege students
84
Graduate students (Master of Arts in Leadership, Master
of Arts in Education-Leadership. Master of Social Work)
Mosler of Social11\atigraduates (L to R)Mry Hera. s.llfy Hlmmin . aild ~
I.arsonpose for a lauttime as classmo~ befo<e~ Ila degree .
HONORARY DEGREEAWARDED:
Doctor of Humane Lettel'5-Martin 0. Sebo 'S9
IW!rge
• Augsburg
College • Augsburg College • Augsburg College • Augsburg College • Augsburg College • Augsburg College • Augsburg
SUMMER2000
AUGSBURGNOW
liege
10 • DEVELOPMENTNEWS
Lutheran Brotherhood and Strommen family gifts
establish a marketing major at Augsburg
a the future."saysLori Lohman,associate
j professorof businessadministration and
New major includesteaming
about people
1t coordinator of the major.
j
Collegesare accustomedto receivinggifts
from their alumni-indeed , they depend
on it In one case, Aul!liburghas been
fortunate to benefit from a substantialgift
givenby the employerof an Augsburg
alumnus in honor of his exemplary
service.
Included in the marketing major, and
rather unique in the field,is an aspect of
training that Clair Strommen
recommends with great conviction from
his experiencein the insurance field-that
ofleaming interpersonal skills.
Interpersonal skillsare needed whether a
person is a 'doctor, lawyer,men:hant, or
chief, believesStrommen.
"The people who have reallysucceededare
the ones who have the technicalskill,but
then they also know how to deal with
people:• saysStrommen. "To the best of
my knowledge,there's not one school that
deals with people knowledge, i.e.
developingpeople relationships."
The course that includes the Wilson
training, BuildingInterpersonalWorking
Relationships, is requiredfor all marketing
majors, and is open to other students as an
elective.
"There isn't a fieldat Aug.iburgthat
wouldn't benefit [from the Wilson
Learning training], whether it be coaching
or teaching,"saysStrommen.
In I 994, Clair Strommen '46 retired from
Lutheran Brotherhood as chair of its
board of directors.He had servedthe
fraternalorganization since I980 as
president and CEO, andboard chair since
1987. In fact, his ties to the company date
back to 1956, when he first joined LB as a
field agent, before establishinghis own
insurance agency.
The Strommen FamilyBusiness
Endowment enables Augsburgto establish
a major in marketing for both day and
weekendstudents, beginning in the fall To
date, students have only been able to study
marketing as a concentration within the
businesscurriculum. Augsburgbecomes
one of three private collegesin Minnesota
to offer a marketing major.
2000
Goal:
$20 milhm,J,,0.... 2000
,Ii is in keepingwith Aug.iburg'svision for
By BetseyNorgard
Upon his retirement, and in honor of his
long and remarkable service, the Lutheran
Brotherhood board designateda gift of
$250,000 in his name. Strommen and his
wife,Gladys(Boxrud) '46, and family,
decided to giveit to AugsburgCollege,
This sum has been matched with the
intent to support businesseducation and
fullyendow a chair in the future.
REACHINOTHE GOAL
AUGSBURG
Thirty years ago, Strommen's insurance
agency,Strommen and Associates,was
invited by the Wilson Learning
Corporation to participate in the same
kind of sales training Wdson provided for
major national corporations. The effecton
Strommen's company,in his view,was
remarkable.
"It literallychanged the business that we
were in, and it changed our corporation
dramatically,"he says. He subsequently
introduced the same training to Lutheran
Brotherhood agents,with the same results.
Instead of focusingsolelyon closingthe
sale of a product, the Wilson program
trains salespeopleto focus on
understanding and meeting the needs and
objectivesof their customers.
"Sellingis not pitching a product; sellingis
helping people solve their problems. The
most powerful salespeople are the people
who spend time helping you find out your
objectivesand sharing possiblesolutions,"
comments Strommen.
This approach lits well within an
Aul!liburgeducation."Given the strong
economy and the need for employeeswho
understand what marketing is about, we
see this major as the perfect opportunity
to provide our students with an education
that will help them to succeedin their
careers.Such an education blends both the
liberalarts and professionalstudies, and it
Clair Strommen is a Distinguished
Alumnus, a former regent,anda member
of the AthleticHall of Fame. He has
receivedhonorary doctoral degreesfrom
Wittenberg Universityand St Olaf
College.In 1982 he was honored by the
insurance industry with the G. Bennet
SerrillAward,the highest given to a
member of that profession in Minnesota
In I 992 he receivedthe Wittenberg Award
from the Luther Institute for outstanding
serviceto church and society.
GladysStrommen has servedtwo terms on
the Board of Regents.In 1982 she was a
co-founder of the AugsburgAssociatesand
remains an activemember.
The Strommen FamilyBusiness
Endowment includes the Sttommens' two
children and their families,Nancy
(Strommen) '71 and John-Mark Stensvaag
'69, and Robert '74 and Andrea (Johnson)
Strommen '75.
Homecoming
2000
"CelebratingOld Main;
100 Years,100 Memories"
October 5-8, 2000
Celebrate
theclassreunions-Classesof
1950, 1960, 1975, 1990
..~
-~"'~
Aa ol Mud. 31, 2000, Slo.7
I(,-
-LI W..udonnatiom
million
.._.
ti.. Aupl,a-, 2000 pn,joct, ..JIti..
<>Ht...dlmtlhdlanal
Adat
(612>330-1613• (BOO)273-0617.
Au.i,...
V1111
ti..~
Wei,,-pal
<www...,.i,......lu>,
THE AUGSBURG FuNo•
Goal:12million
L, Deeeml.r2000
S1,ooo,ooo
to
A. al~31,
30),
.l.8milliaa
•inclucl.J
in tl.aAu,,lnus
2000 tot.I
Spring Phonathon
goes over the top
The 1999-2000Phonathon IDppldIts
goalof $110,000early in die aprina,
and reacheda total of $120,096-•
increase of 209(, 0ffl' ... JI&
A dozen students spent -'f
650
houn callingAup acblmnga
pledge rate of 34'11,1111d
iDdudins.,
new donon, repor11Alllf Hem,
diRctor of telemublinglllddlNd
mail programs.Porty-a ,-:mt '11
donors wereableto matchtheirpfta
throughanplopasor other pn,pma
Monies nlledthrough
thePhonalhon
suppon The Augsburg
FuDd,the
IJIDual,wuatrided funding(I/ the
CoUep.
Senior communication and theatre arts major Trena Bolden spoke on behalf ol students in
thanksfor scholarships and financial aid they receM at ~ thank-you celelxation at Aa,g,burg
Home. More than 200 donon attended this annual ewnL
Digging the link. ..The link sl,;ywa
y gets an officialgroundbreaking. bringing together~
team colllborating to conM<t Undell l.lbraryw,'th Svedrup Hall And ~ Quad. (I. to R) Bert
Sandberg '50, (en,y Carlson '48, Did<Adamson (via! president for finance) , I.any b&nch,
President F,tohn Pllubon, And Rick Thoni (director ol Rochester Program).
AUGSBURGNOW
We apologize.••The foUowingpeople were inadvertently omitted or listed incomcdy
in the Annual Report of Donors 1998-99publishedin the spring. We apologizr for
the errors.
JohnN. Schwartz'(;I, Presidmt's Qub; KyleAnderson '84, ManhallCouncil; William
Anderson'86, President's Oub; Kari 8a£US'88, c.aitnry Oub
MINNEAPOLIS, MN
SPORTS• 11
Four named Augsburg Honor Athletes
By Don Stoner
Four Aug.,burgCollegesenior studentathlms who have cxalled in both the
cwsroom and the athletic fieldswere
named Honor AlbJdes by the Allgsburg
men's and women'sathletic coachesin
early May.It is the highest honor Aug.,burg
gift$ to its senior student-athletes,
Josh Cagle (Sr., Faribault, Minn.) and
Jake Kem (Sr., Faribault, Minn.) were
named men's Honor Athletes, and Carrie
Lind (Sr., Coon Valley,Wis.) and Jodi
Soule (Sr., Cannon Falls, Minn.) were
named women's Honor Athletes.
In addition, the men's athletic
department honored Kevin Van Rossum
(Sr., Green Bay,WIS.)as the second Male
Athlete of the Yearfor his achievements
for the Auggie men's basketball and
men's golf teams.
HONORATHLETES
Josh Cagle earned AU-Americahonors
three times for the Auggie wrestling
team, which won the Division Ill
national championship three times and
finished second once during Cagle's
tenure. Cagle finished fourth In the
nation at 142 pounds In 1998and
second in the nation at 149 pounds in
1999.This season, en route to winning
the national championship at 149
pounds, Cagle became just the second
Auggie In school history to go through a
single season unbeaten, finishing 40-0.
His 139-17 career record places him
seventh in school history In career wins.
JakeKem,a freesafetyfor the Auggie
footballteam, oorralled12 interceptionsin
his four-yearcareerat Augg>wg.the thirdhighest total in schoolhistory. He also
finished his career with 221 tackles,leading
the team in tackleshis last two seasons.In
the classroom,Kem carrieda 3.75 gradepoint averagewith a physicsmajor.
Carrie Lind transferred to Augsburg
from Wisconsin-LaCrosse before her
junior season and made an immediate
impact on the women's track and field
team, earning second-place honors in the
nation in the indoor 20-pound weight
throw in both the 1999and 2000
seasons. She set the school's record for
the weight throw in her first collegiate
meet, and continued to build on the
mark until reaching a then-MIAC-reoord
57-feet, 10-1/4-inch effort last season. In
the classroom, Lind carries a 3.85 gradepoint average with majors of youth and
family ministry and psychology.
Jodi Soule played women's basketball at
Augsburg for three seasons, after playing
at the College of St. Benedict In her
freshman year. A starting guard as a
senior, Soule led the Auggiesin scoring.
averaging 12.2 points per game, while
also contributing 28 steals and 41 assists,
as Augsburg doubled its win totals from
a season ago. Soule scored in double
figures in I 8 of her 25 games her senior
season, including nine of her last 10
games. A communication major with a
3.73 grade-point average,Soule will
graduate with departmental honors in
communication this spring.
AUGSBURGMALE
ATHLETE OF THE \'UR
Kevin Van Rossum excelledin both
men's basketball and men's golf at
Augsburg. In basketball,Van Rossum
finished his career I 5th on Augsburg's
career scoring list with 1,025points, part
of Auggie teams that won the MIAC title
and advanced to the NCAA Division Ill
national playoffstwice and to the MIAC
playoffsall four years of his tenure. Van
Rossum set Augsburg's career record for
three-point field goals with 239, the
second-most three-pointers ever by any
MIAC player.
In men's golf, Van Rossum became the
fourth Auggie golfer to earn medalist
honors at the MIAC championships, and
this spring, he became the first Auggie
since I 997 to qualify for the NCAA
Division III national championships,
finishing 39th overall.
Augsburg women's hockey team
accomplishes another 'first' with
national tournament berth
By Don Stoner
JoshCagle
JakeKem
CarrieLind
Jodi Soule
KevinVanRossum
Spring 2000 Sports Reviews
By Don Stoner
MEN'SAND WOMEN'SOUTDOOR
TRACICANDFll!I.D
Augsburg'
s softball
team finished the
year with an 11-11
mark in the MIAC
anda 15-23 overall
mark. Included were
imprasiw
doublc:headersweq,s
of ConcordiaMoorhead, Bethel,SL Catherine and
Macalc:sterIn MIAC play.
The RUOn washighlighted by the
playof third basemanTully Kaiser
(Sr., Minaeapolil,Minn.), who set a
newMinnesotacollegiate (all
divisions)careerstolc:nbase remrd,
with 108.The total also put KaiserIn
sixth place in NCAADivision 111
biltory for stolen buts.
She becamejust the sca,ad pJaya-in
Mianaota softballhistory to mxird at
llut 100 hill, runs and stolen basesIn
I career. She finished her calftl' with
1C1moJ
NCOrdsfor base hill ( 162),
runs (129), and stolc:abases(108).
.....
,.
Dllple I poor6-29 CMl'lll mx>nl,
iDcludinga 2-18 mark In the MIAC,
tbme_llill _.
bright spo11
andbapa for the future for the
Rea>rd-settingperformancescontinued
to pile up, as Auggieteams combined to
set 20 new school marksduring the
2000 indoor and outdoor seasons.
Augsburg's Carrie Lind (Sr., Coon
Valley,WIS.) qualified for her fourth
NCAADivision Ill national
championships berth, her third as an
Auggie,in the women's hammer
throw. A three-time All-American,
Lind has finished second In the nation
twice in the indoor 20-pound weight
throw (I 999, 2000) and fourth in the
hammer throw (1998).
Augsburg's other All-MIACoutdoor
performance came from Desman
Oakley (Jr., Indianola, Iowa), who
provisionally qualified for the NCAA
championships with a third-place,
14.n-second finish In the men's 110meter hurdles.
MEN'SGOLf
Thespringhalf of the Aug,burg men's
golf seasonwashighlightedbytheteam's
lint enlnnt In the NCAADivisionm
NationalClwnpionships In three
-,u-senior
ltcvin VanRossum
(Sr.,Gftai Bay,WIL). VanRos5wn
finished
39dlovaallal thechunpion
slupl.bdd in BaaleOmc. Mich.
MIiii& QW among lhem wasthe
play"'junior dalgnated
hitwloudillder llidl Storbolm (Jr.,
Mmnapalil. MinnJSL LouisPut
HS). wbo arned AII-MIAChoaon
widia 41omimntpaformanclr
at the
plale dm-.
He bit .447 widl
highsol 33 RBI, 132 doubles
aDdthrft ho- runs.Storilolmbad.
tpUlding.753 sluging perceaiaee
and .490 mHIDf pen:mtage.
SUMMER2000
WOMEN'S GOLF
Auglburg"swomm's golftam took
in thespring halfof the
IDOlber...,
-IDbuildaqualilypfpn,gnm.
Drawing_.
albletesfrom other
fall and winter spores.
Auglburg was
able to fidd a team for the spring half
ol the seuon, thoughpoor -th er
mnditions limited Augsburg to just
one a,mpeti tioo.
Augsburg's women's hockey team has
been the subject of plenty of "firsts" in
its five-yearhistory.
The first varsity women's hockey team
established at a Minnesota oollegeor
university.Part of the first college
women's hockey game to draw more
than 6,000 fans. The first Minnesota
Intercollegiate Athletic Conference
regular-season championship. The first
MIAC playoff title.
Add to that another first this season,
with Augsburg's first-ever appearance in
the American Women's College Hockey
Alliance Division 111national
tournament, held in Boston, Mass.
But one "first"- the first-= Division
Ill national title - eluded the Auggies.
Middlebury College(VL),the most
dominant team In small-collegehockey,
dismantled the Auggiesin the twogame/mlnigame series in Boston,winning
the first game 5-1 and the second 8-1.
"You see what you need to beat," said
Augsburg head coach Jill Pohtilla, who
has been with the Auggieprogram since
its inception. "Middlebury has been the
team to beat for years. Hopefully,in the
West,we'll be the team to beat next year,
and we will go into next year with the
[the national tournament) as a goal."
Regardlessof the outcome of the
national tournament, Augsburg's
women's hockey team was still proud of
the experience of competing for the
first-ever national title, along with being
part of a strong representation of how
the sport has grown in Minnesota.
having won 95 games in a row in five
years over their league opponents in the
Eastern College Athletic Conference
(ECAC) small-college division.
Middebury outscored its opponents
147-18 this season.
Middlebury controlled the action during
the tournament from start to finish,
outshooting the Auggiesby a 90-23
margin in the two games. Auggie goalie
Meg Schmidt (Sr., West St. Paul, Minn.)
earned a spot on the All-Tournament
Team by being tested often, making 77
saves on the weekend.
AngieRieger(Ir., Courtland, Minn.), the
MIAC'sPlayerof the Yearin 1999-2000,
scored the lone goal for the Auggicsin the
first game, on a blast from Sarah Garrison
(So.,West Des Moines,Iowa) with eight
seconds remaining in the first period.
Garrison, who earned MIAC Player of
the Yearhonors at Gustavus last season
before transferring to Augsburg this
year, had the lone goal for the Auggiesin
the second contest, a power-play goal on
assists from Rieger and Erica Johnson
(Sr., Blaine, Minn.), midway through the
first period. Garrison was also named to
the All-Tournament Team.
The series marked the end of the career
for five Auggie seniors, the first five
seniors to play four seasons in the
Augsburg women's hockey program Schmidt, Johnson, Annie Simons (Sr.,
South SL Paul, Minn.), Cindy Drum
(Sr., Milwaukee,WIS.) and Emily Miller
(Sr., Blaine, Minn.).
of Minnesota and Minnesota-Duluth on
the Division J kvel and Aug.,burgat the
Division Ill lc:Yd- wac represented in
Boston during the national
championships, with the Gophers
winning the Division I national title:.
"The most positive thing about thil
tournament is the group of women that
we have with Augsburg women'•
hocuy,"Pohtilla said dur ing the
postgame press conference after the
second contest. "There', no lock.erroom
I'd rather hr in than this one, win or
lose. They're great students, great
athleta, great citizms, the beltgroup of
people I've ever been around."
At the Division Ill lrvd, Augsburg
entered the national tournament after
dispatching SL Benedict and rival
Gustavus Adolphus in the MIAC
playoffs.But Middlebury entered the
tournament on an even bigger roll,
Augsburg finished 21-7-1 O\'ttall and
12-1-1 in the MIAC. one win away from
the school', single-season record for
wins (22 in 1996-97).Over the five-year
history of Augsburg', women'• hocuy
program, the Auggiesare 83...f0-5.
Three Minnesota teams - the UDMnity
AUGSBURGNOW
12 • ALUMNI NEWS
Peter Agre
elected to
National
Academy of
Sciences
Peter Agre,M.D. '70 is among the 60
new members elected lo the National
Academy of Sciencesat their 137th
annual meeting in May. This
membership is considered one of the
highest honors a scientist can receive.
Agre is professor of medicine and
biological chemistry, and director of the
MarkeyGraduate Program in Cellular
and Molecular Medicine al Johns
Hopkins University School of Medicine,
in Baltimore, MD.
He has been recognized internationally
for his discovery and research on
aquaporins, a family of molecular water
channels, that have direct implications
for treatment of water balance disorders,
such as kidney disease.
Agre is a Distinguished Alumnus of
Augsburg. His researchwas featured in the
spring 2000 issue of the AugsburgNow.
New faces and
new jobs in the
alumni office
As of June I, the Alumn i and Parent
Relations Office has named new staff
and made organizational changes to
better serve alumni , parents and friends.
Nancy Toed! '94 is the new director of
alumni and parent relations. A Weekend
College graduate, she has been on staff
in the alumni office for nine years,most
recently as assistant director. She will
serve as the liaison to the Alumni Board
and will have responsibility for alumni
and parent programs.
Jeff Krengel '93 joined the alumni office
staff as the new assistant director of
alumni and parent relations. At
Augsburg he majored in religion with a
youth and family work emphasis. Prior
lo joining the Augsburg staff he worked
at Western lllinois University and St.
Olaf College.
Sharon (Holt) Garland '74 also joined
the staff as administrative assistant. She
was a political science major al
Augsburg.
Donna McLean, former alumni and
parent relations director, is now director
of The Augsburg Fund and responsible
for the College's unrestricted ann ual
giving program.
Masterwork s
Chorale first
European tour
Forty-five members of the Masterworks
Chorale performed in Munich, Salzburg,
Prague, and Dresden in June under the
direction of Peter Hendrickson 76,
director of choral activities.
The tour ended in Leipzig.Germany,
with their performance in the Amcriam
Choral Festival,which Hendrickson has
served as artistic director for five years.
AUGSBU
RG NOW
Nancy
Fogelberg
receives
business award
Nancy Fogelberg '71 was named
Minnesota's Small Business Person of
the Year in May by the U.S. Small
Business Association. She is president of
American Artstone in New Ulm, Minn.,
a company that makes pre-cast
architectural stone panels.
Fogelberg's award was due to the
progress made since Fogelberg took over
the company in 1993. Sales are up nearly
300%, the staff has increased, and a new
plant was built and opened two years
ago.
An article in the Minnesota Star Tribune
on recounts the challenges faced by
Fogelberg in trying to realize the vision
she knewthe 70-year-old company
could bring about with a new plant,
updated equipment, and a nurturing
management.
"It was never a question of talent,"
Fogelberg was quoted as saying, "it was
facility and equipment ."
Fogelberg came to this position with
experience in sales of commercial and
industrial building materials. She had
led her father's company, and she had
experience in sales and marketing
training.
She was also quoted as saying that she
feels the best trainin g she brought to her
new position was the 11 years she taught
fifth grade, and the management skills
she needed to keep her class motivated
and productive.
www.augsburg.edu
A New Look
ALUMNI
PROFILE
'
Janice Aune, life-long learner
ByLenore Franzen
Janice Aune,
Classof 1988,
graduated with
more than a
degree In finance
and business
managment.
"Augsburg
instilledIn me
that every day of
my life I am in a
Janice Aline ' 88
learningmode,"
she said.
Aune's 30-year career at U S WEST
exeplifiesthis attitude. From an entry
level posiUonin 1970 Aune has
moved through various areas of the
company. Recentlyshe was named
president of U S WESTlnterprise
Networking, the fastest-growing,
high-tech side of the business.
In Aune's new position, learning is
constant. "One of my responsibilities
is to oversee the innovation,
development and implementation of
new products and sevicesinvolving
data networking," she said. Yet her
degree was nontechnical. How did she
make that leap?
"My coursework in business
management trained me to look at
business cases from a financial
perspective," Aune explained. • 1also
learned to read earnings and analyst
reports.• Allof which comes to bear
when considering a product's
feasibility in a highly competitive
market and how it will impact the
business.
Evenas a student in Augsburg's
Weekend College, Aune found ways to
connect what she was learning with
her work. She started at U S WESTto
earn money for college so she could
go back to school. Along the way,
Aune realizedshe wanted to do
both-<:ontinue working and earn her
degree.
"I liked what I was doing, but I
realized that without a college degree,
I was at a disadvantage for formal
opportunities within the company"
she said. "I knew my education was
going to be pivotal."
And it was. Aune worked long hours
at U S WESTand took classesin the
Weekend College. •1 was really happy
at Augsburg,• she said, despite the
often grueling balancing act of
working and being a student. "Almost
everything I learned I was able to
bring back to the work environment.•
Aune, with a general business
background, has demonstrated
tremendous success in a cutting-edge
field because of her skillsin both areas.
Much of her technical training she's
learned on the job. "But to be a
leader, you need to have operations
management skillsand people skills,•
she said, both of which she acquired
from her business management
courses.
While the industry's emphasis is on
innovative products and services,Aune
sees the individualas its most valued
resource. "Currently there aren't
enough people who have technical
training," she said.
For anyone choosing a technical area
of focus, she offers the same advice
that has sustained her own career.
"Balanceyour technical training with
business management skillsif you
want to contribute at a leadership
level."
LenoreFranzenil a freelancewriter who
livesIn St. Paul.
Sviggum brothers decide to hang up their whistle
By Donny Henn • PostBulletin
Thefollowi11g
is excerpted from an artide
that appearedMarch16 in tirePost
Bulletin,Rochester,Minn., and is
reprintedwith permission.
For the last couple of decades high
school basketball coaches in southeast
Minnesota had an understandin g: if any
combination of the three Sviggurn
brothers was officiating their game,
they'd better play it clean.
Jim and Dick worked their last game
together in the Section One, Class AA
championship between Rochester
Lourdes and Wmona Cotter last
Thursday at Mayo Civic Center Arena.
Steve, who is better known as House
Speaker of the Minnesota state
legislature, has been cutting back on his
officiating for the last couple of years.
The Kenyon natives have been calling
games together as an independent crew,
unaffiliated with any officials association,
since they were in their mid-20s. Dick,
who entered the occupation first, is 46.
Steve is 47.
The three brothers went to nearby
college, Dick and Jim to Augsburg, and
Steve to St. Olaf, all coming home with
math degrees in education .
While Steve and Jim each spent more
than a half-dozen years in teaching and
in junior high coaching, Dick returned
din,ctly to the family farm.
4S-50 games each winter, which kept
them busy four to five nights each week.
"We all love high school basketball, and
this was a way to stay close to it," Dick
said.
The Sviggum brothers all decided to
retire at once, largdy for family
considerations.
Now the Sviggum brothers are farming
partners, working 1,100 acres and raising
about 70 beef cattle from their three
separate farmsteads.
Jimand his wife,Sandy have two
ITWASAJOB
At the height of their officiating careers,
before marriage and children, the
Sviggurn broth ers worked as many as
children, Peder, 6, and Siri, 4. Dick and
his wife, Ann, have a son, Connor, who
just turned 3.
Dick said that he and his brothers will
probably still get certified in the years
ahead, to fill in in an emergency when a
blizzard or something else might keep
other crews away from a game.
BROTHERS AND PARTNERS
As siblings go, you don't get much closer
than the Sviggum brothers. The oldest of
Peder and &wrly's five children-the
boys have two younger sisters, Beth in
Oakland, Calif.,and Melissain Cannon
Falb-Steve, Jim, and Dick all played
football, basketball, and baseball together
at Kenyon High School at the tail end of
the I 960s and the beginningof the 70s.
Jim'75
(left) and Dick SYiggum '7 6 decided to than 20 ye.uson the courts.
from bastettJaA
officialing~ matt
MINNEAPOI.IS
, MN
ALUM NOTES • 13
ALUMNI
Class
PROFILE
A journey from divinity to disasters
BySusieGilhoi
•----
.~~
Some people
follow their
dreams, while
othen, like Bob
(Erickson)Warren,
'"6, follow
disasters. Actually,
Warren combines
the two as a Red
Cross mental
health volunteer.
ll'·
~,'
•1 think I'm just
one coune and
one disaster away from being promoted
to coordinator for the disaster mental
health team," he said with some
eagerness.
Robert (Erickson)
Warm, ' 46
Thisis not to say that he revelsIn
d"ISilSten
; quite the contrary,he's eagerto
help others and put his counselingand
ministerialskillsto work. He's helped those
strickenby a hunicane in Mississippi,
floodsIn NorthDakota, and tornadoes in
Ohio.Warrenalso workswith a localstress
team on an on-callbasis.
In his work and life, Warren strivesto
fulfillSt. Francisof Assisi's admonition:
•Preach Christ all the time, and only as
a last resort use words.• He admits,
however, that it's a challenge for such a
wordy person.
Warren'sjourney from divinityto
disasters began at Augsburg and
continued at Augustana Seminary (Ill .).
He served several parishes around
Moose Lake, Minn., then became
missiondeveloper and first pastor of All
Saints Lutheran in Glen Lake,Minn. He
earned his master's degree In
counseling psychologyat AttredAdler
Institute; worked at a sliding-feescale
cllnlc;proposed a counseling center and
became a counseling minister at St.
Andrew's Lutheran Church in Eden
Prairie. Alter retiring from all that, he
joined the Red Cross.
In recounting his Augsburg days,
Warren recallsthese words from a
plaque In Old Main: •1 am a part of
everything that I experience.•
"Those words kind of confirmed my
feeling that I wanted to be a pastor," he
said. "But more than that, they really
helped me on my spiritual journey,
moving from being a biblical literalist to
learning to question and go on to a
greater truth. That's been very
important to me.•
Augsburg's urban campus was also an
important Influence, causing him to
realize that •we are here to serve
people, not to be off in an ivory tower
someplace. We're here to make a
difference in the wor1d.•
Warren and his wife, Mary,a registered
nune, have worked to make positive
differencesIn many ways. They were
long-term volunteen at a local teen
clinic, at a food shett and with Mealson-Wheels. Through St. Andrew'sthey
initiated clothing donation drives, have
worked with a youth service team In
Appalachia and last year served on a
mission service team in Jamaica.
Warren hasn't always been successfulIn
making a difference. He strongly regrets
not pressing his church council to
support the Southern Poverty Law
Center during the CivilRights
Movement.
"Martin Luther King,Jr.'s death shocked
me into realizingthat I'd been a real
sissyin facing controveny in what I
believed. He got killed,and I wouldn't
even take a little chance about getting
into trouble [with the council). I
preached a sermon about this the next
week, and promised the congregation
that I wouldn't ever do that again. That
was the beginning of getting into a lot
of trouble, and It was worth It.•
Though he doesn't get into much
trouble anymore, he still gets into the
thick of things. Alter all, where disaster
goes, Bob Warren and St. Francis's
words follow.
SusieGi/hoi is a former staff member in
the PublicRelationsand Communk ation
Officeand Is Bob Wam,n~ step-daughter.
HOMECOMING
2000
"100 years, 100 Memories,,
Oc:aober
6-8, 2000
Friday, Oct. 6
1941
Helen (Rowbe,g)Drake, Minne.apolis,is
retired.Her husband, Curtis, passedaway
in January 1999.She ra:mdy moved from
her south Minneapolishome to the
Ebeneur Park Apartments in Minneapolis.
194S
Carol (Tyvoll) Noldeberg, Duluth,
Minn., and her husband, Roald '47, have
been retired for many years. Carol was a
school nurse in the Duluth school
system and Roald was a teacher, coach,
and principal.
Doris JC.(I.anon) Walen, Alamo, N.D.,
and her husband, David, celebrated their
50th wedding anniversaryin March 1999.
19 S1
Ted Berldand, Grantsburg, Wis.,
recently published the book We Are
GueslS,which features narrative and
poetry related to the Crex Meadows
Wildlife Area located near his home. He
is retired and serves as president of the
Wild Rivers affiliate of Habitat for
Humanity in Burnett and northern Polle
County, Wis.
Freda M. (Binder) Helm, Minot, N.D., is
enjoying her three grandchildren:
Garrett (6), Brandon (21 months), and
Ashley (2 months).
Merlin A. Johnson, Grantsburg, Wis.,
was elected to his 5th term as county
board supervisor, where he serves as
vice-chairman.
Joan (Baxter) I.anon, Ely,Minn.,was the
featured choral clinician at an annual
choir workshop at EvangelicalFree
Church in Bemidji. She taught public
school music for 31 years, retiring from
Minnetonka High School in 1994after
teaching there for 18 years. She currently
teaches private piano and voice in Ely,
and directsat Ely Baptist Church.
Ruth (Fostervold) Westphal, Cranberry
Isles, Maine, retired from nursing in
1997and is currently working part time
as director of the Great Cranberry Library.
19S2
Anna Marie (Sabo) Huesers , New
Hope, Minn., moved to New Hope from
Minot, N.D., in April; she is looking
forward to attending her SO-year
reunion in 2002.
Jean (Swanson) Markland and her
husband, Arne '49, moved from Salt
Lake City, Utah, to Scottsdale,Ariz., this
summer. Arne serves as a historian
aboard cruise ships, which has kept
them busy on more than 100 cruises.
C-elebrating
OldMain
Hipllprs indllllc
Thunday,Oct. s
Notes
Athletic Fall of Fame Banquet • 5:30 P.M.
19S3
Homecoming Chapel and Community Tune
10-.20.ui.
Quent Goodrich , Port Ludlow,Wash.,
was elected to his local school
board for a fourth consecutive term and
subsequently elected to represent
Olympic Peninsula school board
members on the Washington State
Directors Association board of directors.
In addition, he suves as president of his
county mental health center and is
term as assistant
completing a three-year
district governor of Rotary District
5020. He is also an active member of
Community United Methodist Church,
serving as chair of the congregation's
staff parish relations committee for eight
years and on the district superintendency committee.
19S6
Dorothy (Floistad) Benson and her
husband, John'55, professoremeritus of
religion, Minneapolis,moved to an
apartment near Augsburg after spending
35 years in Southeast Minne.apolis.A
retired teacher,she enjoystutoring adults
in reading,and in October she cdebrated
the publication of her book, None
AmericanCmtmnial Daughtm, a history
of an organization in St. Paul.
Robert Lockwood, Hopkins, Minn., and
his wife, Mary, are both enjoying their
retirements from teaching and coaching.
19S7
The Rev,Bruce A. Engebret son ,
Hopkins, Minn., and his wife, Mary, are
both enjoying their retirements from
teaching and coaching.
19S8
KennethHagen, Lake Mills, Wis., retired
after 33 years at Marquette University
where he was a Lutheran theolo~ian,
scholar, and church historian. Has
specialty was Luther studies in a Catholic
context. Kenneth has written six books,
edited 20 others, and written several
chapters in books. He is the recipient of
numerous honors and grants, including
fellowshipsfrom Harvard, Rockefeller,
Newberry Library,and more.
1968
Lynn Gunderson, Coon Rapids, Minn.,
recently retired from a hockey coaching
career that spanned five decades in
Coon Rapids.
Wayne N. Hansen, Cheyenne, Wyo.,
retired in April I999 after 30 years in the
U.S.Air Force. He is currently employed
as director of the Cheyenne Frontier
Days Old West Museum in Cheyenne.
His wife, Lois (Batalden) '69, is a legal
secretary at Holland and Hart.
1970
MarkS. Francis,Phoenix, Ariz.,just
completed his fourth year as founder
and c:ucutive director of the Arizona
School for the Arts.
H-,,.1
,- 11na
Goldm AnniwnAry Cllw of J9SO_, die 2000
DutmpiJ/wd Alumni: Oscar A. Anderson '18, David Cherwein '79
Ellen (Stenberg) Eridllon 's l .M.Annette (Hvftrsten) Hanson '68 '
Saturday, Oct. 7
Millennium Oioir Songfest (for all dioir alumni)
8:30-noon
Homecmnlng FootballGame YL
University of St. Thomas • 1 P.W.
Homecoming Dinner • 5:30 P.M.
Horoori,,Idie Dimnpisltal Al-11i, Golmll Ammwrary Class, First Deaule
...,_,s,irito/Allpnlrf-"ra:ipia,ls
Celebntc with the Golden Annmnuy
mebrations of 1960, 1975,and 1990.
a..
of 1950 and join the mmion
Lookfar mmplek Hom«nming details in the faDA11pbu,rNow.
Spedalaie:Aaput.l*
c 111 dmefOld.._
__
lDliafta..U
ladadedlcmladlc ...........
·12-
tcori (Bdund) .._
ClfffflCAuglbutg ~-Mlty
l.alglNold
U.W- Mohn IO hap out in Uptown Minnelpalls in May. Logln's ....- -.,
f'nl, C.E.L
-tho
studonls' i.erlb in tho .wt af-lO
kldi aff Wmle ffee ftidl)'lfor tho
.._..,,
o1_....,_ow..._,ae-__..,_._..,.11iat_C1111 -
P\Jblc _,,,
UplOwn-
.. _~IOtap
who -
SUMMER2000
Into my-momarlosaf
a....--
acting a,
I-.•
Auglbutg __
-"'
_
_,
__,
said Login.
AUGSBURGNOW
14 • ALUM NOTES
Notes
Class
1985
LaRhaeKnatterud,St. Paul, received the
Dutch Kastenbaum Award for
Outstanding Achievement in
Gerontological Practice in April. LaRhae,
a Minnesota Department of Human
Services employee, is nationally known
for her work as the director of Project
2030, which identified the impacts of the
aging baby boomer population and
Minnesota's ability to provide services.
L Craig Estrem,
Mound, Minn.,
was promoted to
chief operating
officer of Madison
Marquette Realty
Services,a
Minneapolis-based
national property
management
company.
1 9 71
Thomas Arthur Haas, Minneapolis, has
worked at the Minnesota Department of
Economic Security for 26 years as a job
service representative. He and his wife,
Nancy, celebrated the recent marriage of
their daughter, Heidi.
David C. Siedlar, Carlisle, Mass., and his
wife, Donna, celebrated their 25th
wedding anniversary in May.
1972
Timothy K. Brady,Grand Junction,
Colo., is a chiropractor and clinic
director; he recently became president of
the board of directors at the Museum of
Western Colorado.
19 7 J
Janet (Schurr) Bru bak, St. Paul, is in her
6th year as a pre-school teacher at Central
Lutheran grade school in St. Paul. She
and her husband have been married 26
years and have three children: Ben (22),
Leah (18), and Anna (14).
Michael Meadows,Studio City, Calif., is a
film/TV producer in Hollywood.
Larry Walker,
Minneapolis, who
writes under the
pen name "Lars
Walker,"celebrated
the recent
publication of his
book, The Yearof
the Warrior(Baen
Books). This is his
third published
novel, and is the second in a series of
historical fantasies. He is an
administrative assistant to the director of
Home Missions of the Association of
Free Lutheran Congregations in
Plymouth.
19 7
e
Elsa (Mohn) Stazesky, Brooklyn, N.Y.,is
manager for marketing analysis at HBO
in New York.CTAM, a major U.S. cable
and 1V professional organization,
selected her research study, "Segmenting
Cable Transaction Behavior Using GeoDemographics," as the best research
project in the programmers category for
1998.She presented a paper on this
study and was given the award at the
1999 CTAM annual convention in San
Diego, Calif.She and her husband,
Richard, have a 7-year-old daughter,
Drew Elizabeth.
1977
Lise Lunge-Larsen, Duluth, Minn., was
named a Minnesota Book Awardwinner
for her collection of children's stories,
The Trollwith No Heart in His Body and
Other Talesof 'lrollsfrom Norway
( illustrated by Betsy Bowen). She is
married to Steven Kuross '76.
Mark Hofsta d, Lakeland, Fla.,is an
administrative judge in Lakeland.
AUGSBURGNOW
Marion G. Hintz, Crystal, Minn., was
recently promoted to business support
manager at GE Card Services (JCPenney
Credit Services), and celebrated her 20th
anniversary with the company. She is
also the co-editor of Ni Hao, a Children's
Home Society of MN newsletter for
families and children from China. She
and her daughter, Kira Li, just celebrated
their 5th "Happy Adoption Day."
Joy Burkhart , St. Louis Park, Minn.,
married Anthony Dean in July 1999.Joy
is a database administrator/programmer
analyst for the MN Board of Public
Defense; Tony works for MaxPak, a
division of MultiTech,Inc.
198e
Debra Balzer, Brainerd, Minn., moved
from Blair,Neb., to Brainerd in July 1999
to become the manager of internal
education at Universal Pensions, Inc.
1 988
Amy K. Evans, Orono, Minn., married
James Dailey in September. She is a
market manager with OPTUM in
Golden Valley; he is co-owner of
Innovative Presentations, Inc., in
Brooklyn Center.
1 98 0
Judith Driscoll, St. Paul, recently
returned to Minnesota after working as a
photo stylist and interior designer in
New York for 10 years. She now works as
an interior designer for Ethan Allen.
The Rev. David L Norgard, recently
moved back to Minnesota to head
Episcopal Community Services,a 37year-old statewide, nonprofit family
support agency. Prior to ECS, he was
rector of the Church of St. John the
Evangelistin San Francisco.
Gary Tangwall, White Bear Lake, Minn.,
a financial planner with Lutheran
Brotherhood, qualified for Million
Dollar Round Table honors, attained
only by those representatives who have
demonstrated exceptional professional
knowledge, expertise, and client service.
Gary ranked 5th out of about 1,500
Lutheran Brotherhood representatives
nationwide. The Round Table's
membership represents the top financial
service professionals worldwide.
Bradley Schafer, Minneapolis, married
Kristy Dieterichsin August 1999. He works
at Apple Valley High School;she works at
Hidden Valley ElementarySchool.
Noro Andriantiana, SLPaul, recently
completed a Ph.D. and is currently
employed at the Universityof Minnesota.
Jennifer Norberg , Maple Grove, Minn,
joined Carmichael Lynch Spong as a
counselor. Prior to joining the public
relations firm, she was an independent
public relations consultant to the health
care industry, du ring which she
organized the fetal alcohol syndrome
public awareness campaign for
Minnesota. She also served as director of
public affairs for the Minnesota
Departmen t of Health.
KathrynA. (Schaubach) Encalada,
Ironwood, Mich., is director of Allied
Health Programs. She recently
completed her master's degree in nursing
at Northern Michigan University.
Jennifer Lynn Ose, Augusta, Ga., married
Matthew Glen Lamb in December on the
island of Maui, Wailea,Hawaii. They
both work for the John Deere Company.
1982
1995
The Rev. RebeccaSogge, Buffalo,Minn.,
became associatepastor at Zion Lutheran
Church in February. She is also
currentlyenrolledin the doctoral ministry
program at Luther Seminary.Prior to Zion
Lutheran Church, she served three
churches in the Brooten, Minn., area.In
addition, she also served as a social worker
at Hammer Residencein Wayzata;a
residentialcounselor at Children'sHome
Society in Hopkins; and worked summers
at various church and bible campsin
Minnesota, Iowa,and WISCOnsin.
Stacy Jo Harmon , Plymouth, Minn.,
married Christian A. Johnson in
October. She is the marketing
communications manager for
VideoLabs, Inc., where her husband is
the Internet sales director.
Annette Marie (Anibas) Poeschel,
Excelsior,Minn., is the executive director
of Minnetonka lnterchurch Community
Association. She has also held a two-year
internship at Curtin University in Perth,
Australia, and was a camp director in
Seoul, Korea.
Karin (Ludwigsen) Rochester, Concord,
N.C., and her husband, Matt Rochester
'98, moved to North Carolina last
summer, where she teaches in the
religious studies department at the
University of North Carolina-Charlotte
and he has a management position at
First Union Home Equity Bank. Last fall
they bought a home in Concord, just
north of Charlotte, and have added two
cats to their household.
Jim South,Eagan,Minn., married his
wife, Robin, at Augsburg in Hoversten
Chapel in May 1999.He works for special
events at Coca Cola and she works in
flight operations at Northwest Airlines.
1998
Meghan Carlblom , Burnsville,Minn.,
backpacked in Europe over the summer
of 1999. She is a senior lab technician at
the University of Minnesota.
Heidi Golden , Inver Grove Heights,
Minn., married Jason Beckendorf '00 in
July 1999.
Eyob Hamda, Madison, WIS.,is a system
developer in the billing and collections
departmen t at Cuna Mutual Group in
Madison.
Amy Lee, Colorado Springs, Colo.,
teaches kindergarten in Colorado Springs.
Gretchen (Rivera) Meents, St. Paul,
moved back from Ft. Lauderdale in
March 1999 after working in the area of
child protection. After working in
Ramseyand Dakota counties as a social
worker on temporary status, she was
hired by Hennepin County in December
as a child protection social worker.
Carol Morgan Rothschild, Hastings,
Minn., was promoted from credit analyst
o relationship business associate and
supervisor at US Bank in Minneapolis in
May 1999.She married Scott Durdall in
December.
AngelaSerwas , Oshkosh, WIS.,teaches
1983
Debra Hannu, Duluth, Minn., married
Patrick Thomson in October. She teaches
at Chester Park Lab School for Arts &
Technologyand works part time as the
art curriculum specialist for Duluth
Public Schools. She also teaches
elementary art methods at the University
of Minnesota-Duluth. Her husband owns
the Dairy Delight restaurant in Duluth.
19 84
Alia, (Weimer) Brown e, Minneapolis, is
a freelance music therapist She recently
recei-1 a grant from the Minnesota State
Arts Boardto study the art of old time
fiddling. She is doing a folk art
apprmticeship under teacher BillHinkley,
who wasinducted into the Minnesota
Music Hall of Fame this wintEr.
Carol Van Hulle, Boulder, Colo.,
received a master's degree in behavioral
genetics at the University of ColoradoBoulder in December; she is curren tly
working on her Ph.D.
CraigSchwalbe, Faribault, Minn., was
included in an article in the Le Center
Leadernewspaper that featured Cedar
House, Inc., a community based mental
health center in Le Center, where Craig
is a lead therapist.
RyanCamon,
Plymouth, Minn.,
married Lauren
, Kaunein June.He
worksfur Seagate
as an electro
plating/etchproa:s
engineer and is also
a volunteer
fin,figbl:Er
fur the
City of Plymouth.
Lauren is a Ph.D.
candidate al the Uniw:rsityof Minnesota
and ramtly taugjlt a semesta" of chemistry
a!Aup>tlrg.
first grade at her daughter Brittany's
elementary school in the Oshkosh
School District.
1999
Amy Brallier, recently accepted a
position teaching first grade in the
Columbia Heights School District.
Jesse Upelt, Mendota Heights, Minn.,
began teaching kindergarten at Edgerton
Elementary School in Rosevillein
January.
Jill J. Pintens , West Bend,WIS.,rec.ently
joined the medical staff of Fairview
Northeas t Clinic as a physician assistant;
her specialinterests include women's and
adolescent health care.
Victoria Sadek, West St Paul, recmtly
accepted a position t-=hing 10th and
12th grade English at Bloomington
Jeffmon Senior High.
Sarah Thompson , Bloomington, Minn.,
married Todd Fortner in August 1999.
2000
K£DyDonahu e, Excelsior,Minn.,
married Jason Exley'98 in May.Kdly
graduated in May with a degree in social
work; Jason is attmding seminary while
working for the Minnesota Fdlowshipof
Christian Alhletes.
MINNEAPOLIS,MN
ALUMNOTES • 15
Births
John F.Aune '79 and Rebecca
(Lundeen) '79 , Bedford, Texas---;,son,
Nicklas Ryan, in November. He joins
Sonja, 5, Rachel, 13, Nate, 16, Betsy, 18
and Ben, 19.
Diana K. (Wtllde) '86 and Richard
Buffie, Apple Valley,Minn.-a girl,
Karin Elyse,in September.
Heidi (Dufres ne) and Joe Puce!, Eagan,
Minn.--<1son, Nathan David, in
December.He joins brother Thomas, 3.
Rebecca (Severson) '88 and Doug
boy,
Westholm, New Auburn, W1S.--<1
Benjamin Maurice, in November. He
joins Brandon, 4, and Derek, 7.
Cathleen (Kleiman) '89 and Paul Thom,
Waconia,Minn.,--<1daughter, Carolyn
Elaine, in April 1999.
Jennifer (Ohlin) '90 and Daniel Falk,
Sauk Rapids, Minn.,--<1daughter, Emily
Joan, in October.
Chuck Hanka '9 1 and his wife, Diann e,
Scottsdale,Ariz.,--<1girl, Macie Dianne,
in February. She joins older brother
Benett. Chuck manages title insurance
officesin Arizona, Minnesota, and
Wisconsin.
Marla (Stratton ) '9 2 and John Mayer
'88, Fridely, Minn.--<1boy, Mason
Thomas, in October.
Stacie (Edlund ) '93 and John Reynolds,
Hutchinson, Minn.-a girl, Meredith
Kate, in April She joins sister Madison.
Andy Wichmann '95 and his wife,
Candice, Boise, idah0--<1 girl, Ashley
S112aDne,
in January.
In
Memoriam
Sigurd John Sonju '32, Moorhead,
Minn., died in March; he was 89. He
retired in 1975 as superintendent of
schools in Hawley, Minn., after a career
as a teacher, coach, principal, and
superintendenL He is survived by his
wife,Vivian; sons V'mce,Lyndon, and
Larry; brother, Ralph; and grandchildren
and great grandchildren.
The Rev. C. Walden Hedmann '37,
Tacoma,Wash., died in January; he was
87. He served 10 yearsas a missionary in
Africa;while there he established the
Mwika Bible Institute near ML
ICilimanjaro.He retired in 1978 from the
Lutheran Bible Institute in Seattle,Wash.
He is survived by his wife, Genevieve;
sons David '66 and Donn; daughters
Mary and Martha; grandchildren and
great grandchildren; and a sister.
Dorothy Carol Anderson '40, Starbuck,
Minn., died in April; she was 82. She
earned a master's degree from the
Universityof Minnesota and worked in a
brucellosis research program there. She
is survived by two brothers, John and
Donald; and sister Jean (Schwen).
Laurell E.Olson '47, Milwaukie,Ore., died
in February.He had a careeras a teacher,
coach,and administrator,and credited his
yearsat Augsburgfor preparing him for a
rewardingprofessionaland personal life.
He is survivedby his wife,Eva,and
daughter,Laurie.
Leslie J. Evenson '49, Lake City, Minn.,
died in February; he was 76. He is
survived by his wife, Jearme;son Paul
and his wife, Peggy;and two nieces and
two nephews.
The Rev.Torgney Jystad 'SO, Hawley,
Minn., died in March; he was 80. He
served as a medic during WWII in India.
Ordained in 1953, he most recently
served as a visitation pastor at Grace
Lutheran Church in Ada, Minn. He is
survived by his wife, Lyla (Larson) '49;
sons John, Dr. Philip, and Steven;
daughter Ellen; brother Lloyd;and
grandchildren.
Theodore M Bungum 'S 1, Bloomington,
Minn., died in December of cancer; he
was 75. He retired in 1986 after 30 years
at Honeywell.He was a member of St.
John's Lutheran Church in Minneapolis
and St. Peter's Lutheran Church in Mesa,
Ariz. He is survived by his wife of 50
years, Lorraine (Iverson 'SO); daughter
Kathy; son Dr. Brian; and grandchildren.
Carl 0. Paulson ' SO,Washburn, Wis.,
died in March; he was 71. He was a
member of the U.S.National Guard. He
worked 40 yearsfor Northern States
Power Company in Sioux Falls,S.D., and
Minneapolis. He is survived by his wife,
Renora; daughters, Debra, Jan Marie,
and Kimberly;grandchildren and a
great-granddaughter.
Marion J. (Nelson) Benrud '54, Eagan,
Minn., died in December; she was 68.
She was a medical technologist for 30
years at Northwestern Hospital. She is
survived by her husband, Vernal;brother
Denny; and sister-in-law Jean.
Donald D. Ronning '65, Stillwater,
Minn., died in March; he was 56. He
retired from his 33-year teaching career
in 1998. His love for construction
developed into a log home construction
business just prior to retirement. He is
survived by his wife, Sharon (Bjugstad)
'65; four children, Kari, Kris, Kipp, and
Kiersten; parents, the Rev.Donald M. '38
and Borghild;brothers, Merrill '68 and
Philip; and sister, Ruth.
J. Luther Anderson '66, St. Louis Park,
Minn., died unexpectedly in November
1999; he was 55. He is survived by his
wife, Sylvia(Sather) '66; sons, David and
Jim; brother, Norm; sister, Helen; and
many other loved ones.
John H. Batten '66, Brooklyn Park.,
Minn., died in June 1999; he was 62. He
is survived by his son, Daniel; mother,
Ruth; sister, Jan; brother, Jim; and many
nieces, nephews, and friends.
Cheryl L (Strom) Mann '69, Ellsworth,
Minn., died in April at her home; she
was 53. She was a physical education and
swimming instructor at River Falls High
School for 30 years. At Christ Episcopal
Church she was a past president of
Episcopal Church Women and a
member of the choir. She is survived by
her children, Arthur and Samantha; her
mother, Lucille;sister,Kristin;and
brothers, David and Mark.
Diane E. Helling '74, Burnsville,Minn.,
died in January; she was 47. She earned
degrees from the Univ. of Minnesota and
the Univ. of St. Thomas. At the time of
her death, she was a technology
consultant for RCM Technologiesand
Norwest Banks. She is survived by her
husband, Ted Martz;and daughter,
Allison Martz.
Loren Manuel Schottenstein '83,
Minneapolis,died unexpectedly in
January;he was 30. At Augsburghe
becamechair of the CollegeRq,ublicans,
treasurer of the MarketingAssociation
and student assistant in the audio-visual
department. He was also the site manager
of the International SpecialOlympicsand
a member of the Minnesota National
Guard. For the past two years,he worked
as a computer softwaretechnical
consultant at SAPAmerica,Inc. He is
survivedby his mother, RosalynKirkcl;
father,Morris Schottenstein;and sister,
Liano Walborsky.
Ethelind "Sis" (Krawetz) Garetz,
Lilydale,Minn., died in March; she was
74. Ethelind was assistant professor of
education at Augsburg from 1989 to
1995. She was also a teacher and school
administrator in Omaha and 'Jwin Cities
area public schools. She is survived by
her husband of 53 years, Charles; sons,
Bruce and Jeffiand grandson, Charlie.
OTHER DEATHS:
Morris C. Jorenby '27.
Elmer A. Hendr ickson '31.
Sylvia H. Nelson '34.
The Rev.Marcy Ditmanson '40, died in
June. See the fall AugsburgNow for
complete notice.
Alice (Backstrom) Firman '40, Tacoma,
Wash., died in October of Alzheimer's
Disease.
Ernest 0. Perry '46, BrooklynCenter,
Minn., died in April; he was 76.
John Oshida '47, Santa Rosa,Calif., died
in February of lung cancer.
The Rev.Donald B. Olson '50,
Wauwatosa,Wis., died in December.
Jonathan Knecht '58, died in April 1999.
Shin Koyama '59, Edina, Minn., died in
February; he was 65.
Logan F.Railson '59, died in April 1997.
Keith M. McKay'60, died in September
1999.
Alice Swensen, Augsburg nurse and avid Auggi e fan, dies
tii!
Swensengraduated from the Emanuel Hospital School of Nursing in Portland, Ore.,
which she attended after graduating from McVilleHigh School in Binford, N.D. In
addition to working at Augsburg,Swensenwas a nurse at both Emanuel Hospital and
the Retired TeachersHome, as well as a public health nurse in Minneapolis.
Swensen'slove of sports, which began at Augsburi:, grc~· to include the V1~ ing1,,the
'Jwins--<:speciallyKirby Puckett-and the
- Tirnberwolves.She loved to attend games
and probably knew as much or more about
the team than the armouncer. When "her"
teams won, she would quickly call family
members who supported opposing teams
and gloat. When "her" team lost, these calls
might be delayed for a half-hour or so.
Ab S--,
(lelt). picturedasAugsbulg's
ru,e
in the 1949 Aug,burgian
yeaboclt.
AliceE. Swensen,longtime employee and friend of Augsburg,died March 20 in
Minneapolis, surrounded by her loved ones. From 1947-1971, Swensenserved as
Augsburg'sschool nurse, touching the lives of thousands of students.
While at Augsburg, Swensenand her mother, Anna, lived on campus at Edda House,
where she was "house mother" to the girls. She was also a regular at athletic events,
especiallybasketball games and any of the women's sporting events. In addition, she
~ as nurse on College band and choir tours, taking her throughout the United
States and Europe.Even after her retirement in 1971, Swensenkept in contact with
Aupburg. visiting often.
"Alice'sname was never in the headlines, lh.was never rich in this world's goods, but she
was wealthy in the love of Jesus that she so
generously shared with thousands of souls,"
wrote Ernest A. Alne and Elizabeth Horton
in Swensen'smemoriam.
Swensenis preceded in death by her parents,
the Rtv. Ole Swensen'l 9 and Anna, and
sibling.s.
She is survivedby sister-in-law,
BeatriceSwensen;brother-in-law,Emes1
Alne;and many more loved ones, including
great-nephew KristoferHorton, Augsburg ,\bs..er-,(1,ft)llilil.edon-•
Classof 1981.
Homea1nw1g1997 wilhlais ~)
1MD1 '57.
SEND US YOUR NEWS!!
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I
or by mail with the form on the back page .
----
SUMMER 2000
AUGSBURGNOW
r---------------------------------------------------------------------------------------------------1,,
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\
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achievements. Send us news of muriages, births or deaths. Photos an, welcome.
JI
Send your news items,photos or change of address by mail to: Officeof Alumni and Parent Relations,Campus Box 146,2211 RiversideAvmue,
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Minneapolis, MN 55454, or by •• mail to <alumni@augsburg.edu>
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L------ --- ------ ---------------- --- ------ ---- ---------- --•-------- ----- --------------- ---- ----- ------
CALENDAR
Sept ember 8-0ctober
OF
SEPTEMBER
19
Exhibit, "Islamic Prayer Rugs," Sacred Arts Festival
Gage Family Art Gallery, Lindell Lib rary
M·F, 9 a.m.•9 p.m., Sat., 9 a.m.•5 p.m., Sun., noon•5 p.m.
September 11
Faculty Recital
7 p.m ., Sateren Auditorium
Contact : Music department , (612) 330·1265
September 14
Illus. lecture on WIiiiam C.llbert, colleague of
C.allleo and personal physician to Queen Ellzabeth I
AUGSBURG
Now
A-UGSBURG CXlll..F.GE
2211 RiversideAvenue
Minneapolis, MN 55454
EVENTS
David Stem, theoretical physicist and historian, NASA Goddard
Space Flight Center
7 p.m ., Site TBA-Contact : Mark Engebretson , (612)330·1067
September 24-26
2000 Christensen Symposium
Sept. 24, 7p.m.
Readings from Berthold Brecht's Galileo (Foss Center)
Sept. 25•26 "Chan ging Cosmologies and the Church"
Owen Gingerich, Senior astronomer, Smithsonian Astrophysical
Observatory
Sept. 25, 7 p.m., Foss Center-Pu blic lecture
Sept. 26, 11 a.m., Foss Center-Convocation on Galileo
Contact: Phil Quanbeck, (612) 330·1006
N-ProlilOrg.
U.S. Postage
PAID
Minneapolis,MN
PermhNo. 2031
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Show less
Mai Fest
2000
April 28 -
May 10
Celebrating our
Scandinavian heritage
See J»9f' 11 ror
\(hec:iulP
Spring 2000 • Vol. 62 • No . 3
Augsburg College, Minneapolis
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... Show more
Mai Fest
2000
April 28 -
May 10
Celebrating our
Scandinavian heritage
See J»9f' 11 ror
\(hec:iulP
Spring 2000 • Vol. 62 • No . 3
Augsburg College, Minneapolis
.. ·
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A publication for Augsburg College alumni and friends
Spring 2000 • Vol. 62 • No. 3
Augsburg College, Minneapolis, MN
McNair program 'demystifies'
grad school for selected students
By Lynn Mena
Las! year, Augsburg received a four-year
grant of $760,000 from the Ronald E.
McNair Poslbaccalaureale Achievement
Program of the U.S. Department of
Education. One of three institutions in
Minneso1a 10 receive the grant, it funds
Augsburg's new McNair Scholars Program,
which was officially launched in October.
The purpose of !he national program, as
defined by the U.S. Departmenl of
Education, is 10 " prepare participants for
doctoral st udies through involvement in
research and other scholarl y activities."
Its goal i to "increase graduate degree
at1ainment of students from
underreprese n1ed segments of society."
A further purpose of 1he program is 10
encourage 1hese s1udents to become
college professors.
" I'm excited about the progran1:' says
Vic1oria M. Littlefield, program director
and Augsburg assislant professor of
psychology. "It's really a chance 10 level the
playing field for people who just didn't
have graduate school within their world
view - a chance 10 change their world
view. h 's the kind of program I wish had
been around when I was an undergrad.
For people from non-traditional groups
- group that don'! typically go on to
gradua1e school - they gel there sort of
accidentally. You know, a professor will
stop them in the hallway and say 'Oh, have
you thought about grad school?' One of
the things we wan! to help assure is that
this stuff happens sys1ematically."
Chad Uran, in1erim assistan t direc1or of
the program, agrees with Littlefield. "To
mosl s1uden ts, and nea rl y all people,
graduate school is a mys1ery;' says Uran.
"They don't know wha1 it is, what goes
on or what ii takes. The McNair Scholars
Program is about gelling these students
to seriously consider graduate school
and to enter graduale school fully
conscious of th e challenges and
expectations in front of 1hem.
" I would say tha1 in the past, student
went to graduale school more by accident
than design, or were ushered in by
professors, family members or some other
outside force," continues Uran. uSuch a
system of recruitment is by its very nature
exclusive. It is this type of system the
McNair Scholars Program subverts'.'
Eligible students are currenl Augsburg
sophomores, juniors or seniors who
demons1rate strong academic polential,
and who are I) low income and firstgeneration college students, or 2)
members of groups underrepresented
in graduate
education
(e.g.,
African
American,
C hicano/
Latino or
American
Indian/
Alaskan
Native).
f.·
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Augsburg 's McNa ir Scholars Grant supports students traditionally underrepre-
sented in graduate school to achieve graduate degrees. (L to R, front) tennl
"The
Buth, Leyden Slreed, Pam Ferg us, (back) Myron Sherva, Vicki Aman, Taher
program
Omar, Dawn Premo, William Nyariki and Brandon Hofstedt. (See page 3 for a
immedia1ely complete list of the McNair Scholars.)
enhances the
for th e stud enls to ge1 in10 1he program
prestige of the College," says Li11lelield.
- and jusl by virlue of the fuci thal
"There are only abou1 154 in 1he
they're in the program, thal already
coun try, and it's a very competitive
says a 101 abou1 1hem."
program." The o lher 1wo Minnesota
recipients are the College of SI.
McNair cholars have already
Scholastica and the University of
d emo nstrated success al Augsburg
Minneso1a.
College. The program prepares 1hem 10
" It's a way of attracting high-ability
s1udents 10 1he College, and a way of
rewarding a subsel of 1hem once 1hey
ge1 here," continues Li11Jefield. "Students
have 10 meel the eligibility criteria in
order to even be invited to apply. We had
aboul 135 Augsburg students who were
eligible to par1icipa1e; ou1 of those we
have chosen 18. So it' very competitive
con1inue thal uccess al the graduale
level. This includes preparation for th e
Graduale Records Examina1ion or an
equivalenl enlrance exam for their field,
and academic and career counseling wi1h
assistance in identifying and applying to
Ph.D. programs and seeking financial aid.
continued on page 3
Wrestlers dominate to win record sixth NCAA national title
By Don Stoner
Augsburg ended the year with eighl AllAmerican , tlie second-mos! for an
Auggic squad ever (1ying I 997's eigh1 AIJAmericans, second 10 I 998's nine).
Al the NCAA Division Ill na1ional
wrestling tournament, Augsburg head
coach Jeff wenson rarely smiles.
wenson, hi coaching staff and his
Auggie wrestler are all busine .
In addi1ion 10 the dominance on the
wrestling mal, th e Auggie.s were also
dominant in the classroom. Augsburg
placed second overall in 1he ational
Wrestling Coaches Associa1ion's academic national slandings wi1h a 3.40 learn
grade-poinl average, second to Wabash
(Ind.) with a 3.48. In the three years 1he
NWCA has awarded team academic
nalional 1itles, Augsburg has won 1he
title once ( 1999) and finished second
twice ( 1998, 2000).
Bui when the 2000 championships
came to an end - after Augsburg had
won its
AA-record sixth national
champion hip, crowned a record four
individual national titlis1s and achieved
one of th e most dominating performance in the history of college wrestling
- you could finally see a smile appear
on wenson' fuce.
h was a small one at first, but it was soon
a beaming grin for wenson, a he
wa1ched Auggie after Auggie ascend the
champion hip podium and finally, when
the entire team took the stand with the
g Id national champion hip trophy.
"To be hon t, we felt a lot of pressure
with where we were and what we
we.~ coming from," w nson said after
the m..,t.
The coach was referring to last season,
when the Auggi lo I the national
chan1pionship 10 rival Wartburg College
b • a slim m3.rgin.
This }'ear the Auggies dominated the
entire season and thoroughly swept the
Di,-ision [[I national championship
bdd al Ohio , ' rthem l'rmnsity in
Ada.Ohio.
SPRIN G 2000
conUnued on page I l
Augsburg College wrestlers show how many national titles the school has won after claiming
the 2000 NCAA DMsion Ill national championship.
The domination of the regular season
almost made the national tournament
anticlimactic. But the Auggies gave their
fans - seYeral hundred made the trip to
Ohio 10 watch the action March 3-4 plenty to ch~r abou1 as the Auggies
made his1ory by becoming the first
Divi ion Ill team ever to win six team
national championships.
Augsburg won the national title with I 36
points, the second-most points in the
history of the national champion.ships.
The margin of ,oiaory ovier second-placr
Wartburg - 48 poinu ( 136 to 88) - was
al.so the second-highest in 'CAA history.
Augsburg's four individual national titles
tied a rec.ord for the most by a single
school in a championship m~L
Senior Josh Cagle won the individual
national title at 149 pounds and became
just the second Auggie ever to go through
a season unbeaten, with a 40--0 6nal rec.ord
to earn Outstanding Wrestler of the Meet
honors by national toumamen1 coaches.
Sophomore ick lack followed up
Cagle's unbeaten accomplish.ment with an
unbeaten season of his own, going 31--0 to
win the 174-pound national title.
Senior Josh OaU5eD and junior Ben
Bauer won the other two national titles
for the Auggies,
What's Inside
Campus news
page2
page6
Development news
•shopmg Faith and Values• page l
page II
Calendar
page 12
page 13
page 14
Sports
Alumnillt'WJ
Closs notes
On the Cover ...
look po<t IM C/IIS! atop Foss Cfflltr
bnngs IM Wf.J<ds of Augsburg~ m,won
>IOI-I """'· "s/lopffJ by IM lo,rh and
......, ol tM Chn>t,on Church, {and/ by
IM contot of O v,tol mftropo/Jtan Jril,ng •
A
CD!lff
dn,gn by /ii Gurh.
AUGSBURG NOW
2 • CAMPUS NEWS
The Deans' Convocation on May 2
Around the Quad
Augsburg receives national
recognition for civic work
and /earning
Augsburg College was recognized
in the fall 1999 issue of Peer Review
for "the remarkable depth of its
commitment to civic work," and to
service programs such as AmeriCorps.
Among others recognized with
Augsburg are Stanford University
and the University of Pennsylvania.
Peace Prize Forum 2000
focuses on Ireland
More than 90 students, faculty and
staff from Augsburg attended the
12th Annual Peace Prize Forum at
St. Olaf College, Feb. 18-19. The
forum, "Strivi ng for Peace: Risk and
Reconciliation," honored the 1998
Nobel Peace Prize winners, David
Trimble and John Hume, who have
fo ug ht for peace in Northern Ireland.
Recent grants
Sl 43,000 from the Teagle Foundation
fo r second yea r funding (total
S350,000 over three years) to support
the strategic plan, which includes an
interdisci plinary initiative concerning
"the relationship of liberal with professional studies and faith with reason."
SS,000 from the Rhodes Consultation
for an Institutional Renewal Grant,
"Strengthening Community through
Peer Mi nistry." The purpose is to train
faculty, staff and students in skills for
commun ication and improving interpersonal relationships to create "an
environment that is safe, welcoming
and conducive to aca dem ic growth
for all students."
S64,000 from the U.S. Dept. of
Education to t he Center for Global
Education for a Fulbright-Hays Group
Projects Abroad g rant to send 11 area
teachers to Namibia for a five-week
study trip in July.
Augsburg 's exhibit to be
part of Dietrich Bonhoeffer
celebration
Augsburg is collaborating with Aid
Association for Luthera ns {AAL) to
help publicize the television movie,
" Bonhoeffer: Agent of Change,"
about the German theologian
Dietrich Bonhoeffer, who was executed in 1945 for his op positio n to
Hitler's regime. AAL co-produced the
movie with Germa n, Canadian and
American films companies. It won top
honors at the Monte Carlo Television
Festival and will be broadcast natio nwide on public television in June.
Augsburg's pictorial exhibit portraying
the hie and legacy of Bonhoeffer, prepared in 1994 when Bonhoeffer was
the subject of the Christensen
Symposium, will be on d is play at several locations during May and June,
including the German Information
Service and Metropolitan Synod of
the ELCA, both in New York; and at
the AAL home office in Appleton, Wis.
Providing research and creative direction to the exhibit since its inception
have been retired Augsburg faculty
members Ortoue Gisselquist, Philip
Thompson, Robert Friederichsen, with
help from Rev. Jonathan Sorum.
Sheila Tobias, noted science educator, will speak
Ea rl Alto n, interim d ea n o f th e college,
and Ma rie McNeff, aca demic m aster
plann er and former d ea n, will m ark
their retirement this May with a Deans'
Convocation, their gift to th e Augsburg
communi ty.
Sheila Tobias, n oted author and science
edu ca ti on consult ant, will speak at the
co nvocation o n May 2, at 3:30 p.m . in
Hoversten C hapel.
"Sheila represe nts, for us, an educa tor
who speaks to both science and
educatio n, which are interests o f bo th o f
us;• said McNeff. "She also has d o ne
resea rch and wr iting in the fi eld o f
femin ism and wo men's issues, agai n
interests o f bo th o f us."
McNeff continued , " Early o n in our
careers we both became interested in
Sheila's work when we read her book,
Th ey're not D11mb, TTiey're Different:
Stalking the Second Tier, and Breaking
tlie Science Barrier," which focuses on
facto rs that acco unt for the difficulties or
unwillingness of college students to
study m ath and science.
McNeff and Alton retire after serving
Augsburg as both fa cul ty members in
educatio n and chemistry, respectively, and
adm inistrators fo r a combined 72 years.
"11 seemed appropriate at this point in
time in the h istory of Augsburg College
as we focus on the co nstruction o f a
science building, co upled with th e need
for an informed and literate ociety in
the field o f science, that heila co me to
help us think abo ut the topic o f cien ce
and education," McNeff explained.
Tobias is a consultan t to U. . h igher
educatio n on issues of science
manpo wer and national utilization of
science professionals, and teac hes o n
gender issues in education.
A receptio n to ho nor Alton and Mc eff
will follow the co nvoca tion.
Study finds that Augsburg day students
overestimate alcohol and drug use on campus
What students believe can
shape their own behavior
By Nancy Guilbeault
T he "Augsb urg College Core Drug and
Alco ho l Su rvey [Summary Report]:
1993, 1994, 1996, 1998;' supported by
a grant from the Fund for th e
Impro vement o f Pos t Secondary
Education (FIPSE), provides the first
lo ng- term data o n th e n ature, scope and
co nsequ ences of d ay student usage of
alco hol an d o th er drugs with
co mpariso ns to n ati o nal data.
T he study finds that Au gsburg students'
alco ho l co nsumption pattern s are similar
to th ose repo rted in natio nal d ata. As
summ arized in the repo rt, "alco ho l and
to bacco are the m ost frequ ently used
drugs at Augsburg College."
And, also like n atio nal patterns, a mo re
important find in g is that Au gsburg day
stud ents ove restim ate the use of alcohol
and other drugs o n campus. T his is
significant since resea rch has shown th at
these m ispercep tions can sha pe th e
beh avio rs o f students in making
d ecisions co nce rnin g th eir own alco ho l
and drug use. Resear ch also shows th at
students co m e to campus with these
misperce ptio ns in place and that campus
culture reinforces them.
In o rder to grapple with this, a number
o f college campuses h ave ado pted th e
relatively- new "social no rms strategy"
of beh av ior change. This a pproach
focuses o n the reality o f the more
mod erate drinking behavio rs with the
intentio n of reducing frequent drinking
behaviors and preventing negative
co nsequences related to alcoho l and
other d rug use. Healthy behaviors are
docum ented and reinforced, while
problem behavio rs are de -emphasized.
"The good news is th at Augsburg
stud ents are similar 10 others across th e
U.S.;' says Ann Garvey, associate dean for
stud ent affairs. " However, that also
mea ns that, like o th er colleges, we must
wo rk with studen ts to reinforce positive
behaviors and minimize the negative
behaviors.
"The social norming strategy is a way to
get out the good news about students and
their choices, and to use that positive
message to reinforce good choices:•
Augsburg's application of this strategy
can be seen in a recent ca mpus
ca mpaign to prevent DWI (drinking
while intoxicated ). The message on
posters across campus, supported by the
Core Survey d ata, is that " most Augsburg
students choose to prevent DWI."
This ca mpaign was funded by a grant
fro m the Minnesota Department o f
Public Safety for the work of the
Preventio n Collaboration, a group of
several private colleges and universities
in St. Paul and Minneapolis formed to
provide cooperative alcoh ol and drug
prevention services. T he group is
coordinated by Casey McGuire, a health
educato r in Au gsburg's Center for
Counseling an d Health Promotion
(CCHP ).
i
:,
t
I
J
-
Nancy G11ilbea11lt is director of the Center
for Co11nseling and Health Promotion.
She can be reached at (612) 330- 1707 or
<g11ilbea11@a11gsburg.edu>.
AUGSBURG Now
Spring 2000 • Vol. 62, No. 3
Augsburg N<YW b published by
Augsburg College, 2211 Riveoide Avenue,
•.
Minneapolis, Minnesota 5545
Betsey Norg a rd
Editor, Director of Publications
Ly nn M en a
Staff Writer, Alumni Notes Editor
Ang ela Joseph
Design and Production Assistance
D an Benson
News Service/ Media Relations Director
Don Stoner
Sports Information Coordinator
Wi lliam V. Frame
President of Augsburg College
Donna Mclean
Director of Alumni/Parent Relations
and Augsburg Fund
1993. 1994, 1996, 1998 sdf-r~porud u~
c=:::J 1993, 1994, 1996, 1998
pttUNtd USl'
80
OpintOl'\S expressed in Augsburg Now (1SSN 1058-1545) do not nec~rily reflect official coflege
policy. Send correspondence, name changes
and address corrections to: AugsbUtg Now, Office
of Public RetabOOS and Com.muniution, Campus
Box 1 5, Augsburg College. 2211 Riverside
Avenue, MinneapotiJ, MN 554>4. Telephone:
(612) 330.1180. E-maik -cnow@aug,bu,g.<d11>.
•
60
40
AugsbUtg Now b not copyright.od. Unlou o<herw,se
noted, ar1lde, may be repnnt<d w,lhout p<rmi>sion as k>ng as app,opnate cndit l:s 9f'lefl to the
writer and to AugSburg College.
20
0
Th e Core Survey report, also supported
by PIPSE, was written by Victoria
Littlefield , Depanment of Psychology.
Barbara N agle
Director of Public Relations
and Communication
Actual vs. Perceived Drug Use
100
The Core Survey will be used for
research-based alcohol and drug
prevention programming by CCHP.
The survey will also be utilized by the
recently-created Alcohol and Other Drug
Training Team, an Augsburg committee,
that is chaired by Garvey and charged
with developing a campus-wide alcohol
and drug preventio n plan.
:g
i
j
~
I
I
~
~
u
Postmaster: tf undefrve-able .s addres.sed. please
s,nd change ro: Augsbury Now, Office al
Pubic Relations and CClf'Nl'U'liation, umpu:s Box
145. AugSburg College. ZZ11 ~ A..,..._
Minneapofu, MN SS-454.
A ~ ol rht &on1Jtkd ~ Oudt ., ~
~ 1 1 a n ffl'JOl & t . i a C . c r t . ~ ~
Black bars show the actual alcohol and other drug use reported by students, while the white
bars indicate the amount or alcohol and other drug use they believe other students use.
AUGSBURG NOW
www.aug.sburg.edu/ now
MINNEAPOLIS, MN
CAMPUS NEWS • 3
McNair Program
continued from poge 1
Scholars also participa te in an intensive
student-fac ulty research project (which
pays a $2,800 stipend ) wi th op portunities
fo r confe rence travel and professio nal
presentati o n of students' origi nal
research. Seniors take part in a studentfac ulty teaching collabo rati on to prepare
th em fo r graduate teaching
assistantships. All Scholars attend social
and cultural activities to enrich th eir
academic perspectives.
process, and to help th em make an
info rmed decision about how to succeed
and best reach thei r goals.
"We've go t a really good grou p of
students, and they're all so differen t,"
says Uran. " But they all have the same
interest and drive. We're here to help
demystify the whole graduate sch ool
" o many peo ple look at graduate school
and only see the expense, but I ee it in
terms of self-worth, identity and selfrespect," continues Ura n, who recei"ed a
B.A. in anthropology and American
Indian studies at the University o f
Minneso ta and ,vas recently accepted
into the Ph. D. program in anthropology
at the Univer ity of Iowa. "Edu cation is
abo ut your relationship with the world,
how you under land that world and
wh at you do ,vith that knowled ge 10
improve the wo rld for yourself, your
family and your communi ty."
The 1999-2000 Augsburg McNair Scholars
Dornlsha Adams '00,
Sociology and Secondary Education
William Nyariki 'O1,
Monagement Information Systems
Vicki Amon 'O1, English
Toher Omar '02, Physia
Ben Burgess 'O1, American Indian Studies
Dawn Premo '00, Elementary Education
Jennifer But h 'O1,
English and Secondary Education
Sara Quigley ' 00, History and Religion
Pam Fergus 'O1, Psychology
Rozenla Fuller 'O1,
Youth and Family Ministry
Brandon Hofstedt ' 02,
Sociology ond Communication
Dwayne Lowman '00,
Political Science and Urban Studies
M ichael Sa ble '00, Political Science
Darryl Sellers '02, Communication
Cassandra Shelton '02,
History and English
M yron Sherva 'O1, Elementary Education
Leyden Streed 'O1,
Spanish and Secondary Education
Stephen •Gabe•
Gabrielsen, professor
of music and College
organist, hod an
unexpected experience
on Jan. 23 when he was
selected from the 7,000
attendees at the High
Mass in St. Peter's
Basilica in Rome to read
the second scripture
lesson.
He and music therapy
professor Roberta Kagin
taught the course Sights
and Sounds of Europe
during January Interim.
While in Rome, they and
the group of 30 students
and S adults were at
High Mass at St. Peter's
when Gabe was asked
to read. (Apparently one
foreign speaker is invited
to participate each
Sunday.)
Launching REFormation 2000: Improving
registration, enrollment and financial services
As a culminatio n of study and wo rk over
the past 14 months, Vice Presiden t Rick
mi th anno un ced the fir t of several
reforms to take place th at will d ram atically improve and streamline the registration, enrollment and fin ancial (REF)
services for students.
The fir t floor renovation of verdrup
Hall will result in new and expanded
space for the Enrollment and Financial
Services Center (EF C), more than
doubling the sen ~ce counters available
to studen ts, and providing more
comfortable, attractive and private
space.
The renovation will also include a
lounge and reception area for students
Read the Now Online at
< www.augsburg.edu , noW>.
SPRING 2 000
at EFSC o r who are on a break from
studying in Lindell Library.
Capital improvements
bring other changes
to campus
The Board o f Regents in Jan uary
approved a seri es of capital projects that
will bring significant improvements lo
campus:
Sverdrup Hall will undergo majo r
renovatio n of th e first floor beginning in
April; the Link connecting verd ru p Hall
to Lindell Library will be built in May.
Melby Hall will receive new windows, a
new gym fl oor, bleachers and ai r
onditioning, beginning in March.
The Ice Arena is slated fo r face- uplifting
to include roof wo rk, painting and new
Aoors, starting in April.
T he U.S. Congress provided fundin g fo r
the McNair program in m emory o f D r.
Ro nald E. McNair, a nationallyrecognized expert in laser phys ics who
died in 1he US Challenge r pace Shuttle
acciden t in January 1986.
To fi nd out more abo ut th e McNair
Scholars Program , visit
<www. augsburg.edu/ mcnair>.
Nicole Warner wins first
place in vocal music
competition
Nicole Warn er, a
j unio r music
perfo rm ance majo r,
is the first Augsburg
student to win a to p
honor at the annu al
competition
spo nso red by th e
National Association
of Teachers of
Singing.
Her vocal performance last fa ll at Sr.
John's University in Collegeville, Minn.,
ea rn ed her a first place in Divisio n SA,
fo r younger, college-aged women.
Warner is a vocal perfo rma.nce majo r,
who is "a tro ng, dedicated and focused
stu dent," according to her vo ice
instru ctor, Susan Druck. Warner also
sings in th e Masterwo rks Cho rale of
Augsburg College.
Miss Minnesota draws on
Augsburg experience for
speaking engagements
Miss Minneso ta 1999, Augsburg senior
Natalie Lund, blends her communicati on
major and theatre interests with a strong
co mmitment to service as she travels
around the stale speaking to schools,
bus inesses, civic gro ups an d at events o n
behalf of the Miss Min nesota Scholarship
Program.
Vo lunteerism was her speaking
'platfo rm' at th e Miss America
competition last September. At
Augsburg, she has represented the
College on the West Bank Community
Coalitio n and was co-chair of Augsburg's
ln tergenerational Committee.
The proceeds fro m her speaking
engagements go toward scholarship
fun ds fo r Miss America and Mjss
Min nesota participants.
For information, call
(6 12) 593-5213 or e-mail
<missminncsota@mindspring.com> .
Keeping track of
faculty, staff and
students
Publkatlons
ANN GARVlY, student afhiln,
• eases Help Oeftne Free Speech on
Campuses,• In the lanwiry edition ol
the Association for College Unions
International publlcatlon, The Bulletin.
BILL GREEN, history, "lesse, Race and
the Guy Who Doesn't Do Sunshine,·
In the November Issue of Minnesota
1oum1l of Law & Politics, describing
Green's experience being interviewed
by Gov. lesse Ventura for a cabinet
position.
Exhibits/ Performances
BOYD KOEHLER, llbrarlan, directed
the Camphor Methodist adult choir at
the Dr. Martin Luther King, Jr.,
birthday celebration at the Basilica of
St. Mary, Minneapolis.
NORMAN HOLEN, art, exhibited
"Running Chicken,• a welded steel
sculpture, at the Foot ,n the Door
group show of Minnesota artists at the
Minneapolls Institute of Arts, a show
in which the size of art is limited lo
one cubic fool of gallery space.
PHIL THOMPSON, art emeritus,
displayed pieces In Calllgraphy, an
exhibit al Livingston's coffee shop,
Minneapolis, In February.
Papers/ Presentations
During the fall, LARRY COPES,
m ath em atics, spoke at or consulted
with the Key Curriculum Press in
California, SclMath Minnesota, the
Minnesota Council of Teachers of
Mathematics, Michigan Technological
University, Ripon College in Wisconsin,
Mai nland High Schoo l in Florida and
the annual meeting of the
Mathematical Association of America.
Also, a collection of 1 3 puu les fro m
old editions of A-mail (and its
predecessors) and Augarlthms, was
published in Math Ho ri zons, a
nallonal journal fo r co llege m ath
students.
CASS DALCUSH, English; BOYD
KOEHLER, librarian; and Earcie Alien,
presented "The Co lor of lV News" lo
the Twin Cities Research Gro up al the
Minneapolis Urban Coalition on Dec. 9,
summarizing national research o n
media perlormance in the area of
crime reporting and shari ng the
findings of Augsburg's three-year
study of local lV performance In
reporting news.
Last summer, BILL GREEN, history,
spoke al the Humphrey Fo ru m o n
race relati ons and abolitionism in
Minnesota during the Civil War. In
early October he was a panelist at the
S4th Annual Confe rence of the
Association for the Study of AlricanAmerican Life and History, Detro,L
CARRY HESSER, soclology and
urb.ln studies, presented "Theory
and Re<eardl Supporting Expenenual
Education Across the Curriculum,•
a faculty development wo rkshop 1n
November at Gustavus Adolphus
College.
ANN KLAMER. residence llfe, copresented a program, "Opening a
New Hall: Beyond ComtlUCtlon, • and
facilitaoted a discussion on "Student
Leaming: A Seamless Eduulion," at
Concordia UnlwBity-SL Paul.
AUGSBURG NOW
4 • CAMPUS NEWS
Keeping track, continued
PATTY MURPHY, health education,
presented "Adolescent Sexuality and
Sex Education" at the 20th a nnua l
Minnesota School Health Confe re nce
in Bloomington in Fe brua ry. She also
m et in Fe brua ry with 20 high school
adm inistrators fro m Russia invited by
Connect: Russia, in Minne apol is.
BEVERLY NILSSON, nursing, coprese nted "Culture Care Diversity and
Unive rsality: An Educational Response
for the 21st Century" a t the a nnual
m eet ing of th e Tra nscultural Nursing
Socie ty, Salt Lake Ci ty. She lectured at
North Mem orial Med ical Ce nter,
Robbinsdale, Mi nn ., o n " Sm a ll Group
Communication." In November, she
prese nted "The Cruci ble of
Accountabi lity" at the an nu al Ethics
Workshop, Rosev ille Eth ics
Commission . She was also selected to
serve as a me m ber of the Editorial
Review Board fo r The Journ al of
Pastoral Care.
CURT PAULSEN, social work
and Catherine Paulsen, p resented
"App lication of Aristote li an/ Galilea n
Thinking and Newtonia n/ Quantum
Theori es To Teachin g a nd Learning"
at the annua l m eeti ng of the
Inte rnational Society for Exploring
Teaching Alternatives, Te mpe, Ariz.,
in October. They also p resented
"Enchanting Family Therapy:
Quantum Theory, Postmodernism a nd
Spirituality" at the a nnual meeting of
the Nationa l Council o n Fa mily
Relation s, Irvine, Calif., in Nove mber.
DIANE PIKE, sociology, led a
curriculum develo pme nt faculty
workshop for Wa rtb urg Colle g e in
November.
JENNIFER POSCH, p hy sics, led the
Space Physics Semin a r at th e Univ. of
Minnesota's School o f Physics and
Astronomy in Decembe r, with the
presentation " Studies of long-p e riod
ULF Pulsations at Hig h a nd Midd le
Latitudes during GEM Storm Inte rva ls
in 1997 and 1998."
SHARON ROLENC, information
tech n ology, prese nted "Supporting
the Dive rse Needs of a Li be ra l Arts
Campus" at the Blackboard Le aming
'99 Conference in Washi ng to n D.C.,
in December.
MILO SCH IELD, b u si n ess
administration, presented "Sta tistical
Literacy" at the nationa l meeti ng of
the American Mathematical
Association of Two-Year Colleges
(AMATYC).
KAT HRYN SWANSON, English , copresented a pre-conference wo rksh op
for department chairs at the
Collaboration for the Advancem en t of
Teaching and Learning Confe rence,
November. She also presented "When
Theory Meets Reality in the Writing
Classroom," with English student
Mary Beth Gruis and Nicole
Lindemyer '99, Univ. of Minnesota
law student.
Honors/ Awards
KEELY BLUMENTRITT, a senior
social work and religion major, was
selected to represent Augsburg at the
Young Leaders annual conference in
Cleveland in March, sponsored by
Lutheran Services in America and
Wheat Ridge Ministries.
Bill GREEN, history, received a
Minnesota Histoncal Society Research
Fellowship for the completion of his
book on the history of civil rights
in Minnesota, currently titled The
PKU/iar Imbalance· Race, Culture and
C,Yi/ Rights in Minnesota. 184 9- 1911 .
AUGSBURG NOW
Editor's note: News/medio director Don Benson and I were fortunate to accompany two of the Interim travel classes in
January-Dan went with a class on a bus tour through the U.S. South, visiting places of historic importance to the civil rights
movement. I traveled to Cuernavaca, Mexico, with a Center for Global Education course.
Seeing through their eyes ...
By Betsey Norga rd
Twenty Weekend College students, coinstructor Don Christense n and I set off
from snowy Minnesota for Mexico - not
ror a week or fun-in-the-sun , but to study
Religion 366, Mexico: The Church and Social
Change in Latin America. It was a chance to
briefly encounter a culture with which we
were unfamiliar, or knew o n]y as tourists.
Already on the first mo rning th ere, our
immersion began. For an assignment
called the Cuernavaca Quest, we were sent
into th e cit-y, in gro ups of three, without
translators or guides, to visi t the main
plaza, the cathed ral and the central market.
We had to purchase a kilo of frijoles and
check ou t the prices of several common
house hold items.
Upon returning to Casa CEMAL, Augsburg's
study center and our home for the week, we
were asked to list words describing what we
saw, heard and smelled in the city.
Ou r week's act ivities included visits to
historical site , lectures o n Mexican
history, a visit to a convent to hear th e
story or the Vi rgin or Guadalupe and
discussion of liberation theology, th e
Catholic movement or the 1960s and '70s
that put social and th eological focus on th e
pli ght of the poor in Latin Am erica.
The rea] learning durin g the wee.k, however,
came from the people we met and the
stories and experiences they shared. We met
women strugglin g to co nfro nt the social
norms that have limited their roles to being
mothers and housewives. We saw the
strength they've found in the small,
neighbo rhood Base Christian Community
groups that grew out of liberation theology,
giving them dign ity and voice to seek
education and work.
In the small indigenous town or Tepotzl:ln,
we met members of a women's cooperative
who successfull y led a three-year struggle
with the government (at times violent) to
prevent the building of a go lr cou rse and
country club that would usurp their crop
land and pollute the environment.
But by the end of the week, we discovered
that the real lesso n was with in ou rselves we had to learn to see Mexican culture
through their eyes in order to truly
understand. In looking back on the initial
Cuernavaca Quest assignment, we realized
tha t we saw, heard and felt the city from
our ow n cu]tural perspectives, by allowing
our own past experiences to influence what
we saw and felt.
" I imposed my own cult ure instead of
taking their culture into myself," said one
student. Another added , "We all had our
lists - gotta do this, gotta do that. That's
how we approached the q uest, like North
America ns."
And this speaks directly to the goals or the
Ce nter for Global Education's travel
seminars and cou rses - that by gaining
Historian Armando Lopez's lessons at the ruins
of Xochicalco brought to life the eighth-century
indigenous culture and ceremony. Center for
Global Education intern Stacie Steinbock
(center, with hat) translates for the group.
better understanding of social issues locally
and globally, we can make more informed
decisions within ourselves and our
communities relating to social justice.
Jon Sobrino, the author of our class text on
liberation theology, co ncluded a seminar
once by sayi ng, "Let the people in Lati n
America keep moving you when you
return home." Patricia Hume, our Mexican
co-instructor, brough t it home for us " Keep the images of this week in your
hearts, like the pictures yo u took."
.. . and walking in their shoes
By Dan Benson
Twenty- three Augsburg stud ents became
immer ed in civil rights history during the
Interim course Civil Rights Immersion.
Following two weeks of study, the stud ents
embarked on a I 0-day bus trip to the
South, stopping in cities where historic
civil rights events happened. Leading the
tour were the course instructors, sociology
proressor Garry Hesser and Pan-Afrikan
enter director Joe Young.
In Little Rock, Ark., the jou rney's lirst stop,
studen ts met Elizabe th Eckford , one or
" The Little Rock 9," who in September
1957 faced an angry mob as she and eight
other African -American students walked to
Central Hi gh School to integrate it.
Meeting Eckford was th e most memorable
part of the trip for freshman Sop hi a
Thompson. " [Listeni ng to Eckford! made
me rea] ize that the past can' t go away,"
Thompson said. " It's gonna always hurt.
It's always gonna be there, but you have to
grow from it. You can't erase it, you can' t
forget it. You just have to take it as a learning experience and learn from it and keep
moving on."
In Memphis, Tenn., the students toured the
ational Ci,•il Rights luseum at the
Lo rraine Motel, where Manin Luther King,
Jr., was assa inated in April 1968.
" randing and looking at the spot where
Martin Luther King died had the most
impact." said sophomore Nekesha May.
" I just couldn' t believe that I was actually
there at the hotel where he was shot, looking at where he la)' after he was dead."
While many or the tour tops emphasized
hi to ry, the uthern Poverty law Center
in lontgome ry, Ala., offered perspective
on current eve.nts. Internationally known
for its tolerance education program and
the tracking and prosecuting of hate
groups, the center raised questions
for sophomore Amanda Hasz from
Mitchell, S.D.
" I noticed on the m ap that in South
Dakota there weren' t any hate groups listed;' Hasz said, "but then I realized that
there is so much raci sm there, but it is aU
real subtle and undercover. I sta rted th inking, ' is it worse to have hate groups and
know the people who hate you, or is it
worse to not know if people hate you, or to
not know what they a re thinking?'"
Some sites prompted students to try to
place themselves in the historical events.
Senior Matt Lang imagined walking over
the Edmund Pettu s Bridge ( elma, Al a.)
wi th thousands of peo ple in a 1965 m arch
for voting rights.
" I was envisioning th e troops , just expect ~
in g them to be there , si tting there waiting
for us to come over the bridge," said Lang,
"and it kind of made me think sadness,
anger, just trying to put myselr in that
si tuati on."
In Atla nta, students toured the Martin
Luther King, Jr., Center for Non-Violence
and King's boyhood home and wo rshipped
at Ebenezer Baptist Church, where King,
like his father a nd grandfather, served as
pastor. Other stops included Nashville
and Chicago.
Offering this course was important in the
context of Augsburg's mission and com•
mitment to intentional diversity, Hesser
explained.
" I think its importance was captured by
one of the students, who said that what
made the course especially valuable was
having two instructors - one wh.ite and
one black - work together in a way that
Augsbu rg students on the civil rights tour
stop to pose for a photo at the 16th Street
Baptist Church in Birmingham, Ala.
mirrored what was being taught in the
course; Hesser said. "This student said seeing how Joe and I enjoyed teaching this
course together - making use of and
affirmi ng our differences - brought more
meaning and a deeper understanding of
the issues we were studying, and set the
stage for our travels together.•
Young said he hopes the class will ha,-e an
impact on furthering race relations at
Augsburg. • we wanted the immersion
experience to address issues of race relations, and to particularly address the issue
of relations between African-Americans
and European-Americans," Young said,
• because race relations in its greatest form
is a black-and-white issue, with struggles
that date back to the beginning of slavery."
Photos from the tour can be viewed online
at < www.augsburg.edu/civilrights>.
MINNEAPOLIS, MN
CAMPUS NEWS • 5
FA CUL TY PERSPECTIVES
Kttplng trade, continued
CiAIIRY HUSER, sociology and
Faculty advising doesn't end with graduation
By Betsey Norgard
Tony Bibus, associate professor of
social work and director of the
bachelor of social work program,
understands how difficult it can be
for a social worker in the field to
connect with a licensed supervisor
with whom they must work if
seeking licensure. So, in add ition to
his teac hing and advising current
students, he volunteers his time to
an Augsbu rg alum who needs a
licensed dinical superviso r.
j
In addition to the specifics of certain
cases, their discussion also includes
how larger ethical issues transfer to
other cases. They constantly
exchange interesting articles, and
update each other on new training
and changes to the law. The supervision includes a set of objectives and
goals that the two update annually.
i Bibus finds that his supervisory
~
relationships are mutually beneficial
and help to keep his social work
Associate Professor Tony Bibus (left) volunteers as clinical
curriculum tied to the field. '"It's so
supervisor for Iris Burlock '94 MSW, who works for Henn epin
For nearly three years, Bibus and
important for us as faculty memIris Burlock, a 1994 master of social County and is seeking licensure in social work.
bers to keep fairly formal connecwo rk graduate, have met regularly
While Burlock has an administrative and
tions with our alums and other
in a formalized supervisory relationship.
clinical supervisor in her county agency,
practitioners in the field:' he says. For
Burlock is a child service worker for
example, during Interim, when Bibus
Bibus offers a perspective that is "outside
Hennepin County who is voluntarily
taught a course in child welfare and the
the agency box." He is an adviser with
seeking licensure as a social worker.
law, he drew on Burlock's experience and
whom Burlock can discuss issues that
Burlock currently carries 31 cases (high resources at Hennepin County.
arise in her cases.
er than the prescribed caseload of 20-25)
Keeping in to uch with alums also
"Our supervision tends to focus on some
o f children with severe fam ily problems
expands the network of Augsburg graduof the dilem mas tha t a practitioner can
- abuse, neglect, egregious harm, etc.
ates in the fi eld who can prov ide superface in an agency setting, where there are
Her role is to provide for the spiritual,
vision and practicum or fi eld work
rules and regulations - yet it's really
educational, medical and other needs of
experience to current students.
important to be able to think through,
the child in the best fashion . In almost
Bibus was recently appointed by Gov.
' How can we carry out our code of
all cases, this involves locating a new,
Jesse Ventura to a fo ur-yea r term on the
ethics within agency capacities for
permane nt home, while often still trying
Minnesota Board of Social Wo rk, which
to maintain ties with the biological famichildren and families>"' asks Bibus, "and
oversees licensure of social workers and
ly. She works in collaboration with other
also re main within the protocol, as
regulates their professional co nduct.
county service agencies and the cour ts.
prescribed by the county;' adds Burlock.
wbln studla, - selKted to an the Nalianll ~ llolld for the
Scholarship of Engagement.
developing lfflUn! Ind promotion
ailffll based upon the WOfk of the
Camegle Foundation 1nd
Emest Lyton_
NORMAN HOLEN, 1rt, won an
award of excellence for his graphite
drawing, •Bitter Melons,· at the
Extremely Minnesota Exhibition,
sponsored by the Hennepin Artists of
the Robbin Gallery.
JAY PHINNEY, registrar's office, and
DEB HUTTERER, public relatlons
and communication, were each
named as Augsburg's Employees of
the Year at a staff reception In
February.
JEFF STAFFORD, student affairs, was
appointed treasurer-elect for the
National Association for Campus
Activities (NACA) Upper Midwest
Region.
IRENE STEENSON, men's athletlcs/
A-Club, was honored for her years ol
work in support of Auggie student
athletes with a "KARE-11 Kare
Package" in November, given to
"everyday folks" who do outstanding
work on their jobs.
Newsnotes
Men's basketball coach BRIAN
AMMANN was a guest on WCCO
Radio's "Sports to the Max" show on
Feb. 1.
JEANNE BOEH, economics, joined
Scandinavian music collection accessible worldwide
By Deborah Hutterer
Augsburg's rare collection of
Scandinavian music, contai ni ng
approximately 1,400 compositions and
over 500 recordi ngs, is now accessible
onli ne to researchers everywhere. For the
past 33 years, the collection has been
available only to Augsburg library
patrons, cataloged on 3x5 cards.
In 1966 Augsburg was given the
Scandinavian collection as a donation
from tl1e Ame rican-Scandinavian
Foundation (see story in the Augsburg
Now, Spring I 999). Botl1 the library and
music staff were interested in making
tl1is collection more widely available and
invited Professor Dag Schjelderup-Ebbe,
a noted musicologist from the University
of Oslo, to evaluate the music.
His determination that the collection has
great value and includes one-of-a-kind
pieces encouraged the College to seek
funding for cataloging. A grant from Aid
Association for Lutherans (AAL) allowed
the library staff to send the catalog cards
to the Online Computer Library Center
(O CLC) in Ohio, where they were
converted into machine readable files
that can be loaded into CL!Cnet, the
library's online catalog.
Outsourcing the conversion project to
O CLC was advantageo us primarily
because OCLC has staff with exper tise in
cata loging music and non- English
language materials. As a result, the
project was completed much faster there
than it could have been done at
Augsburg. Cataloging records in an
online format allows patrons to search
them locally in CL!Cnet and makes them
available to scholars and =archers
aro und the wo rld_
"Th= musical scores have been
distinguished as a solid, core collection
of well-known and lesser known
ndinavian composers, gh'lllg it depth
SPRING 2000
as well as breadth," says librarian
and professor Kare n Mateer.
At least 70 percent of the collection,
according to Schjelderup-Ebbe, is
essential for scholars interested in
Nordic music.
Residence Life staff members LIZ
CARLSON, NANCY HOLMBLAD,
THOMAS HOWARD AND ANN
KLAMER attended UMR-ACHUO, a
regional housing conference In Sioux
Falls, S.D.
"This resource will be a tool to
understand our Nonvegian musical
heritage and build a link to contemporary Nordic culture;' explains
music professor Merilee Klemp.
Several events during Mai Fest 2000
will feature music from the
Scandinavian collection. For the
schedule of Mai Fest events, see tl1e
Calendar on page 11.
Deborah Hutterer is a commrmicario11s specialist in rhe Public Relario,,s
a11d Comn11micario11 Office.
Dave Dahl, Federal Reserve Bank, and
Erica Whittlinger, KNOW radio and
Whittlinger Capital Management, at
an American Women in Radio and
Television conference on Nov. 18;
their topic was "2000 Economic
Outlook."
NANCY GRUNDAHL, music, was
pictured in the Variety section of the
Star Tribune on Dec. 12 with a group
of Norwegian friends who gather
annually to make rull (a Norwegian
delicacy).
Augsburg's collection of Scandinavian music, boxed in
the library basem ent for 33 years, is now available
online to scholars and researchers worldwide. Music
profe.ssors Robert Karlen (left) and M erilee Klemp
(center), with libra rian Karen Mateer (right), exa mine
one of the music scores.
junior wrestler JOHN MARCHETTE
was the subject of a feature story on
Midwest Sports Channel's "Sports
Connection" in December.
Augsburg students, BROOK-LYNNE
MAYNE ('02) and LAURA WALDON
('01 ), were interviewed on Newsnlght
Minnesota (KTCA-Ch. 2) on Feb. 2
about their experiences on the Civil
Rights immersion Interim dass tour.
Women's hockey player junior
ANGIE RIEGER was the subJect of a
feature, • Augsburg's Rieger earns a
big rep; by Ray Richardson in the St.
Paul Pioneer Press on Dec. 7
Wrestling head coach JEFF
SWENSON was the subject of a
feature on Midwest Sports Channel
on Jan. 4 . He was also ,nterv,ewed on
WCCO Radio's "Sports to the Max"
show on WCCO Radio on Jan. 6 .
On March 2, IO Augsburg students celebrated Dr. Suess 's birthday with students at
Edison PPL Elementary School in Minneapolis, as port al •Reod Across America • Day.
The students enjoyed birthday coke and a reoding of The Cat in the Hat by Augsburg~
America Reods program axxdinaror, Katie Flater, who wos dressed as the baoH namesake.
Fourteen Augsburg students volunteer between six to eighr hours per week during the
year in the America Reads program as reading rutor, far the Book Oub al Edison PPL
School. An additional seven students serve os tutors far the Moth Oub (grades 5-7) os
port of the America Counts program.
j. AMBROSE WOLF, physics, was
selected as one of 68 jun,or physics
faculty members from research
universities and four-year colleges
nationwide to participate in a fourday New Faculty Workshop in College
Park, Md., in November, sponsored
by the American Association of
Physics Teachert CAAl'T) and the
National Science Foundation (NSF).
AUGSBURG N OW
6 • DEVELOPMENT NEWS
Augsburg 2000 funding project tops $9 million
With slightly more tha n nine months to
go in the Augsburg 2000, " Pride in Place
and Purpose" initiaLivc, Ida Simon, vice
president for institutional adva ncement
and comm unit y relations, reports the
effort has raised $9,530,453. The goal of
Augsburg 2000 is $20 million.
Since June I , 1999, the start of the
current fiscal year, the number of donors
has increased over the same period last
year by 13 percent, and contributions
have increased from all donor groups,
including regents, regents emeriti,
alumn i, parents, fac ulty, staff,
corporations and foundations.
"We are excited about the many new
donors who have chosen to support our
students and their academic pursuits
with their financia l gifts." Simon said. " I
also believe the increase in contributions
reflects a growing aware ness of and
confidence in the direction Augsburg is
taking. I think all of our donors, new
and continu ing, are touched by the
vi ion of the future we have defined for
the College. We thank them for their
contributions and their confidence in
Augsburg."
Recent major gifts targeted toward
capitol improvements
Committee, and Roger Griffith '84
have contributed SI0,000.
The Augsbu rg 2000 initiative includes $8
million targeted to capital and technology
improvements of campus facilities. The
overall project includes residence halls,
athletic faci lities, classrooms and science
laboratories. In addition, the renovation
of the first floor of Sverdrup Hall will
create a new Enrollment and Financial
Services Center. This one•stop" service
center will consolidate the fun ctions of
three different divisions - enrollment,
financial aid and academic advising to
more efficiently and effectively serve
Augsburg's 3,000-plus students.
Tracy Elftmann '8 I, member of the
Board of Regents and vice-chair of the
Development Committee, has
contributed $22,000.
0
Recent gifts (as of March I 5) in support
of capital improvements include:
Regent James and Kathy Haglund
have earmarked a recent commitment
of $ 100,000 for current renovations.
The Glen A. Taylor Foundation
has pledged $200,000 designated for
the new Enrollment and Financial
Services Center.
Jea n Taylor '85, member of the Board
of Regents and chai r of the Marketing
Ruth A. Schmidt '52 has contributed
$50,000 to establish the Anne
Pederson Women's Resource Center in
honor of her former professor and
mentor (see story below).
"We deeply appreciate the significant
contributions recently made by regents
and friends of the College;• said Kathy
Tunheim, chair of the Augsburg Board of
Regents. "Between now and the end of
June, we are seeking to raise $2 million
for the most critical and immediate of
Augsburg's capital projects. These gifts
no t only provide major support, but also
encourage us as we continue our efforts.
" I am grateful to the board for their
leadership and commitment during this
period in the Augsburg 2000 fundraising
initiative. And, I thank all of our donors
whose generous support is so instrumental
in moving Augsburg fonvard:'
Maroon & Silver Society supports scholarships for
Augsburg's finest students
The Maroon & Silver Society was
established in 1999 to recognize donors
whose annual support provides
opportuni ties for the finest students to
receive an education.
The Maroon & Silver Society is open
to all alumni, parents and friends of
Augsburg who make ann ual gifts of $1,000
or more to sponsor a student and pledge
their commitment for four yea rs. With
more limn 85 percent of Augsburg
students receiving some form of financial
aid, Maroon & Silver Society members
help keep an Augsburg education
affordable for a broad range of students in
a diverse student body.
"Members of the Maroon & Silver
Society are co mmitted to a very special
level of generosity. Their commitm ent
enables Augsburg to attract and retain
fut ure generations of bright students;'
said Donna McLean, director of The
Augsb urg Fund.
President's Scholars ($ 10,000 ann ually)
are students who rank in the top 15
percent of their high school class and are
selected competiti vely.
Four levels of support provide
scholarship assis tance:
Maroon & Silver Society members are
invited to the president's dinner at the
annual Adven t Vespers, receive regu lar
updates on the strategic plan and vision
of the College and meet students who
benefit from thei r support at an annual
spring event.
The Augsburg Grant ($ 1,000 gift
annually) is awa rded to students who
qualify and demonstrate need. These
gifts make a significant contribution
toward the education of many
traditional day and weekend students.
Regents' Scholars ($2,500 annually) are
first-year students who rank in the top
30 percent of their high school class.
For more information about the Maroon
& Silver Society, call Donna McLean,
director of The Augsburg Fund, (6 12)
330- 1I 79 or (800) 260-6590, or send
e-mail to <mclean@augsburg.edu> .
Legacy Scholars ($4,000 annually) are
qualified family members of Augsburg
alumni, current students or ELCA pastors.
Spring Phonathon
tops annual goal
"The Spring Phonathon elfort began
in February, and with two months ID
go I am veryoptlmiatic that thil wlD
be a RCOrd setting )Ur for Aupbarg:'
reports Amy Hero, manager of
telemarketing and dlnct 1114
"To elate, we line niNCl owr
$117,000, which swpasses the pl
set for the year. Thia is an increlile of
over $19,000 from last yar, uid 11111
are extremely grateful ID all
phonathon c1onora.•
Anne Pederson Women's Resource
Center is dedicated
Anne Pederson is fondly remembered
as a teacher, scholar, friend, adviser,
gardener, quilter and reader of poetry.
At Augsburg, she is now formally
remembered with the dedication of the
new Women's Resource Center in her
name on April 13.
After her graduation from Augsburg in
I932, Pederson began teaching English at
the College. Over the next 40 years, she
ta ught freshman English, Greek tragedies,
Shakespeare and modern poetry.
It is through the generosity of Ruth A.
Schmidt, Class of 1952, that the Anne
Pederson Women's Resource Center will
honor her former professor, mentor and
friend. Schmidt has contributed $50,000
to establish the Center. After graduating
from Augsburg, Schmidt went on to earn
a doctorate in Spanish at the University
of Illinois, Urbana.
She taught at Mary
Baldwin College in
Virginia; served as
dean of
tate University of
New York, Albany;
and was provost at
Wheaton College,
orton, Mass. She
The Women's Resource Center, in Sverdrup Hall, is dedicated to
Professor Emerita Anne Pederson through the generosity of Ruth A.
Schmidt '52.
AUGSBURG NOW
More than 80 Augsburg alumni and employees of 3M attended a luncheon gathering at
company headquarte". Ron Nelson '68 (left), vice president and controller at 3M and an
Augsburg regent, accepted a plaque from President Frame commemorating the longstanding partne,.hip between the College and 3M.
Remember matching gifts
In addition to many employers, both
Lutheran Brotherhood and the Aid
Association for Lutherans ,viii match the
charitable contributions made by their
policyholders.
Both AAL and Lutheran Brotherhood
,viii match a policyholder's donation to
a Luthe.ran college of more than S25,
dollar for dollar, up to 100, once a year.
Matching gifts can provide additional
funding for scholarships, endowments,
capital projects and other critical nttds.
For more information or the ma tching
gift form, contact EUa Howell at (612)
330-1651, or (800) 273-0617, or
<howelle@augsburg.edu>.
MINNEAPOLIS, MN
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Shaping Faith & Values
A
n Augsburg education ... exploring values, learning to appreciate and serve others, discovering a vocation
that answers a call from within.
Over its 13 1 years, the College has been shaped by the rich heritage and history of the Lutheran church.
At Augsburg students are nourished in spiritual growth, are challenged to learn through experience, and
leave ready to touch the fives of those with whom they live, work and worship. On the next several pages,
we explore the many ways in which spiritual growth is integral to an Augsburg education.
Living and nurturing faith in
daily life
By Lenore Franzen
A new electronic carillon o n top of
Chr is tensen Center rings hymn tunes
each day as a reminder of Chapel time.
Beyond directing attention to this daily
activity in Hoversten Chapel, the carillon
also symbolizes the presence of spiritual
life campuswide - in classroom
discussions of faith issues, in lunchtime
conversations studen ts have with the
campus pastors, in basketball
tournaments with area church groups.
David Wold, campus pastor and director
of ministries, explains the role of
campus ministry. "The founders believed
that education should take place in a
holistic environment." he said. "The
spiritual piece is an important
component."
Wold and Sonj a Hagander, associate
pastor for outreach, provide pastoral
care and a supportive, advisory role to
student-led programs. "We're on call to
the Augsburg community constantly and
get involved in the lives of hundreds of
students," affirms Wold.
Core to campus ministry are the daily
chapel services and th e Wednesday night
communion service. "They keep
Augsburg students connected to word
and sacram ent and to the wider church,"
said Hagander.
Under Wold and Haga nder's direction,
students have initiated an impressive
campus ministry program. From
recreational activities to yo uth leadership
summits to music festivals, these
activities have attracted a growing
number of students, community
members and congregations.
Hagander came to Augsburg in I 998 to
help expand campus ministry outreacl1
and inreach activities.
"We're the only Lutheran college within a
half hour of more th an 300 ELCA
congregations;' she said. "We have an
opportunity to show what life is like in a
city and to be good stewards of it."
The real leaders within campus ministry,
according to Wold and Hagander, are the
students. Ross Murray, a senior majo rin g
in youth and family ministry, is co-head
coordinator of th e tudent Leadership
Team. The team acts as a kind of "church
council," directing and supporting
campus ministry efforts.
" I like the variety campus ministry
offers," Murray said. "Each time we try
something different, we draw new people
in. It's impo rtant for students, the
community and congregations to
recognize each other's presence."
Kir<ten Arveson (left) and Erin Moore (righ t)
are among students involved in campus
ministry programs. They are pictured here in
the chapel balcony with associate campus
pastor Sonja Hagander.
For years, o utreach has been a foc us of
campus ministry through community
programs, service projects and food
programs. Clowning teams go to
hospitals, nursing homes, unday schools
and congregations.
"These teams
allow students
to try out
music they've
written,
leadership
skills,
devo tion al
storytelling,
peer ministry,
even
preaching,"
said
Hagander.
Campus Pastor Dave Wold takes a momen t after chapel to share storiei
with freshman Nathan Erickson and senior Rozenia Fuller.
Sports and recreation have also attracted
a number of students. Junio r Arn1i e
Osberg, a women's varsity hockey player
who also plays intramural volleyball and
softball, joined the Fellowship of
Christian Athletes (FCA) as a freshman.
" FCA offered me ano ther way lo grow
spiritu ally," said Osberg, who plans lo be
a church youth direc tor. " I've always been
a strong Christian," she added, " but
getting involved in FCA has give n me a
better perspective on how fa ith and
sports relate."
An example of how campus ministry
partners with athletics is the involvement
of Wold as anno un cer and chaplain for
Augsburg's men's athletics.
He also initiated a basketball league
among area EL A congregations. " ixtysome tea ms and hundred of player are
involved in this evangelistic effort, and
the growth potential is great," sa id Wold.
"Augsburg is a catalyst because of its
location and the talen ts of our students
as coaches, referees and spiritual guides."
In 1999, a student experi enced in outdoor
act ivities started Faith Adventures.
"Students stretch themselves physically
and incorporate devotional materials into
the challenge," said Hagande r.
Hagander has also encouraged a
number of inreach programs, which
bring students, th e community and
congregations to Augsburg. Last fall
saw the first Youth Leadership Summit,
a weekend for ninth- through I 2th·
grade rs.
Another recent addition to campus
ministry events is th e AuggieFesl, first
held in May 1999. "It'• a music festival
with five o r six hristian bands, open to
the communi ty:' aid Rachel elle, a
junior biology major who organized 1he
all-day event in Mu rphy Park.
Hagander offered the first-ever Weekend
College women's retreat in February.
"We're trying to connect with women who
are extremely busy," he said. The retrea l
included stress management techniques,
music, devotions, journaling and a spa.
C1mpus ministry also works with other
groups at Augsbu rg. "We partner wi th th e
music departm ent t provide the annua l
Advent Vespers services at Central
Lutheran Church invo lving hundreds of
students and nearly 12,000 auendees,"
said Wold.
Ray Makeever, a local m us ician who plays
with the group Bread fo r the Journey,
assists with campus worship, especiall y the
Wednesday night service. He has helped
attract more student leaders.
"First, we need 10 take care of people's
personal spirituali ty," said Wold. "Out of
their faith will come the activi ties and
outreach."
Lenore Franzet1 is n freelance writer who
lives in t. Pa11/.
A dual master's degree to serve both social and spiritual needs
This year Aug burg College and Luther
minary launched a pilot program
offering a dual degree in social work
(M . .\ .) and ministry (M.A. or M.Div.).
The dual degree focuses on meeting the
educational interests of people planning
to serve the spiritu al and social needs of
families, individual and communities in
both rural and urban settings.
Rosemary Link, professor of social work
and dual degree program coordinator at
Aug burg, tates, • 1n d,-·eloping this
dual degree"~ are having dialogue
SPRING 2000
across disciplines and institutions.
Together we are learning ways to help
students: to recognize the role of
spirituality in finding meaning in
people's lives, to support the expansion
of faith-based human services and to
equip students with the skills 10 pursue
pirituaJ conversations.
The objectives of the dual degree are:
a. To educate practitioner in social work
and ministry who can combine the
values, kills and knowledge of both
theology and social work to serve people
in more holistic ways.
b. To generate the partnerships necessary
10 serve the complex needs of
communities and people experiencing
transition in their lives, including the
change of government support for those
in poverty.
c. To prepare practitioners to seek the
strengths of interdisciplinary teams in the
human service and pastoral settings.
of the two disciplines and institutions.
" It's exactly what we need to be about in
the life of the church and community.
In the dual degree program in social
work and mini try we are establishing a
relationshi p where we s« ourselves not as
competitors but colleagues in mini cring
to the whole person."
Students must be accepted into both
Augsburg and Luther Seminary. Approximately IO students have applied to date.
Paul Berge, coordinator of the program at
Luther Seminary, lauds the collaboration
AUGSBURG NOW
8 • SHAPING FAITH & VALUES
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When Augsburg ca me over to St. Paul,
the Augsburg Seminary tradition came
in the form of teachers and students.
John Stensvaag, professor of Old
Testament at Augsburg Seminary, and
Bernhard M. Christensen, president of
Augsburg and professor of theology,
came across the ri ve r to teach, Some
years later they were followed by Paul G,
Sonnack, Jr,, in the Church Hfatory
Department. Their contributions to the
life and though t of both Luther
Seminary and the ALC left at Luther a
legacy, which continues to live in the
pastors and professo rs whom they
educated, Their co mmi tme nt to a hearty
Lutheran piety of both head and heart
attracted students who still remember
them with fondn ess.
The intellectual legacy of Augsburg
Seminary, one of free and living
Christians in free and living
congregations, has had a more difficult
time in the Lutheran Church because it
has go ne o ut of fashion with Lutherans.
At the same time, any growi ng church
knows instinctively wha t Georg
Sverdrup, the intellectual giant at the
head o f the Augsburg movement, knew:
that in Ameri ca hrist's work would be
done most effecti vely if it was done
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thro ugh the laity. Sverdrup, a professor
of Old Testament, was never ordain ed,
and would frequently address his
audience as uwe laym en."
Sverdrup's wo rk as a builder lives on in
many institutions of the church today.
His interest in the life and ministry of
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Augsburg and Luther Seminaries ties that bind ByGraciaGrindal '65
When Augsburg Seminary merged with
Luther Seminary in 1963, it extended the
fo unding date o f Luther Seminary back
another seven years because it was the
oldest of the six seminaries that me rged
to form Luther Seminary.
.,
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women led him to include women as
voting delegates at the annual meetings
of the Lutheran Free Church, He helped
to establish the Lutheran Deaconess
Hospital in Minneapolis, which not only
had a healing ministry in the city, but
also educated Lutheran women to be
deaconesses who served around the
wo rld in ministries of teaching and
healing, His concern for mission,
especially the mission in Madagascar,
caused him to devote some years to the
editing of a magazine, "Gasseren;' (The
T h e Lega cy ofA ugsburg Seminary
August Weenaas, foun<ler of Augsburg Seminary,
spoke of the 'ambitious plans' for an expanded
educational program at Augsburg brought by the
younger theological professors who joined the
faculty in 1873-74, Their goal, Weenaas
suggested, was to bl1ng about a significant
refonn of theological educatiOn which would
affect not only Nolweglan-American church IHe
but also the patterns of church ltte In No!way.
tt cannot be claimed that Augsburg Seminary
achieved such lolly goals. tt did, however, make
valuable contributions to Norwegian-American
Lutheranism. tt also represented ideals which
continue to be of importance to the broader
Lutheran fellowship.
In the final issue of The Lutheran Messenger, the
official organ of the lfC, Bernhard ChriStensen
spoke of the possibility of the lfC raallzlng Its
Ideals In the larger fellowship of the American
Lutheran Church, He maintained that as long as
Lutheranism exists In America there will be need
for upholding the ideal of the free coogregal/on,
struggling to build a wifnessing congmgalion In
which every believer finds ways ID share the
faith, and the ongoing need for educated
Christian leadership. These were Ideals to which
Augsburg Seminary committed itseH and
Christensen was convinced that tt was a legacy
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worth sharing with the broader Luthenln
fellowship,
During Its 93-year hlsto!y, Augsburg Seminary
graduated 710 men, an avarage of seven ID eight
each year, Although the numbels may not be
large, their aintrtbutlons were not without aff8ct
Most of them 88Mld as Lutheran paslln,
missionaries, chaplains 1111d professors.
Augsburg Seminary ended Its separal8 8ldst8nc:e
shortly alter what Sydney E. Ahlslrom called 'the
Placid Decade" [the 19505]. Throughout a good
deal of its history, Augsburg had functioned with
a sense of being distinctive, even unique. By
1963, it was ready ID aintrtbute its tradition ID
the heritage of Luther Seminary.
In doing so, the school, which its early supportaq
had proudly called, 'the oldest Narw9Qlall
seml11B1Y In America,• was In asense ~
elements from which tt had been estranged many
years earlier.
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Malagasy) in which he published
sermons on mission that still stand the
test of time.
The connections between Augsburg and
Luther Seminary are being renewed in
these present days through several
persons and programs. Peter
Hendrickson '76 and I have worked on
several musical projects which bring
both the interesting Augsburg tradition
of musical excellence together with the
profoundly evangelical work of the
seminary: the operas Captive and Free,
and Noyes Fludde. Charles Anderson,
once a professor and dean at Luther
Seminary, who served as dean and
president at Augsburg College, has
returned for a brief tour of duty as
acting dean . Now the new Master of
Social Work program reconnects the two
in stitutions, plus St. Thomas, With its
concern to retu rn social wo rk to its
original religious foundations, the
program continues much of the
vocational concerns of both Augsbu rg
College and the Lutheran theology of
vocation. Augsburg's president, William
Frame, has renewed this theological
connection with his hearty endorsement
of Luther's theology of vocation as he
has moved to establish the work of
Augsburg College as one of training
students for a life of service. As one who
knows both traditions well, I applaud
this, with prayer that new things will
continue to spring forth from this
recommitment to some of the major
values of both Augsburg College and
Luther Seminary.
Gracia Grindal '65 is professor of rhetoric
at Lutl,er Seminary.
Sharing t he faith with inner-city kids ~,,.<.-_-JL-,,--.,
By Betsey No rgard
Augsburg youth and family ministry
senior Ross Murray filled out a visitor
ca rd at entral Luthera n Church in
Mi nneapolis o ne Sunday morning and
ended up with an internship. On kind of
a gutsy whim, and anticipating the 100hour internship his study required, he
wrote "internship?" on the card - and
to his pleasant surprise, they took him
up o n the suggestion .
Since September, he has met on
Wednesday evening with a group of
senior high youth at Central, working
with them on community service
projects. On unday mornings, Murray
is part o f the ninth- and 10th-grade
education hour, and trains 10th-graders
in peer mini try. In addition, he
participate in the va rious retreats and
activities with the youth.
About hnlf of the 80- 100 youth at
entral are not children of congregation
members. They are neighborhood kids,
many non-white and non- hristian ,
who find enrral to be a safe place where
they can do fun thing with their friends,
"We end a bu around to pick up the
kids," Murray explained , and said that
others are beginning to come once they
AUGSBURG NO W
see their friends leave on the bus. " It's
really good outreach for us."
The youth and family ministry major,
begun in 1996, partners the religion
department with Augsburg's Youth and
Family Institute. The major is designed
to train people who seek leadership roles
in their churches, but not necessarily as
ordained ministers.
"The youth and family ministry major is
practical; a religion major gives you the
knowledge in theology, but doesn't
necessarily teach you how to share it_
wi th others;' said Murray, "The special
classes we have teach us to go into a
congregation, to share our fa ith, and to
relay the knowledge we've learned."
In May, Murray will be part of the first
four-year graduating class of you th and
family ministry majors. Augsburg is the
only school in Minnesota and one of the
few ELCA colleges to offer this program,
Augburg's Youth and Family Institute
national peer ministry director Lyle
Griner meets regularl y with Murray and
the other youth and family ministry
majors who share the youth and family
outreach floor hou e in Anderson Hall.
Senior Ross Murray (back, center) works with ninth- and 10th-grade groups_at Central u rior
Lutheran Church. last fall, the ninth-graders went on a retreat to Camp Am1con, near S pe ,
" Lyle teaches us stuff we haven't l""!"'ed
in class, and shares the resources hes
coUected," said Murray.
The internship at Central Lutheran has
given Murray e.xperience and a c?mfort
level working in a context very different
from his tiny home congregation in
Littlefork, Minn.
" I'm excited about Central, because of
what a large and diverse church it is, and
abou t working with inner-city kids," he
said, "It's an urban experience I didn't
have before,"
Currently serving as a volunteer, Murray
has been hired for the summer, after he
graduates. In August he begins a yearlong 1.our with Youth Encounter, a
Christian outreach group. After that,
Murray plans to enter Luther Se'?inary
for a master's degree, in preparaaon for
congregational work in program and
activities planning.
M INNEAPOLIS, MN
SHAPING FAITH & VALUES • 9
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are personally
institution?
Engebretson.
At Augsburg, th at difference is best
understood through the co urse Issues in
Science and Religion, designed and
taught by Mark Engebretson, physics
professor, and John Benson, professor of
religion, who retired from full -time
teaching in January.
"The course
course moved
"In a secular institution, this course
might not exis t:• said Engebretson.
"Augsburg enco urages students to connect their faith with their intellectual
pursuits in all aspects of campus life."
The CoUege also requires students to
take three religio n courses, and Issues in
Science and Religion fit into this
requirement. Yet students who sign up
for the course do so for large r reasons.
" It allows th em to connect to iss ues that
also helps students see the
inconsistencies
in both fields,"
added Benson.
into the regular
term and has
been taught
eve ry yea r
since.
The course's
final project,
designing a
lohn Benson, religion
utopi an civilization in space,
allows students to integrate their learning. " It force students to ask questions
about the ro le of religion and their
Christian faith in society:• said Benson,
"and it helps them see that human ecology is an in tricate web of life that developed over a long time." Benson and
Engebretson first offered the course dur-
In 1995, they
received a
Templeton
Foundation
Mark Engebret.son, physics
Award, given
The Youth and Family Institute at
Augsburg has been receiving both
national and international attention,
praise and bookings fo r its Child in Our
Hands conference series. The two-day
conference "presents a vision for
effectively passing on the fai th to th e
next generations and strengthens
congregations to move from vision to
actio n, from being church to doing
church." Al its core is th e guiding
principle that th e home and the
congregation are bo th partners in
teaching and nurturing the faith.
Recently, congrega tions in Australia
asked fo r conferences, as well as for YFI
to train thei r congregational leaders with
th e conference's follow-up program,
Hand-in- Hand. This yea r the conference
will also travel to sites in more th an I 0
states from coast to coast. In addition to
increas ingly becoming nationally known
in the ELCA and the Missouri Synod, the
conference is also being booked by other
denominations, which take the
conference and adapt it to their own
denominational setting.
11
That's an important point - as we
enter th e 2 1st century, it's clear to us at
the institute th at the ministry of the
church needs to be a cooperative
ministry. To oppose each o th er sends o ut
such a negative message," says David
Anderson, YFI program directo r.
The conference was developed from a
model created by Anderson with Dick
Hardel, YPI executive director, and
10
faculty worldwide who promote intellectual discourse connecting science and
reli gio n. In 1997, they were recognized
with a second Templeton honor for
continuing to offer the course.
Had such a course existed when
Engebretson and Benson were college stu -
Receiving acclaim for 'The Child in Our Hands'
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ing the 1980
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Science and religion converge in teaching at Augsburg
What makes teaching in a Lutheran college different from teach ing in a secular
I
BylenoreFranzen
dents, they likely would have t3ken it.
Both have lifelong interests in ien and
religion. Engebretson was ordained a a
Lutheran pastor before ttling o n a career
in physics. Benson' aCJdemic area systematic theology and the philosophy of
religion - puts him on the border
between the seculnr world and the church.
During the 2000-200 I n ademic yea r,
Augsburg will expand the conversation
around ciencc and religio n thro ugh
three lectureships. The hristen en
Symposium will focu on pirituality
and academia. The verdrup Visiting
dentist Progra m will addre th e religious aspects of extraterrestri al life, and
th e Augsburg eminar in Applied Eth i
will exa mine th e ethics of patenting life.
Lenore Franzen is a frce lnuce wr;,e, aud
lives iu t. Paul.
By lynnMena
Roland Martinson, YFI senior associate
and Luther Seminary professor.
congrega ti on and th e mini tr y of
th e home.
"For various reasons o n the part o f all
three of us, we came to a common
juncture in our understand ing of th e life
of the church," says Anderson. "So we
brought together our three perspectives
and expe riences in congregati onal
ministry and put together a model that
includes eight strategies to partner home
and congregation. What emerged from
that are five principles o ut of which the
Child in our Hands lives and breathes:
3. The ho me is chur h too, where
is present in faith.
I. Faith is formed thro ugh personal
trusted relationships, and often those
relationships are in our own homes.
hris1
4. The Christian faith is caught more
th an it i taught.
5. If we want faithful children and youth,
we need faithful adults/parents.
"It' been very fulfilling and gratifying lo
see how this is growing," says Anderson .
"T he challenge is keeping up with it: •
T he Youth and Family Institute was
fo und ed in 1987 by Merton trommen
'42 in memory of his son, David Huglen
Strommen.
2. The church is a living partnership
between the ministry of th e
Lyle Griner is honored with the
'Little Red Wagon'
An1crica's Promise: The Alliance for Youth,
headed by Gen. Colin Powell, has awarded its
" Little Red Wagon" to Lyle Griner, national
peer ministry director at the Youth and Family
Institute, fo r the commitment of the peer
ministry program to the strengthening and
developing of f.tith and values among youth.
"I = 't imagine a more effective and rewarding
way to make a difference in youth's lives. Having
the support of Americ:J's Promise will open a number of new doors for us to train and support peer ministers," Griner said of the honor.
Over the next five years, YFl's peer ministry program will train adult facilitators who, in
turn, will train youth to be peer ministers. By practicing caring skills and modeling their
fuith and values, peer ministers will be positive role models to at- risk and other youth.
Griner teaches peer mini try on campus as part of the youth and family ministry
major. The class i open to all tudents and is quickly becoming popular.
America' Promise is a national organization dedicated to involving individuals and
organizations in activities to achieve a significant increase in positive youth developmenL
The wagon was chosen as a fitting symbol for the America's Promise commitment to
child~n. Gen. Powell wrote, "The little red wagon. A symbol of childhood. It could be
filled with a child' hopes and dreams or weighed down with their burdens. Millions of
American childttn need our help to pull that wagon along. Let's all pull together.•
SPRING 2000
Richard A. Hardel (left), director of Augiburg ·, Youth and family lnililule,
and Merlan P. Strommen '4Z, a reiearch p1ychologi11 and founder of rhe
Youth ond Family lnititute, 1igned copiei of their book, A Radical New
Model for Youth and Family Ministry. Looking on (L to R) are ,enior
Kiriten Arveion, religion profellor Philip Quanbeck II and ienior Roll
Murray.
The book, a texl for youth ond family miniitry, ii a guide for eitabliihing
new kind, of partnerihipl between porenll and congregalioni in nurturing
and developing tht family life that build! ilrong faith.
AUGSBURG NOW
10 • SHAPING FAITH & VALUES
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Augsburg's Lutheran
Free Church legacy
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A training ground for
service and leadership
By Le no re Franze n
By Lenore Franzen
Given his fa mil y's nea rl y ce ntury- lo ng
co nn ection with Augsb urg College, Philip
Q uan beck Sr. '50, pro fesso r em eritus o f
religion , un d ersta nds well th e Co llege's
ties to the Luthera n Free Ch urch .
"Augsburg bega n in 1869 as a th eological
semin ary for th e Sca nd inavia n commun ity, especia ll y the No rwegia n community;' Qua n beck explai ned . "A di spute in
th e 1890s a bo ut th e role o f th e prepa rato ry depa rt ment a nd th e n ature o f se min ary educa tio n led th e lead ers of
Augsburg to separa te fro m th e United
C hu rc h, th e chu rch body with whi ch it
had bee n assoc iated."
These lead ers fo rm ed a gro up called the
" Friends of Augsburg," wh ich in 1897
beca m e the Luth era n Free C hurch. While
ch urch bod ies typicall y fo und educa-
tional institutions, in th e case of
Augsbu rg, the reverse was tru e.
In its beginning, Augsburg T heologica l
Sem ina ry foc used o n ed ucating pasto rs.
T he Co llege, wh ich b ega n as a prepara tory school fo r th e sem in a ry, sha red th at
concern. However, responding to the
needs of bo th stud ents a nd society, the
College h as b roadened its curric ulum
a nd areas of co m peten ce.
" In 1963, t he Lutheran Free C hu rch
m erged with the America n Lutheran
C hu rch, a nd the semina ry m erged with
Luther Semin a ry in St. Pa ul;' said
Q ua nbec k.
Des p ite these m any cha nges, Augsb urg
has always emph asized pe rsonal fai th as
an important component to a student's
edu cati o n . And Qua nbeck believes tha t
h erit age, gro unded in the Luth era n Free
hu rch , live o n at the College.
Myrna Sheie, Augsburg Class of 1968, feels
"superbly prepared" fo r her positio n as
executive assistant to th e ELCA bishop.
"Au gsburg still
views religion
co urses as a n
integral pa rt of
a student's edu catio n ," he said.
Phili p Quan beck Sr. ' 50
,cHowever, the
life of fa ith is no t simply a n acad em ic
exe rcise. The College h olds daily ch apel,
a nd campus m inistry programs provide
numerous opportunities to involve stude nts in a n active faith life. Also," he
1
continued, 'the current emphasis foste red by President Frame o n the dialogue
between faith a nd reason is a contempo ra ry expression o f this t raditio n!'
Q uanbeck's fathe r, a pastor in the
Luthera n Free Church, graduated fro m
Augsburg in 19 [4 , "The underlying
ass umptio n for me a nd my five siblings
was th at we would go to Augsburg as
well;' h e said. All o f them did. Continuing
the traditio n, Quanbeck's so n, Philip,
teaches in th e religio n department.
After graduating fro m college and seminary, Qua nbeck b ecam e a Lutheran Free
C hurch pastor in Bagley, Minn. On a
1952 Luth era n Bro therhood scho larship
he went to Princeton , where h e ea rned an
M .T h . a nd Ph.D. befo re returning to
teach at Augsburg College and Seminary.
Startin g in 1993, Quanbeck b egan phased
retirement. He co ntinues to teach one
course in the spring and fall terms in
Weekend College.
When he co uld have returned to the
parish o r go ne elsewhere, Quanbeck
chose to teach at Augsburg. " Here I have
do ne so m ething I was able to do," he said.
" For that o pportun ity, I am grateful."
Lenore Franzen is a freelance writer who lives
in St. Palll.
Yet even she admits, "Working fo r the
church was not on my scree n during my
college years." Some 30 years later, the
gro unding experi ence Au gsburg gave her
see ms the obvious training fo r her roles at
the synod and national offices.
For 11 yea rs Sheie served as assistant to
two Saint Paul Area Synod bishops, Lowell
Erdahl and Mark Hanson. In 1998, she
moved to Chicago, where she is executive
assistant to ELCA Bisho p H, George
Anderson. In that capacity, she and two
colleagues coo rdinate staff services on
behalf of the bishop. Sheie is invol ved in
planning, budge ting and preparing agendas for churchwid e assemblies and coun cils, and acts as liaiso n with a variety of
boards and groups.
Comparing her synod and national roles,
Sheie said, " I work for the same church but
with a different foc us. At the synod level, I
was more connected with congregations,
pas to rs and lay leaders. Here my focus is
churchwide."
Augsburg prepared her well. "With its
urban location, Augsburg has always been
oriented to service beyo nd its waUs;' said
Sheie. "As an English and educati on major,
I had direct experi ence with children in the
neighborhood built into my training:'
Mark Hanso n and Sheie were classmates at
Augsburg. "When Mark became Saint Paul
Area Synod bishop in 1995;' said Sheie,
"our long co nnection strengthened our
working relatio nship."
Sheie also acknowledges the many leaders
Augsburg has nurtured, Hanson amo ng
them . Sheie herself was active in campus
leadership roles during college.
Dail y, Sheie sees Augsburg's mission for its
students played o ut in her life. " My liberal
arts education at
Augsburg gave
me a broad base
to move from ,"
she said. " I was
Myrna Shele '68
encouraged to
engage in both
critical and creative th inking. Yes, we had to learn the
material, but in new and fresh ways, so that
we could embed th at learnin g into our
lives and m inds."
From her current perspective, Sheie understands the critical role Augsburg and other
ELCA colleges play. " Unlike schools in so me
other denominations, Lutheran colleges
have maintained a stron g co nn ection to the
church," said Sheie. "The ELCA secs its colleges as valuable resources. The chu rch's link
strengthens the colleges and gives us a way
to claim a mission in the world.
"Graduates of Lutheran colleges also
become tremendous reso urces to congregations because they continu e to be involved
in the church, often as leaders," she added.
For Sheie personall y, Augsburg holds a
meaningful place in her life, She transferred her sophomore yea r so she could
live at ho me following her father's death.
After graduatio n, she lived one mil e from
ca mpus for 14 yea rs.
11
I always had reaso n or desire to visit;' she
said. She enj oyed th e a nnual Adve nt
Vespers concert and has stayed in touch
with college friends.
In a sense, Sheie has never left Augsburg.
By preparing her broadly and connectin g
her with a community of leaders committed to service, she continues to live out
what first grounded her.
As she herself said, " I wandered o nto cam pus, loved it, and stayed."
Lenore Franze,i is a freelance writer who lives
in St. Paul.
Perspectives on Augsl,urg as a Lutheran eolle,e...
Members of the Augsburg community were invited to reflect and comment
on the significance of Augsburg as a Lutheran college, and how it makes Augsburg special.
Kathryn Swanson
Professor and Choir, Dept. of English
• in the tradition of Martin Luther,
Augsburg College is a place where
members of the community - staff,
students and faculty - can plunge into
bold and vigorous examination and
discussion of issues central to personal and
corporate faith and life in the world. That
this activity is at once exhausting,
invigorating and liberating is most
certainly true!•
The Rev. Oscar A. Andmon, Class of 1938
subordinated to this central core. The
vigorous presence of the gospel will be the
distinguishing marlc of Augsburg if it is to
continue as a Lutheran church college. •
" The Lutheran Church was bom in an
academic community - Wittenburg,
Germany - and has alwoj,s loolced ta our
colleges for educated and committed
leadership. We need our colleges more
than ever as we emborlc on the advmture
of a new millennium.•
to Augsburg from another~ or
university will mention how nice It is
to be able to discuss rel1gion and pmonal
faith issues in the c/ass,oom or lndMdua/ly
within the college community. Sometimes
ii takes an outside perspective to lffllind
us of a benefit aU tao emy to talce for
granted. I appreciate that Augsburg
Terry Coolr, Class of 1991 MAL
Dept of Soda/ Wort.
College encowages discussion and open
dialogue on rel1gion and religioln issues.•
" The hallmarlc of the Lutheran Confession
is the gospel of Jesus Christ capsulated in
Co-chair,
the words: grace alone, faith alone and the
MAL Program Coonl/nator
word alone. It is impottant that a college
of the Lutheran Church be rededicated
" king Lutheton allows us to acknowledge
a heritage that invites itlllOMtnent of
both to vigorous ocodemic pursuits and to
an unapologetic openness in welcoming,
studying and proclaiming this gospel.
Policy, proctice. piety and polity are
alhers. Discussions in dasses am
ocknawledgr the spiritual side of
individuab, and the added dimension
semces and haw the Aug,butg CCll7l'IU1IB
as a w#Jolt, ans for each ollllr ew,y dait'
TM Rev. Charles s. Andtnon
Pmldent of AllgllHlrg, JN0-1991
Jay Phinney. Class of 1919
The Rev. Herbert Chllstrom, Class of 1954 Associate Reglsttar
Former Pm/ding Bishop of the ELCA
•on occasion, students who transfmed
Pm/dent of Augsburg, 1963- 1980
AUGSBURG NOW
provides a wonderful aspect not allowed or
discouraged in public institutions.
Augsburg reflects its heritage.•
ICtisten Opa11nst1, arm a1 2003
· 1 ~ that the strong l.ulheran heritage
~n,,amthemipis lle herr«
Augs1up. You mn fm the ltM and nurtJn
htff lhmugh mlpiS IIIRltJ1' dailychap.t
"Being a Lutheran sdlaal llMWIS thar
Augsburg can bean actlVlt serwnl ito
,,..,._fa
cnratbl which Is the gift ala IM!gQll4
and alll ~ atlNr5, In
God, in unselfish setvia to al. Oll"flltlm
do not diminish the nobafyotC11WClllt nar
Ille wonder al forgifflrm..
Joel S. Torstalsaff,. CJraa al 1931
l'nlftmoralsadologrEINftia
"For any llital insbluCbl to Jllllllllriy
Sffl!l' 0 major pa,t olbliisrmqj /dfntlrt
SftfflS ro ,- a wry llpimlfllit. #lotllng
JPffll. mmt
al"'f- •
a..,__,
ptOlmarat~ ~ ,,,_
found ib hiJladc .....,...,, lhr L&ldwnln
dudt tl * m a i n ~«(,.,_
thall ~ rodlrrillll,.as a
11,en,/ alt amdl!mlc ..........
MINNEAPOLIS, MN
CALENDAR• 11
Augsburg Events for Alumni and Friends - Spring 2000
Theatre
May 10
For information on any of these events, call the Fine
Arts Hotline, (612) 330- 1448.
Student Actors Showcase
Mal Fest art exhibition
5:30 p.m. - Tjomhom- elson Theatre
Gage Gallery, Lindell Library
April 28-May 10
May 10
May 5-21
Mal Fest 2000 - See complete schedule
below.
Senior Projects
Augsburg Juried Student Art Exhibition
7 p.m. - Tjomhom-Nelson Theatre
Alumni Galleri•,
April 28
Opening night of A Little Night Music.
Music and lyrics by Stephen Sondheim,
book by Hugh Wheeler.
April 28-May 10
hristen en
enter
Opening reception , Ma 5, 4-6 p.m .
May 11
Scenes from American Drama
7 p.m. - Tjornhom-Nelson T heatre
Other
Directed by Darcey Engen; music direction by
Sonja Thompson
Events
May2
Musi
Performances:
Apr. 28, 29; May 4, 5, 6 at 7 p.m.
Apr. 30, May 7 at 2 p.m.
Deans' Convocation - guest speaker,
Shella Tobias, science consultant
C
April 28-May 10
3:30 p.m ., Hoversten
Christensen Center
Mal Fest 2000 See complete schedule below.
Tjornhom-Nelso n Theatre, Foss Center
Set in turn -of-the -century Sweden and strongly
influenced by Ingmar Bergman's Smiles of a Summer
Night, this rom antic comedy captures th e imagi nation
of the audience with its world of moonlit woods, fairy
enchantment and amusing hum an foll y.
May 20-21
May20
Commencement Weekend ·
Commencement Concert
May 20
7:30 p.m ., Hove rsten C hapel, Foss Center
Tickets: $8 general public; $7 ACTC faculty, staff and
students; $2 Augsburg studen ts.
Art
and
Exh
bits
May2
Artistic Concepts, A Little Night Music
Darcel' Engen, directo r; Sonja Tho mpso n, music
director; Michael Burden, set designer; Sand ra Schulte,
costume designer
hapel. Reception to follow in
5:30 p.m ., o mmencement Dinner, ommo ns,
Christensen Center
7:30 p.m ., Commecement
o n cert, Hoversten
April 7-21
8:30 a.m., Eu chari st Service, Hoversten
Graduating Seniors Exhibition
10:30 a.m ., Baccalaurea te, Hoversten
Alumni Gallery, C hristense n Center
I:30 p.m., Commencement Ceremo ny (tickets
requi red , Melby Hall I:30 p.m ., Melby Hall
Opening reception, April 7, 4-6 p.m .
hapel
May 21
hapel,
hapel
3 p.111., Reception, Murphy qu are
11 :50 a.m.- 1:20 p.m . - Tjornhom-Nelson Theatre
Aprll 28
May 10
all of Grieg's extant letters in the original
~nguages.
WIWAM H. HALVERSON, associate dean
emeritus at The Ohio State University,
spedallzes in the translation of Norwegian
musical scholarship and materials. Previous
translations indude books by Professors
Finn Benestad and Dag Schjelderup-Ebbe,
NU,
Augsburg College professor of organ. She
wrote her doctoral thesis on the music cl
Knut Nystedt at the Unlvenlly cl Mlnnasobl.
All events for Mai Fest 2000 are on the
Augsburg College campus. Events are lree
unless otherwise noted.
Visit the Web site at
<www.augsburg.edu>.
Fest<Oo
bhlbltlon, April n - 111a, 10; ~ Gallery• ...,_ aa...y
0 April 28 - Ma., ,o
A Little Night Music, lJo,nhom-Nolson ThutN. • OHfflltlons: (61Z) 3311-1257
Ap,11 a; 2', llla,4, 5, 6 at 7 p.na.: Ap,11 Ml llaJ 7 at Z p.m. S8 _.a; 17 ACTI: foculty,
stllff, -
-
Augsburg Scandinavian Musk Collection - - . the -,11c of_,_, 4
SPRING 2000
p.m .
AUGSBURG NOW
12 • SPORTS
Athletic facilities receiving major renovations
By Don Stoner
Back in 196 1, Si Melby Hall was unveiled
to rave reviews. An innovative, multipurpose facility which was used as a
gym nasium, chapel, convocation center
and concert hall.
Porty years later, the building is getting
its first majo r facelift.
A new gymnasium floor is being
installed for the fi rst time since the
building's opening. New bleachers will be
placed in the gymnasium , along with a
complete HVAC (hea ti ng, ve ntilation, air
conditioning) setup
for the building.
The lower-level
fitn ess center is
receiving its second
expansion in a year.
Lower-level athletic
department and
hea lth and physical
new das her boards, bleachers and a new
paint job in the main rink.
"There's a lot of enth usiasm abo ut the
scope of this project," said James Carey,
Augsburg's director of at hletic facilities.
"This is the biggest improvement made
Lo Si Melby Hall in fo ur decades."
Augsburg's athletic faci lities are
constantly used, not only by the College's
17 varsity athletic teams, but also by a
wide cross-section of the Augsburg and
greater communities. More than 600
Augsburg students, faculty, staff and
alumni participate
in the College's
intramural
programs, noted
Kris Kraft, the
College's
, intramural
coordinator.
educa tion
departme nt offices
are being moved
and renovated.
And the renova tion
is not lim ited LO
Melby Hall. The
Augsburg Ice Arena,
celebrating its 25th
an niversary this
school yea r, is also
rece iving a major
renovation , with
A new heating/a ir cond itioni ng system is
part of the M elby Hall renovatio n.
yea r have used the Anderson-Nelson
Field indoor ai r structure for youth and
adult leagues or programs sponsored by
the Minnesota Thunder pro soccer
team . The Ice Arena is used year-round
by local youth and adult hockey teams,
along with hockey camps.
"We're operati ng our facil.ities pretty
much 365 days a year, serving not only
our community but the greater
community, too;• Carey said. "So many
people have heard about Augsburg
College because they've come here for
you th soccer or yo uth hockey or our
learn-to-skate programs. That's their
first exposure to the College."
Work began on the facilities in early
March , when athletic department and
health and physical education
department offices were moved from
Melby Hall into two portable trailers
adjacent to the Ice Arena. Much of the
work in Melby Hall is slated LO be
completed by the time of the College's
The Twin Cities
Sports Connection,
a regional adult
athletic league,
holds many of its
programs in Melby
Hall and AndersonNelson Field,
drawing several
hundred adults to
the college during
each sport season.
As many as 1SO
This year's athletic facility renovations
are the first steps in a long-term plan to
expand and improve athletic fac ilities at
the College. The vision for the future
includes ano ther expansion of Si Melby
Hall and a new fieldhouse, to serve the
increased needs for athletic faciliti es by
the school's athletic teams, the greater
Augsburg community and the entire
soccer tea ms per
regio n.
Commencement exercises.
Wrestlers
continued from page 1
Over the past three yea rs, Aug burg is
the only school to have placed in the top
IO both academically and on the mat
each year.
"That's the foundation of our program,
academics," Swenson said. "That's the
cake, the base of everything we do in our
program. The icing on the cake is our
national title on the mat. If our guys
weren't doing it well academically,
getting the grades and getting good jobs
after graduation, we wouldn't get the
great crops of wrestlers we get. We do it
right. These guys are the ideal of what a
true student-athlete can be. They deserve
all the credit."
Augsburg also had IO NWCA Scholar
All-Americans, matching its NCAA alldivisions record total of two seasons ago.
Swenson earned the respect of his fellow
coaches, being named NWCA Division
UI National Coach of the Year for the
fourth time (199 1, 1995, 1998, 2000).
Swenson's assistants, all Augsburg alumni
- Scott Whirley '79, Don Wichmann
'89, Dan Lewandowski '97, John Pena
'98, Wade Johnson '98, Jamie Hilya r '97
and Jim Peterson '99 - deserve a lion's
share of the credit, he said.
Only six schools in all NCAA divisions
have ever won a seventh national title. The
Auggies will lose eight seniors, including
four All-Americans, but will return seven
wrestlers with national tournament
experience (six All-Americans) next yea r.
Women's hockey repeats MIAC title; men are second
in basketball
By Don Stoner
Women's hockey
For the second yea r in a row, Augsburg's
women's hockey team claimed the
Minnesota Intercollegiate Athletic
Conference regular-season
championship. And this yea r, the Auggies
made more history in their fifth varsity
season, qualifying fo r the fi rst-ever
Division Ill national championships.
Augsburg cruised through the MIAC
campaign with a 12- 1- 1 conference
mark, tying St. Mary's for the league title.
In the MIAC playoffs, the Auggies swep t
St. Benedict 3-0 and 7- 1 in the semifinals
and swept perennial rival Gustavus 4-1
an d 2- 1 in the championshlp series to
improve to 2 1-5- 1 overall, advancing to
the AWCHA Division Ill national finals
agains t ECAC champion Middlebury
(Vt. ) in Boston, Mass. National title
re ults will appear in the next issue.
Angie Rieger (Jr., Courtland, Minn./New
Ulm HS) earned M lAC Player of the
Year honors by conference coaches.
Rieger was a first-team
AII-MIAC sele tion for the second yea r
in a row, along with defender Emily
Miller ( r., Blaine, Minn.) and goalie
Meg chmidt (Sr., West St. Paul,
Minn./Henry ibley HS). Fonvard Sarah
Garrison also was named All-MIAC first
team for the first time as an Auggie,
along with fonvard Erica Johnson (Sr.,
Blaine, Minn.).
Men 's hockey
ugsburg' men's hockey team reached the
LIAC playoffi; for the third season in a
row, as a young squad continued to show
signs of improvement throughout the year.
The Auggies finished 10-13-4 overall and
-5-3 in the MIAC, good for third place
in a competitive league tandings. The
AUGSBURG NOW
Auggies faced eventual MIAC playoff
champion Concordia- Moorhead in the
playoff semifinals, but were swept by the
Cobbers in two games in Moorhead.
Freshman Jaroslav Cesky (Fr., Prague,
Czech Republic) earned AII-MIAC
honors by leading the team in scoring
( 14 goals, 19 assists, 33 points), as did
senior captain Steve LaMere for the
second yea r in a row ( 10 goals, 20 assists,
30 points).
Goalie Rya n McIntosh (Jr., Calgary,
Alberta/ Bishop Grandin HS) earned AllMlAC honors for the third straight yea r,
with a sterling .904 save percentage and
3.24 goals-against-average.
Men's basketball
Augsbu rg didn't let the loss of NBA draft
choice Devean Geo rge to graduation
affect the squad in 1999-2000, as the
team qualified for the MlAC playoffs for
the fo urth straight season and finished
second in the conference standings.
The Auggies finished 16-8 overall and
15-5 in the MIAC, the fifth straight yea r
the Auggies have won I 5 games or more
in a season. Augsburg lost in the MIAC
playoff semifinals to eventual conference
playoff champion St. John's 58-57.
For the third season in a row, Augsburg
had a player earn MlAC Player of the
Year honors, as senior point guard
Jeof&ey Reed (Sr., Minneapolis,
Minn./De La Salle HS) shared the
honors with St. John's Troy Bigalke. Reed
,vas the team's key leader all season long,
averaging 14.3 points and 3.8 rebounds
per game. He ended his career with 79 1
points (27th-best in school history) and
249 career rebounds. Reed was a first team All-MIAC selection and a selection
fo r the second year in a row to the
conference's All-Defensin, Team.
Reed and Kevin Van Rossum (Sr., Green
Bay, Wis./Preble HS) formed the best
backcourt combinatio n in the
conference. Van Rossum broke the
school's career record for three-point
shooting, hitting 239 extra-pointers on
his career. The total puts him second alltime in MIAC history in career threepointers (all games). Van Rossum, an
AII-MIAC first team for the second
straight year, finished his career wi th
1,025 points, 15th-best in school history.
Women's basketball
A young Augsburg women's basketball
team showed strong improvement
throughout the 1999-2000 season,
finishing the year wi th a 6- 19 overall
record (6-1 6 MIAC), doubling the
number of victories from last yea r.
With only two seniors on the roster, the
Auggies had to rely on a deep rotation of
young playe rs all season long, and were
able to contend in several gam es against
much more experienced opponents.
Jodi Soule (Sr., Cannon Falls, Minn.)
earned All-M IAC first-team hono rs on a
vote of conference coaches.
Men's and women 's indoor
track and field
It was a year for record-setting
performances for Augsburg's indoor
track and field teams, as the Auggie
teams combined to set I 3 new school
marks during the indoor season.
For the second year in a row, Carrie Lind
(Jr., Coon Valley, Wis./Westby HS)
finished second in the nation in the 20pound weight throw at the NCAA
Division Ill indoor national
championshlps in Bloomington, ill. Lind
had battled a foot injury most of the
indoor season and did not compete until
the last meet before the MIAC meet.
Jeoffrey Reed (3) brings the ball up the court
during Augsburg's home game against
Carleton on Jan. 17 al Melby Hall. Reed was
named MIAC Co-Player o·f the Year for men's
basketball this season.
At the national meet, Lind finished
second to HarnJine's April Felt in the
event, ,vith a best throw of 53- 10 1/2
(16.42 meters).
Chrissy Baune (So., Marshall, Minn.)
continued her assa ult on the Auggie
record books, setting new school records
five times in the indoor campaign. She
earned All-MIAC honors in three events
at the MIAC meet, finishing second in
the 3,000-meter run and third in the 800
and 1,500.
On the men's side, Christian Dawson
(So., lnvercargill, New Zealand/Cargill
HS) achieved two school records - in
the 1,000-meter run and 1,500-meter
run, and earned All-MIAC honors in
those two events at the conference meet,
firlishing third in each.
Desman Oakley (Jr., Indianola, Iowa)
finished second in the men's 55-meter
hurdles at the MIAC meet to earn allconference honors.
MINNEAPOLIS, MN
ALUMNI NEWS• 13
Peter Agre honored for research
in kidney disease
By Lynn Mena
Last November, Peter Agre '70, M.D., was
presented the 1999 Homer W. Smith
Award, which is given annually by the
American Society of Nephrology (ASN )
and the American Heart Association to a
medical researcher judged to have made
a major advance in understanding
kidney disease.
The award specifically recognizes Agre's
discovery and work on aquaporins - a
family of molecular membrane water
channels. "All of our tissues are
comprised of water, it's the most
fundamental component of all life
forms," explains Agre. "But how does the
water move from the cells within our
tissues? And why are some tissues, such
as the linings of our lungs, so much more
permeable than others? It has long been
believed that these tissues contain water
channels, but no one had ever been able
to find proof of their existence."
In 1991 , Agre, who is a professor in the
biological chemistry department and
director of the graduate program in
cellular and molecular medicine at Johns
Hopkins University Medical School,
made the discovery of aquaporin- 1, the
first molecular membrane water
channel. His finding ultimately revealed
an entire family of water channels now
called "aquaporins." A N Highlights (the
official publication of the ASN) wrote
that the discovery "represented a major
breakthrough," and has led to a greater
understanding of many inherited and
acquired water balance disorders (such
as kidney disease).
"The discovery was a big surprise and
tremendous luck," says Agre, who is a
blood specialist. " It's not going to be a
cure for cancer or anything, but the
human ramifications are just unfolding every year the enthusiasm builds." His
discovery has resulted in numerous
national and international speaking
engagements, including stops in Sweden,
England, Brazil, New Zealand, Russia
and most of the medical universities in
the United States.
Agre received a B.A. in chemistry from
Augsburg in 1970 (a choice perhaps
influenced by his father, the late
Courtland Agre, who taught chemistry at
Augsburg from the 1950s to the ' 70s) . He
went on to receive his medical degree
from Johns Hopkins University, where
he developed an interest in biomedical
research. After completing a medical
residency at Case Western University and
a clinical fellowship at the University of
North Carolina at Chapel Hill, he
returned to Johns Hopkins for a research
fellows hip in the cell biology
department. In 1984, he became a
fa culty member in the department of
medicine at Johns Hopkins.
Agre's past honors include national
finalist fo r the American Society for
Clinical Investigation and the Young
Investigator Award for the American
Federation of Clinical Resea rch. He was
awarded Augsburg's Distinguished
Alumnus Award in 1995. He also serves
on the editorial boards of the Journal of
Clinical Investigation and the Journal of
Biological Chemistry.
Homecoming 2000
October 5-8, 2000
100 Years of Old Main - join the celebration!
Class Reunions 1950, 1960, 1975, 1990
Join a reunion committee to help classmates plan your reunion.
Augsburg Choir Millennium Gathering
ALUMNI PROFILE
Traveling the world as a
global classroom
By Lynn Mena
Since graduating from Augsburg in
1991 with a B.A. in both English and
philosophy, Andrew Carlson's
nomadic path has taken him to more
than 20 countries. His global
sojourns have included such places
as Greece, Israel, Germany, Norway,
Hungary, England, Mexico, Syria,
France, Egypt and more.
problem getting to know the people
in the countries he visits. "I try to
learn hello, goodbye and thank you.
English happe ns to be the de facto
international language, so It's often a
common bond - though I must
admit, in some cases, not speaking a
native language probably puts up an
invisible wall.
"A case of wanderlust, you might
say," says Carlson about his
inspiration to travel. "I think that
having studied English and
philosophy and having a liberal arts
background lends itself to creating a
mind that's curious about things. My
earlier travels were mostly about
adventure; but lately I've been more
interested in observing and studying
issues such as ethnicity and religion ."
" People in non-Western countries are
often very curious - they will grab
you or flag you down as you walk
down the street," Carlson continues.
"They will often invite you for te a or
coffee and insist that you tell them
where you've b een and where you' re
going, if you have a family, what's
your job, etc. It's very heartfelt. "
Immediately after graduating from
Augsburg, Carlson was accepted into
the Master of Divinity program at
Princeton University. "I didn't go there
intending to become a minister or
pastor, a lthough I've got a lot of
ministers in my family, including my
father (the Rev. Myron Carlson ' 60),
so I was familiar with that route," says
Carlson. " I have an interest in religion,
and I wanted to study it further."
Carlson received his Master of Divinity
degree in 1994, and after moving
back to the Twin Cities for three yea rs,
he headed to Berkeley, Calif., where
he completed a one-year program at
Graduate Theological Union in 1998.
" I went abroad for the first time in
the fall of 1996," says Carlson. " I
went to Italy, Morocco, Spain and
Tunisia. I came back for a month and
then went to India and Nepal." He
hasn't been able to stand still since,
and as of press time he is either in
South Asia o r Eastern Europe.
"Anything could happen," says
Carlson. "My travel plans are always
very vague and fluid. "
Although he doesn't know any
foreign languages, he has had little
Some of Carlson's most memorable
moments occurred while he was
traveling over the holidays in
December 1998 and Janua ry 1999. "I
was in Jerusalem leading up to
Christmas time, a nd it was a special
feeling . I met a lot of good people
from a ll over the world. The n I went
to Egypt dur ing Ra madan (the Islamic
holy month), and it was wonderfu l.
The weather was beautiful, people
were beautiful. During the day,
observant Muslims were fasting, and
at sunset they would have this ve ry
joyous public celebration - just good
people having fun . It was very
moving and special."
When Carlson is in Minneapolis, he
ofte n makes a point of co ming to
Augsburg . "Ever since I left, there's
been about 4-5 professors that I
continue to see over the yea rs," says
Carlson. "I even mail them postcards
and letters. I think it's nice to know
that a professor took a particular
interest in you, and that whe n they
hear form yo u, they are able to
immediate ly tie you back to the
pe rson you knew. You can go talk to
them and it's like yo u're reestablishing/
building upon something you both
know about each other - it's very
important to me."
SaL, October 7, 10 a.m.-1 p.m.
Join the largest choral sound in Augsburg College history!
wa,
Thf- Wttkend Col~ Alumni Advisory Counol meets to advise on and develop programs and eve,U
for WEC • lumnl and sllJdonts. (L to R) Row 1: em Vande<wall ' 93, Andy Fried "9 3, Co,y Bryan '92,
Men Pygm.n '9 3~ Row 2: Nancy Toedt °94, assistant dir«tor of alumni relations, Heather Birch '96,
Faflioe Sundqu,st '93, T"")' Marquardt '98. (Nol pktured: Gary Bucher '93, Carol Seler '90)
SPRING 2000
• 1was in London last July, and I mel a young woman there who
staying wilh ~
people on the edge or the city. They invited me lo an outdoor Tchaikovsky c.oncert. We ,at
in a vast area of grauy hills, just beyond the paod-10< ,eating It was a picture-perf<et night
- beautiful music, a warm July evening, great food, the good company of English people,
Russian people - a very special nighL • - Andrew Carlson '91 (left, weanng T-ihort)
AUGSBURG NOW
14 • ALUM NOTES
ALUMNI PROFILE
Studying the northern
lights show
Erlandson and APL will now analyze the da ta and share the findings with the
Russian team at a meeti ng later this year. Erlandson was also involved in the 1997
mission, and has been involved with the collaborative effort since 1993.
By Lynn Mena
"It's been very interesting," says Erlandson about working with his Russian colleagues.
''They are very wa rm, enjoyable peo ple." Instead of noticing cultural differences,
Erlandson has mostly noticed similarities. "While we would sit and work on the
project together, we would often end up quoting the same literature and refe r to the
same books, and it really became evident to me that we all basically speak the same
human language and share the same feelings and thought-processes."
Many of us have searched the night sky for a sign of
the aurora borealis, or northern lights - Mother
Nature's celestial light show. Last January, Augsburg
alum Bob Erlandson '82 enjoyed a front row seat to
the aurora borealis from the outskirts of Fairbanks,
Alaska, as part of a collaborative mission between U.S.
and Russian scientists to study auroral physics in the
earth's ionosphere (the region of the earth's
atmosphere where auroras natu rally occur).
The international tea m, led by the Applied Physics Labo ratory (APL) of Johns
Hopkins University (where Erlandson is a staff scientist), successfully launched the
Active Plasma EXperiment (APEX) North Star 1 mission, which is a follow-up to a
previous mission in 1997. The goal of APEX is to study auro ral physics by creating
an artificial aurora in the ionosphere with a Russian-developed plasma jet device,
which creates a burst of energy, simulating an auro ra .
"Just as the rocket was about to be launched, a naturally-occurring aurora lit up
th e night sky," Erlandson said in an interview for the AP L newsletter."We were able
to study both a natural and artificial aurora simultaneously and collect data on
both . We couldn 't have asked for a better opportu nity."
Class
"It's really been a lot of fun," says Erlandson of his research an d work at APL.
"There's always something new happening with a project - you always move on
to a different aspect of the problem, and look at it in a new way. It's incredibly
interesting work and keeps you going. "
Erlandson graduated from Augsburg in 1982 with a B.A. in physics. He went on to
receive a Ph. D. in physics from the University of Minnesota in 1986. He was a postdoctoral research associate in the space physics department at APL from 1986-90
before being hired as a staff scientist in 1990. He and his wife of 12 years, Susan,
live in Columbia, Md., with thei r two sons, Matthew, 9, and Joey, 5.
Notes
1940
Wanda (Severson) Benson , Auburn,
Wash., and her husband, th e Rev. Ham ar
Benson '34, have lived in Auburn since
th ey retired in 1979. Since retirement, she
has take n o il painting classes and enjoys
writi ng and publishin g her poetry.
1941
Ma rgrethe Elea nor (Herum Os tlund)
Wise, Green Valley, Ari z., celebrated her
third wedding anniversary in September
with her husband, Dan iel.
19 4 8
Jean C. (Talso ) Lindahl, Naples, Fla., is
o n the board of a new elementary
Lutheran school in Napels. She and her
husband, Donald, both enjoy singing
with their church cho ir.
19 Sl
The Rev. LeRoy H. Anenson, Seattle,
Wash., is a retired Lutheran pastor; he is
currently servin g as volunteer chaplai n
at Evergreen Hospital and Medical
Center in Kirkland, Wash.
19 S7
The Rev. Gordon Trelstad, Red Wing,
Minn., retired in October after serving 38
years in parish ministry; he and his wife,
Karen (Egesdal) '61, moved from Westbrook, Minn., to Red Wing in November.
19 6 S
The Rev. Bruce A. Engebretson,
Anchorage, Alaska, is the interim pastor
at Petersburg Lutheran Church in
Petersburg, Alaska; he served more th an
11 year at Amazing Grace Lutheran
hur h in Anchorage.
1966
Richard Mork, New Brighton, Minn.,
has erved as mission director since 1996
fo r the Division for Outreach of the
ELGA rel ating to four ELCA synods.
1970
The Rev. Joe.I L Olsen, O -hkosh, w·is., celebrated his 25th annive=ry of ordination
in 0.., ber; he became pastor of I. John's
Lutheran hurch in shko-'lh in February.
David
iedlar, Carli le. ~ lass., i an
in tructor for the ~lassachusetts Bay
chJpter of the Ameri n Red Cross.
AUGSBURG NOW
Erlandson also devotes time to other space physics resea rch projects at APL. "I
study low-frequency electromagnetic waves with instruments on the ground,
which offer a way to remotely measure 's pace weather'." He has also traveled to
Sweden as part of two Swedish-based auroral satellite projects, Viking and Freja.
Nikki Rajala, Rockville, Minn., was
selected from a natio nal pool of m o re
th an 2,500 applicants to participate in
the Fulbright Memorial Fund Teacher
Progra m , which allows distinguished
primary a nd secondary school teachers
in the Uni ted States to travel to Japan for
three weeks in an effort to promote
grea ter intercultural understanding
between the two nations.
1971
Rob En gelson , Clinto n, Iowa, is in his
fifth yea r as director of choral activities
at Mount St. Clare College; he is also
chair of the music departm ent, head of
the fine arts division and was elected
moderator of the college's fac ul ty assembly for the second consecutive yea r. He
and his wife, T hea, a voice professor at
the college and a docto ral student in
music litera ture at th e University of
Iowa, have an 8-year-old son, Matthew.
1979
Linda Sue Anderson, Minneapolis,
appeared in three plays last year - two
for Theater Zoe and most recently
Seaso11s's Greetings at the Theatre in the
Round. She is also an assistant to the
senior vice president of m arketing at
Public Radio Internation al.
Oportunidad, Inc., and a part-time
self-employed psychotherapist in
South Minneapolis.
Lynn (Schmidtke) Lyng, Burnsville,
Minn., joined th e Mi nnesota
Foundation, a statewide community
foundation , as gift planner. She has two
children, Thor, 10, and Tova, 7.
Dawn Van Tasse.I, Richfield, Min n., married Mark Lorenzen '94 in September.
Dawn is a recent graduate of the Boalt
Hall School of Law at the University of
California-Berkeley and an associa te at
Oppenheimer Wo lff & Donnelly, LLP;
Mark is a business management consul tan t with End urant Business Solutions
and is pursuing his MBA at the Carlson
School of Management at the University
of Minnesota.
1987
1996
197S
Gordon Flanders, Inver Grove Heights,
Min n., recently accepted a position as
adjunct professor in the Department of
Marketing and Logistics Management at
the Carlso n School of Business at the
University of Minneso ta; he is also a
business development manager at
lmation in Oakdale, Minn.
Stephen Carlsen, Issaqu ah, Wash., is a
oftware engi neer with Adobe in Seattle.
1997
Bonnie (Cla rk-White) Johnson, Lino
Lakes, Minn., received her doctorate
fro m the Un iversity of Minnesota in
May; she was a member of th e first
Urban Leaders coho rt. Her dissertatio n
was entitled "African American Middle
School Mother's Stories: Factors that
Help o r Hinder Parent Invo lvement and
School Satisfaction!' She has been the
principal of McKinley Elementary in
Anoka for eight years; her husband, Jeff
Johnson ' 77, is a physical education
teacher in Forest Lake, Minn.
Cheryl (Witsoe) Dudley, Wyo m ing,
Minn., and her husband, Jim, renewed
their wedding vows while on vacation in
San Antonio, Texas - a surprise event
from husband to wife. But the greater
surprise came when finding out a fellow
Auggie would be involved ; The Rev. Tom
Rob ison ' 68 performed the ceremony at
St. Jo hn's Lutheran Church where he
serves as senior pastor.
1977
1991
Nathan Carlsen, Spring Valley, Wis., is a
Ronda Steller, Minneapolis, is enrolled in
Augsburg's Physician Assistant Program.
vete.rinarian.
Dean Lowell Reiners, Minneapolis,
received his doctorate in educational
leader hip in December from the
University of St. Thomas. He continues
to work as an elementary school principal in the Osseo school district.
Susan (Lageso n) Lundholm, Palatine,
lll., was a featured soprano soloist in
ovember and December ,vith the chorus and orchestra of Lutheran Church of
t. Luke in Chicago. he is an adjunct
professor of voice at Harper College and
College of Lake County and has two
children (Karl. 12, and Alina, 14) with
her husband, Mark
19 9 3
Carm en Nesheim, Plymouth, Minn.,
completed certification in Nov. for the
National Board of Professional Teaching
Standards; she co-teaches with Virginia
Allery in Augsburg Weekend College.
Corey Clem ents, La Habra, Calif., m arried Kristie Wawryk '98 in August; he
attends chiropractic graduate school and
she is a thi rd grade teacher in Long
Beach, Calif.
Aaron Cross, St. Cloud, Minn., was
recentl y awa rded the Communication
and Leadership Award by Toastmasters
International District 6. He is a professional motivational speaker and participates in national and international
wheelchair events including archery,
wheelchair racing and quad rugby; in
October he finished fourth individually
and fifth overall at the World Games in
Christ Church, New Zeal.a nd.
Tracy M. Holloway, Woodbury, Minn.,
is a financial analyst for Abbott orthwestern Hospital; she is also working on
her MBA at the University of SL Thomas.
1998
Sarah (Thyren) Scheller, Minneapolis,
loves teaching the second grade at Lincoln
Elementary in No rth Minneapolis.
19 9 S
Judith C Zimmerm an, Minneapolis,
received her M.A. in counseling and psychological services in January from
t. lary's University of Minnesota;
she is a program facilitator at La
1999
Thane Drier, Woodbury, Minn., is pursuing his doctorate of pharmacy at the
University of Minnesota-
MINNEAPOLIS, MN
ALUM NOTES • 15
ALUMNI PROFILE
Telling tales of trolls
By Betsey Norgard
Trolls - those mythical Norse giant creatures, some
ugly, some with bushy tails, long noses, and some
carrying their heads under their arms - have
captivated children in Scandinavia for centuries. For
over 20 years, Lise Lunge-Larsen ' 77 has enchanted
children and adults alike in Minnesota w ith tales of
these trolls, and recently published a collection, The
Troll with No Heart in His Body.
As a child in Norway, Lunge-La rsen loved troll
sto ri es, and delighted in finding evidence of trolls in
nature - dead trolls that had become gnarled, overturned tree roots. She believes
that children need stories in their lives, and great folktales teach values, reveal
truths and provid e for the nouris hment of the soul.
How she came to be known as the "Troll Lady" is a tale in itself that began at
Augsburg .
Through a business friendship between Lunge-Larsen's father, an antique book
d ealer in Oslo, and the husband of fo rm er Augsburg professo r and dean Pat Parker,
Lunge-Larsen had opportunities to visit Minneapolis. On one trip, she stayed with
Parker's daughter, Jackie (Parker) Cherryhomes '78, then a stud ent at Augsburg.
The ex pensive drea m of attending college at Augsburg beca me reality for LungeLarsen w hen she applied for and was awarded a Crown Prince Harald Scholarship
for one yea r. In o rder to continue at Augsburg, Lunge-La rse n had to wo rk and
found a job in th e libra ry, working in the children's li terature collection.
"The very first time I told a story was in Pat Parker's children's litera ture class,"
Lunge- Larsen recoun ted . She d iscovered a love fo r storytelling, especially drawing
on the troll stories and fo lkta les from her childhood. With Parker's encouragement,
she visited schools and libraries reading and telling stories, and her vocation began
to take shape.
Births
Michelle M. (O'Malley) '84 and Todd ).
Morgan, Fulton, Mich. - a boy, Rya n, in
Nove mber. He joins Colin, 2.
Catherine (Budilc) '85 and Kevin Rossini,
Oakdale, Minn. - a gi rl, Tessa Priscilla
Kathleen, in November. She joins Geno, 4.
D' Anne (Privette) '86 and Wayne
Briggs, Edina, Minn. - twins, Sydney
Marie and Sherid an Lynn, in August.
The y join Courtney and Paige.
Kristin (Settergren ) '86 and Steve
McGinness, Richfield, Minn. - a girl,
Sara Beth, in October. She joins Joseph,
9, Jonathon, 7, and Steph anie, 4.
Aaron M. Warwick '89 and his wife,
Karen , Minneapo lis - a boy, Henry
Jam es, in May. He joins Sophia Marie, 3.
Amy (Strohbusch) '91 and Robert
Kenney, Clive, Iowa - a boy, Thomas
John, in O ctober.
Tina (Kubes) ' 92 and Lance Peterson,
Willmar, Minn. - a boy, Blake
Christopher, in December.
Marla (Stratton) '92 and John Mayer
'88, Fridley, Minn. - a boy, Mason
Thomas, in October.
In
Memoriam
Borghild L Olson '26, Redmond, Wash.,
died in February; she was 93. he was a
graduate of Augsbu rg's first co-ed dass.
he taught fo urth grade in th e Renton
(Washington ) School District fo r 16 years.
he was preceded in d eath by her husband, the Rev. hristian G. Olson. he is
survived by daugh ters. Phyllis (McDaniel),
Gracia (Lundy) and yh•ia (Strubel); fo ur
grandchildren; two step grandchildren;
and a step great-grandchild.
Emil M . Fo an '30,
Fergus Falls, Minn., died
in February; he was 93.
In I 924 he graduated as
the valedictorian of
Augsburg Acad emy, and
then summa cum laude
SPRING 2000
Lunge-Larsen went on to a graduate degree in li ngu istics at the University of
Minnesota, and wrote her thesis on using storytelling to teach Eng lish to foreign
students. When her father died, she returned to No rway for a yea r, and studied
folklore at the University of Oslo.
After limiting her storytelling to biblical stories in Sunday School for a whi le, an
"aha realization" brought her back to the trolls and their val ue fo r children.
In the book's introduction, she explains that because trolls re present everything
negative or bad, "battling trolls brings out the very best in those who dare confron t
them.. . To do battle with a tro ll is to learn to draw on the best of ou r humanity.•
"These sto ri es offer a wond erful escape from real ity, w here the wo rld acts th e way
children think it should act. " she says.
To criticism of folktales as being violent, Lunge-Larsen counters, " I've lea rn ed ove r
the years that kids will imag ine a story only as violent as they can handl e," she
says. "It's not like TV, where violent imag es
are provided, and they can't be altered ."
Lunge-Larsen was long encouraged to wri te
down her stories, but couldn 't visualize her
trolls un til she saw the work of illustrator
Betsy Bowen. Her bold, strong wood cuts
"look old and powerful, and make a good
link with nature. '
1
Bowen was intrigued and agreed to
collaborate on the stories. The Troll with No
Heart in His Body was published by Houghton
Mifflin Company in 1999 and has been
no minated fo r a Minnesota Book Award.
Lunge- Larsen is married to Steven Kuross ' 76,
and they live in Duluth with their children,
Emily, 16, Even, 13, and Erik, 11 .
from Augsburg College in I 930. He
spent 37 years working as a translator in
27 languages for the U. S. Deparment of
State and was ho nored by his colleagues
as " Linguist of the Century" - the first
time such an award was made - in
1990. In 199 1, he was nam ed a
Distinguished Alumnus of Augsburg. He
is survived by his sister-in-law, Margaret
Fossa n, and her children, Anne and
Peter, and many o ther loved ones.
The Rev. Elnar Gundale (Elnar Olsen)
'33, St. Paul, died in Decen1ber; he was 96.
He was born in Norway and cam e to the
United States in I925; he was o rdained in
1937 and was the oldest living pastor of
the former Lutheran Free Church. He
served parishes in Minnesota, Neb raska,
North Dakota and Wisconsin; in retirement, he served as a nursing ho me chaplain. He is preceded in dea th by his wife,
Catherine (Petersen). He is survived by
their six children; Grace (Nyhus);
Evangeline (Hagfors); Ruth (Hillebrand )
'73; John '67; Stephen '70; Philip; I 6
grandchildren; five great-grandchildren;
and four step great-grandchildren.
Clarice (Blake) Danielson '34, Spring
Park, Minn., died in December after a
long illness; she was 86. She had a career
teaching Latin, English and French, cul minating at Minneh aha Acad emy, from
1953- I 974. She is survived by her husband Reno; d aughters Peggy and ancy;
grandchildren, Ch eryl and Mark; and
bro ther Wilbert.
Alf J. Larson '34, Albert Lea, Minn., died
in May; he was 96. He had been a
teacher, p rincipal an d coach in several
Minneso ta hi gh schools and at
Augustana Academy in Canto n, S.D. He
,.-as preceded in dea th by his wife, Mina,
and son, Don. He is su rvived by h is
d aughter, Opal; bro th ers, Norm '34 and
Earl e; sister, Mymle (Jo hnson ); daughter- in-law, Lois (Kolden ) ' 57; 11 grand children; an d 13 great-grandchildren.
Oliver Wanglie '34, Minn eapolis, died in
January; h e was 95. He is p receded in
death by his wife, Helga, and son, David.
Augsburg volunteers enjoyed holiday treats at an Augsburg House gathering ln December.
Pictured here are Evelyn Amund son Sonnack '43 (lert) an d LaVerne Olson Burntvedt '5 0.
He is survived by h is daught er, Ruth '63;
gra nd children, Michael and Jenn ifer;
and d aughter-in-law, An na.
Rach el (Boxrud) Brugge r '43, M pls.,
d ied in December; she was 79. She is
survived by her husband, Orville; and
bro th er, th e Rev. David Boxrud.
Hjalmar Ande rson '48, Lompoc, Calif.,
d ied in July; he was 74.
Theodore M. Bungum '50, Bloomington,
Min n., died in December after a lo ng
batlle with cancer; he was 75. He was a
membe r of St. John's Lutheran Church
in Min neapolis and St. Peter's Lutheran
C hurch in Mesa, Arizona. He retired in
I 986 afte r 30 yea rs at Honeywell. He is
survived by h is wife of 50 years, Lorraine
(Iverson) '50; children, Kathy (S mith )
and Brian ; six grandchildren; brother,
Palmer; sister, Sylvia (Mikkelson ); and
many other loved ones.
The Rev. Donald B. Olson '50, Wauwatosa,
Wis., d ied in Dece m ber following co m plications from Parkinson's D isease; he
was 76. He entered the U.S. Army in
1943 and se rved in WW II , ea rnin g many
medals. He was ordained in 1959 and
was a parish pastor for seven years
befo re se rving 2 1 years as court chaplain
in the Milwaukee Court System , working
th ro ugh haplaincy Cou rt Services, Inc.,
and Lutheran Social Services. He is survived by his wife, Marjorie; hi son,
Ma rk; and many other loved ones.
Thelma (F"mnesgard ) Dah.le '5 1,
Tualatin, Ore., di ed in September after a
courageous 13-year struggl e with
lymphoma cancer. She is survived by her
husband of 49 years, Trygve Jr. '5 1; sons,
Trygve Ill and Daniel; daughters, baron
(Crowson) and Helen (Armstrong); nine
granddilldren; and three gre.,t-grandchildren.
Send us your news!!
You can submit class notes by e-mail to <alumni@ougsburg.edu /, online at
< www ougsburg edu, alumni> or by moil with the form on the back page
AUGSBURG NOW
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Most of the rece nt news about alumni you read is contributed by alumni themselves. Let us know about you r job changes, promotions or other
ac hieve ments. Send us news of marriages, births or deaths. Photos are welcome.
Send you r news items, photos or change of address by mail to: Office of Alumni and Parent Relations, Ca mpus Box 146, 2211 Riverside Avenue,
Minneapolis, MN 55454, or by e- mail to <alumni@a ugsburg.edu>.
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Class Notes Inform ati on:
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The music, theater, and art departments at Augsburg College
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For a complete llstlng of events see page 11 or call (612) 330-1265
or visit <www.augsburg.edu/ artsataugsburg>
Tllanlls to lhe Anwlcat-Scaldln•Yl•n Foundation's generous support of the Augsburg ScaoNII.,..._ - ' c
collecdon, _.....__. to be lhe 1arpst and mod valuable of lb l&lnd Ill . . . Unllad ......
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AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introducti... Show more
AUGSBURG
......................2
......................4
Visiting Students ................ 5
About This Catalog................. 5
Calendar ........................6
Interim Courses ................... 7
Lifetime Sports ...................45
Interim Abroad ..................4 7
Introduction
Options
Other Courses
................... 5 1
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 112
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who
chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs.
Students registering for upper division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change; and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. Freshmen are
required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward
the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or
consult the registrar for the number of Interim courses
required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration and will be charged WEC tuition $1258 per
course credit and a $25 technology fee. If they do so, they may
take only 1.0 additional course credit in Weekend College for
winter trimester.
Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national
or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan
programs, athletic and/or school administered programs,
except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students.
Any questions concerning Augsburg's compliance with federal
or state regulations implementing equal access and opportunity can be directed to Betty Wade, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College,
221 1 Riverside Ave., Minneapolis, MN 55454. She can be
reached by telephone, (612) 330-1023; or by e-mail,
<wadeb@augsburg.edu>.
Introduction
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 47. Some courses have early registration deadlines.
Internships deadline-Friday, December 8. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Introduction
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements or major requirements.
Visiting Students
Augsburg College welcomes students from other 4- 1-4 schools
for the January Interim without tuition charges, provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing, or board costs. Other
students will be charged $1,726 for the Interim course plus a
$25 technology fee. Students interested in registering for an
Augsburg Interim should write to the Office of the Registrar
for application forms or use the forms provided by the Interim
office at their own school. There is an application processing
fee of $25. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199, 299, 399, or 499 courses.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Students may also register for one of the lifetime sports
listed at the end of the catalog. Courses that include travel are
marked with an airplane.
Interim Calendar 2001
November 13 to December 1 . . . . . . . . . . Interim registration
January 3
. . . . . . . . . . . . . . . . . . . . . . . . . .First day of Interim
Time I-9:00 a.m. (first day)
Time II-1:15 p.m
January 4 .
. . . . . . . . . . . . Last day to register or add a class or
cancel a class without a notation
January 12 . . . . . . . . . . . . . . . . . . . . . Last day for determining
grading option with registrar
January 12 . . . . . . . . . Last day for withdrawing from courses
January 15. . . . . . . . . . . . Martin Luther King Day-no
class
January 26.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Interim ends
January 30
......................Spring semester begins
February 2
................Interim grades due to registrar
The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes
will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day-No
class
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1150.
Calendar
Accounting (ACC)
See listing under Business Administration.
Drawing
ART 107-J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
The legendary light and geography of Provence has shaped art
history for centuries. In the last hundred years alone, it has
inspired countless works of art. Using French language and
personal art, students will immerse themselves in place, documenting their own inspiration with text and images of
Provence through journal, discussion, sketching and assemblage. The language, culture and art of Provence will come
alive for students, resulting in a very personal memoir
grounded in site-specific content. Students will spend the
majority of their time in Provence, winding up the program
with four days in Paris. For more information, contact Prof.
Pary Pezechkian-Weinberg, (612) 330-1090 or Prof. Tara
Christopherson, (612) 330-1232.
Note: This course is being taught in France and is listed in
the UMAIE booklet as Topics: The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: ART 107 -Aesthetics
Life Drawing
ART 247-J
Instructor: Norman Holen
A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in
various settings for varying lengths of time. Grades will be
based upon quality and improvement. There will be a fee for
$45 to be paid on the first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
Laboratory Biochemistry
BIO 368-J
Instructor: Karen Ballen
This course is an introduction to techniques commonly used
in biochemistry. Techniques include (but not limited to): protein extraction, dialysis, spectrophotometry, SDS polyacrylamide gel electrophoresis, ion exchange chromatography,
Western blots, measurement of enzyme activity, and thin layer
chromatography.
Note: BIO 368 cannot be used to satisfy an upper division
elective in the biology major.
Prerequisites: 2.0 in BIO 367
Maximum Enrollment: 12
Time: I
Room: Science 212
Internal Audit and Management
Consulting
ACC 424-J
Instructor: Staff
Auditing through an interdisciplinary approach. Using techniques discussed in a ~ - ~ o i t , ~ t i~nig~, ~ i ~nli~rl,lgcmcrlf,
ncc,
marketing, and MIS, we c x ; ~ n l i ~ l ae i~iisincss'iolcr-na1 cuii~rolsystems and operating c l l i z i c l ~ c y .13y s~cypingaway from the traditional textbook approach we incorporate creativity and discussion. Major topics include: business valuation techniques,
"just-in-time" philosophy, efficiency improvement techniques,
disaster recovery planning, and report writing. Students will
be evaluated by classroom quizzes, a project, and final examination.
Prerequisites: ACC 221&222, BUS 242,252,331, ECO 113, MIS 175&379
Graduation Skill Requirement: Speaking, Writing 1 & 2
Maximum Enrollment: 20
Time: II
Room: Old Main 11
Biology
d,
The Music Business: Marketin
Promotion, Publishing, Recor Ing
BUS 105-Jl305-J
MUS 105-Jl305-J
Instructor: Ned K a n t a r
An introduction to the music industry. Topics covered
include contracts, business structures and basic business
essentials, band names, publicity and advertising, and the
role of agents and managers. Other topics included are music
and theatre, arts administration, copyright, licensing, and
recording. Objectives include giving students a basic working
knowledge and an understanding of the necessary survival
skills to succeed in the music industry, the ability to access
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ject. Examples include devising a specific marketing plan for
a venue, concert series or performing ensemble; researching a
specific career opportunity; or another approved project. For
interested students, an optional four-day trip to the
American Performing Arts Presenters (APAP) Annual
Conference in New York City, the largest booking conference
for concert presenters in the world, is scheduled for January
6-9, 2001. Students are responsible for the cost of transportation, room and board. Students will be evaluated on written
and oral presentations, including quizzes, research assignments and classroom projects-individual and/or symposium format.
Maximum Enrollment: 15
Time: II
Room: MUS 4
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Old Main 29
International Marketing
BUS 466-J
Instructor: Wolfgang Winter
Issues and activities unique to marketing in an international
context. [Required for the new major in Marketing.]
Prerequisite: BUS 252
Maximum Enrollment: 20
Time: II
Room: Old Main 29
Personal Financial Management
BUS 295-J
BUS 495-J
Instructor: Ashok Kapoor
This is an introductory course in personal financial planning.
Students will be introduced to budgeting, credit, income
taxes, insurance, real estate, investment, and retirement planning. BUS 295: Quizzes and exams. BUS 495: All of the above
plus some assigned case problemslpapers will be required.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 25
Time: I1
Room: Foss 43
Advanced Computing for Business
MIS 370-J
Instructor: Jim Kattke
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Basics of event-driven programming for solving business
related problems. Students will complete three major projects
and a few minor assignments. The course requires significant
effort on projects and constant access to a computer.
Cooper;~lionw i ~ hl'cllow sluiltn(s in 1e;irning to aoply col-1cepts is cncou ~,i~p,cd.
A good gr~ispof blS Access is rcquiruil or
the williilgntss lo cxcrcisc cxccplic)nal effort in lt.;lri\ing tllc
tool.
Prerequisites: MIS 175, CSC 170, consent of the instructor, or Math Placement
Group 3
Maximum Enrollment: 20
Tme: II
Room: Lindell 16
Chemistry for Changing Times
CHM 100-J
Instructor: Arlin Gyberg
This course is developed from the perspective of a person living in modern, high-technology society such as the United
States. It assumes that before one can evaluate a moral or
societal issue of a scientific nature one at least must be able to
understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically
grown food, chemical dependency, licit and illicit drugs, the
energy crisis, and the debates about sources of energy, the
green house effect, and nuclear waste storage, pollution,
genetic engineering and much more. Many of these problems
are chemical in nature. Thus, in learning about chemistry, via
lecture and in-class discussion, we can begin to understand
ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the
score of total points on the daily quizzes.
Prerequisite: Math Placement Group 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 25
Time: I
Room: Science 315
Chemistry
I
Introduction to Computer Science and
Communication
CSC 160-J
Instructor: Noel Petit
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 202
UNlX and C
CSC 272-J
Instructor: Karen Sutherland
Study of UNIX operating system and the C programming
language. It is assumed that the student has knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: II
Room: Sverdrup 202
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-J
CSC 373-J
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding
of how these important concepts are actually implemented in
real languages and machines. Students will be evaluated based
on a series of programming projects. CSC 373 is a continuation of CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273, none; for CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: II
Room: Sverdrup 205
Topics: Forecasting Economic &
Business Activity
ECO 495-J
Instructor: Steve Huchendorf
This course is designed to prepare students for analyzing primary and secondary economic and business data in making
business decisions. Skills will be developed in various forecasting techniques as well as skills in using the statistical software package MINITAB. Course outcomes include building
knowledge of qualitative and quantitative forecasting techniques; identification of data patterns, scatter diagrams,
Economics
I
correlation analysis, moving averages, exponential smoothing
techniques, regression models, classical decomposition,
regression of time series, box-jenkins time series analysis, and
various qualitative forecasting techniques. Skills in the selection of the appropriate forecasting technique will be developed with a comparison of the characteristics of each technique. In addition to the forecasting techniques that are
learned in the course, students will also apply the concepts
with the statistical software package MINITAB. Course evaluation will include homework, computer assignments, exams
and a forecasting project. The forecasting project will apply
the course concepts to a student selected data series.
Prerequisite: ECO 112 or 113 or consent of instructor.
Maximum Enrollment: 15
Time: I I
Room: Sverdrup 201
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OIConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EDU 282, completion of courses for special education minor, or
consent of instructor.
Maximum Enrollment: 9
Time: II
Room: Sverdrup 206
The Cuban Story: Quantitative
Journalism in Cuba
ENG 347-A
Instructor: Cass Dalglish
Students will research and write stories with a statistical issue
at the core, doing their work where few U.S. citizens have
been able to travel or study-Cuba. They will study how to
evaluate and analyze information both numerically and verbally and how to communicate quantitative data. They will
study the Cuban economy and both the gains and challenges
politics have brought to Cuba. During the 10-day seminar,
students will interview economists, meet government officials,
travel to the country to consider food and farming, study
health care and education, and meet students and journalists.
Finally, students will write lucid investigative stories which
demonstrate that they have gained an ability to gather, handles, and present quantitative information in a precise and
readable style - in oral and written formats. The class will
have several meetings at Augsburg before the Cuba travel and
several following the group's return to the U.S. [This is a joint
day Interimlwinter WEC course with enrollment limits.]
Prerequisite: ENG 225, ENG 227 or consent of the instructor, Math Placement
Group 3
Graduation Skill: Quantitative Reasoning
Time: arranged
Topics: Which West? The American
West in Film and Literature
ENG 282-A
ENG 382-A
Instructor: Joan Thompson
In this class you will read literature and view films in order to
learn about ways in which ideas about the American West
have helped to shape American identity and cohstructions of
the West. Although over 100 years have passed since Frederick
Jackson Turner announced the closing of the American frontier at the 1893 meeting of the American Historical Society,
the West has not lost its associations with the frontier and its
attendant mythology. You will learn that even as formulaic
fiction and film popularized this vision of the West, serious
writers and, more recently, filmmakers have been exploring
other possible versions of the West. Through focusing on
these explorations of the West as place, you will gain an
understanding of the role of myths, such as the romantic gunfighter's conquest of both Native peoples and land, in
American views of the West. You will also explore ideas such
as Manifest Destiny, individual freedom, and appropriate land
use. Because the West has always been filled with a plurality of
voices, you will look'at ways writers and filmmakers who have
visited, imagined, or lived in the West have both affirmed and
countered these myths and ideas in their work.
Course grades will be based on readinghiewing journals, a
three to four page paper, a final exam, and class participation.
Additionally, if you are enrolled in 382, you will read several
critical articles on reserve at Lindell Library, as well as an
additional novel. You will then write an additional short
paper on the novel using the critical ideas you have studied.
You will also give a brief presentation on your additional
reading.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Old Main 26
Topics: Investigating the Victorian
Thriller
ENG 282-D
ENG 482-D
Instructor: Dallas Liddle
This course will study the phenomenon in nineteenth-century Britain of the popular novel of suspense, mystery and terror. From Frankenstein early in the century to Dracula at its
end, the nightmares imagined by novelists of Great Britain
have continued to interest and horrify readers throughout
the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural
set in Italy or Spain) or "Newgate" novels (true-crime stories
about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood
and Wilkie Collins were producing a stunningly successful
series of works in which the action was set in the everyday
world of the Victorian middle classes, and the villains (as one
reviewer remarked) seemed like people the reader might
meet at dinner. Often challenging and sometimes subversive,
these novels drew intense public scrutiny by raising issues
that the politer genre of domestic fiction could hardly hint at
including gender roles and sexual transgression, class and
race oppression, obsession and madness, and the dark sides
of urban life, industrial poverty, and empire. We will read
several of the best of these thrillers, at the same time actively
investigating the culture that produced them. We will read
original reviews and responses, including parodies, and learn
about the context of newspaper and magazine journalism in
which several of the novels appeared. While we investigate
the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why
these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one
additional novel, write a research-based paper on it, and
share the results of their research with the class.
Prerequisite: ENG 111
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: II
Room: Foss 20
Topics: The Heroic Journey
ENG 282-M
ENG 382-M
Instructor: Joan Griffin
"The hero," says Joseph Campbell, "Is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society.
This course will study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of Joseph Campbell, but also citing studies of
the hero by Lord Ragland, Carol Pearson, and Richard
Slotkin, among others. We will note that major heroic genres
in western tradition-the epic and romance-almost always
assume that the hero is usually a warrior and aristocrat. Thus
we will analyze typical elements of the heroic warrior myth as
depicted in ancient and medieval epics and romance, but will
also pay particular attention to works that challenge or
enlarge the tradition. We will consider the implications of the
enduring popularity of warrior-hero renditions of the heroic
journey.
Evaluation is based primarily on papers. Class attendance is
mandatory. Do not take this course if you know that you will
need to miss more than two classes.
Prerequisite: ENG 111 recommended but not required.
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 15
Time: I
Room: Foss 20
English
Beginning French I
FRE I l l - J
Instructors: Pary Pezechkian-Weinberg and Tara
Christopherson
This course is the same as ART 107-J Drawing. See p. 7 for
course description.
Note: This course is being taught in France and is listed in the
UMAIE booklet as Topics : The Artist's Book, Provence to
Paris.
Liberal Arts Perspective: Intercultural Awareness 2
C.S. Lewis and the Christian
Imagination
HON 401 -J
Instructor: Larry Crockett
For information, contact Prof. Larry Crockett,
(612) 330-1 160
Liberal Arts Perspective: Christian Faith 2 or 3.
Time: I
Room: Sverdrup 208
Dance (men only)
(0.5 course credit)
HPE 232-M
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously
Maximum Enrollment: 12
Time: I- 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Honors
Dance (women only)
(0.5 course credit)
HPE 232-W .
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be
taken simultaneously.
Maximum Enrollment: 12
Xme: I - 1/3,1/5,1/8,1/9,1/11,1/16,1/17
Room: Melby Gym - center court
Prevention and Care of Athletic
Injuries (0.5 course credit)
HPE 275-J
Instructor: Missy Strauch
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures. Note: HPE 232 and HPE 275 can be taken simultaneously.
Prerequisite: HPE 114 or equivalent
Maximum Enrollment: 20
Time: 1 - 1/4,1/5,1/8,1/10,1/12,1/18,1/19,1/22,1/23,1/24,1/25
Room: Melby 119
School Health Curriculum(O.5 course
credit)
HPE 320-J
Instructor: Staff
Techniques for developing a course of study in school health
based upon growth and development for grades 5-12.
Examination of "Standards" and pedagogy for health education, curriculum and assessment included.
Maximum Enrollment: 18
Time: I - Mondays, Wednesdays, and Alternate Fridays
Room: Melby 202
Administration and Supervision of
School Health
(0.5 course credit)
HPE 41 0-J
Instructor: Staff
Historical background, legal basis, school health services in
relation to community and school health programs and
resources.
Maximum Enrollment: 18
Time: I Tuesdays, Thursdays, and Alternate Fridays
Room: Melby 202
-
Sailing in the Virgin Islands
HPE 455-J
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'-46' fixed-keel sailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $3,300, which includes airfare for Augsburg
day students and qualifying interim exchange students.
Others will have to pay regular Interim tuition in addition to
this course cost in order to receive academic credit. PIN
ONLY. Applications may be picked up from the office of Joyce
Health & Physical Education
1
Pfaff, Melby Hall 121, Augsburg College. They must be turned
in with deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education
department, (612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper divislon
Maximum Enrollment 10 ( A waiting list will be kept after the original 10 spots
are filled)
The Use and Misuse of "Lessons" of
History in 20th Century European
Diplomacy
HIS 195-J
Instructor: Sheldon Anderson
This interim seminar examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Lenin,
Woodrow Wilson and the Versailles Treaty, Neville
Chamberlain and the appeasement of Adolf Hitler at the
Munich Conference in 1938, Joseph Stalin's decision to sign a
non-aggression pact with Hitler shortly before World War 11,
Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies,
and Reagan and Gorbachev's diplomacy as the communist
systems of Europe fell in 1989. Through discussion of common readings and several small research assignments, the
course will focus on the popular myths that have developed
about these leaders and these conferences, and some of the
"lessons" that scholars and policymakers have drawn from
them.
Maximum Enrollment: 25
Time: I
Room: Sverdrup 20
Paideia Seminars
INS 120-J
Instructor: Anne Jensen
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will also view selected films for
seminar discussions; develop and /or hone skills of mature,
intellectual talk; observe seminars conducted in a St. Paul
public school; evaluate their own behaviors during seminars
and lead seminars. Students will be assessed on journal entries
including evidence of seminar preparation, reflection, peer
and self-evaluation as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Foss 43
Topics: A Civil Rights Immersion:
Experiencing History
INS 200-J
INS 300-J
Instructors: Garry Hesser and Joseph Young
Learn by visiting the historic sites and visiting with those who
brought about the most important changes in the 20th - century U.S. It could change your life, too. During the 1950s and
60s a series of major events and fundamental social change
occurred in the United States. For the first two weeks, we will
seek to develop a basic understanding of race relations in the
U.S. through readings, visiting lecturers, videos, learning from
each other, and the MLK, Jr. event on January 15. Then, this
intentionally diverse class will board a bus for an intense,
study-travel journey to Little Rock, Memphis, Selma,
Birmingham, Montgomery, Atlanta and Nashville-the places
where history was made and the museums that chronicle
those times. We will meet with and interview participants in
these critical events, as well as actively engage one another in
dialogue and collaborative learning. The course objectives
Interdisciplinary
include learning about the history and sociology of race and
ethnic relations in the U.S.; gaining insights from persons and
places that mark the "turning points" of the 1950s and 1960s;
documenting our personal and group experiences so that our
insights and understanding can be shared with the Augsburg
community and others; and increasing our skills for cross
cultural collaboration and dialogue. Upper and lower division: Students obtaining upper division credit will complete a
research paper on a specific topic related to the course,
including an annotated bibliography with a minimum of 20
resources.
Cost: $600, plus the cost of your ineals and personal expenses
for 11 days. Covers all transportation and lodging for 11
nights.
Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2
Maximum Enrollment: 25
Time: I
Room: Murphy 111
**Note: All participants will go on a bus tour beginning
Monday, January 15, and ending on Friday, January 26.
Introduction to Islam
INS 225-J
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Old Main 27
Work in the City Externship: Linking
Education and the World of Work
INS 298-K
Instructors: Lois Olson and Lynda Olson
This course introduces students to the nature of work, its role
and value to the individual and to society. Seminar format
will focus on work as viewed by this generation and the
requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations and
discussions with panels of professionals. Students will be
expected to research employment trends and career options,
complete a portfolio of reflections, exercises and self assessments and give individual and group presentations. Students
will also explore various organizations of the Twin Cities and
understand their role and impact in a major metropolitan
area. PIN grading only.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Lindell 16
Dakota History and Culture
INS 495-J
Instructor: Eric Buffalohead
This course examines Dakota culture and history from 1650
to the present. Emphasis will be on cultural changes and
development affecting the Dakota tribes in Minnesota.
Students will be required to conduct in-depth research and to
write a major paper of their findings. There will be an inclass final examination and questions will be given weekly to
facilitate discussions.
Maximum Enrollment: 15
Time: II
Room: Music 23
Room: Murphy 111
*
To ics: The Czaeh Republic: Social and
Cu bra! Impact of the Emerging Free
7
Market Economy
INS 495-K
Instructor: ~ t StoHer
u
This intensive experience in contemporary Czech culturr and
society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central
Europe. Students will reflect critically on how their own life
experiences have shaped their perspectives in the world, and
how this differs from people in other countries. During week
one, there will be excursions and field trips, that will explore
the environs of Olomouc and study the history, culture, art,
and architecture of the Czech Republic. Week two will focus
on the Czech Republic's recent membership in NATO.
Students will study the roots of the divisions of modern
Europe, the concerns of the Czech government as it
approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the ex-communist world, looking at how models are succeeding, and
how different sectors of Czech society are responding to the
changes in social norms and values which underlie these new
economic initiatives. For more information and costs for the
trip contact Stu Stoller at (612) 330-1772
Management Information Systems
(MIS)
See listing under Business Administration
Social Justice in America
POL 140-J
Instructor:Andrew Aoki
In this course, students will develop their ideas about social
justice, and apply them to urban issues. This is a course for
those who like discussing ideas, and who wish to become better thinkers. Students will develop their arguments in papers
and class discussions. Reading is light, and most of the material is covered only in class, so attendance is essential. Students
who anticipate having to miss one or more classes should not
take this course. The most successful students will be those
who are willing and able to engage in a rigorous and critical
examination of their own views. Participation is required,
including evaluating and commenting on the ideas of classmates.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Music 22
Environmental and River Politics
POL 241-J
Instructor: Joe Underhill-Cady
We live and work on the shores of the largest river in North
America. It is the reason the Twin Cities are located where
they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem.
Of late in cities across America there has been "a return to the
river," and in this class we will be doing the same. The River
stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power
and beauty of the natural world, and there is much to be
learned from studying it.
Using the Mississippi as the focus, this course looks at the
changes in thinking about the relationship between humanity
and the natural world, as the relationship has been expressed
in literature, law, science, religion, political philosophy, and
popular culture. Particular attention will be paid to legal and
cultural conceptions of the natural world, including the ideas
of property and ownership. We will explore the distinction
between wilderness and civilization and the political function
of the line dividing those two realms.
We will explore the river through the eyes and experiences of
those who have worked and lived their lives along it, and
through site visits to locations along the river, speakers in
class, and on the Internet. Students will have an opportunity
to explore their own interests in the river through individual
projects, ranging from boat building, to lobbying at the State
Capital, to the various Mississippi floods, to river ecology and
"green consumerism." There will be opportunities to work
with local river-related groups on those projects. Throughout
the course students will be encouraged to dream, and to work
on taking that vision and making it a reality, in building support for a project, in networking, in having patience, in following through, in working hard, and at the end, having
something concrete to show for their efforts. These projects
can be a prototype for the future pursuit of a vocation to contribute to their world in whatever way one is called to do so.
Liberal Arts Perspective: Social World
Graduation Skill: Critical Thinking
Maximum Enrollment: 20
Tme: I
Room: Old Main 25
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: II
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: II
Room: Old Main 25
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide students with basic skills and understanding for designing an effective youth and family ministry in a congregation.
Students will study the latest research on children, youth, and
families from Search Institute and learn the new paradigm of
home and congregation in partnership for teaching and nurturing faith. They will learn the latest conceptual model of a
holistic approach to youth and family ministry.
Prerequisite: REL 111, 221, or 331
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 25
mme: II
Room: Music 24
Psychology
I
Theology of Death and Dying
REL 390-J
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come form Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format.
Grades will be based on class participation, two tests and oral
presentation of a research project.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
'lime: I
Room: Music 23
Topics: Psalms, Songs, and Religious
Poetry
REL 308-J
Instructor: Rolf Jacobson
A study of poetry from the Christian tradition, focusing on
biblical psalms and poems, religious poetry, and Christian
hymns and songs. An introduction to interpretation of poetry and poetry set to song. Students will be evaluated based
on one major paper, leading three discussions of primary
texts, and on class participation and preparation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Music 24
Topics: Religion at the Movies
REL 309-J
Instructor: Lori Hale
Religious themes such as good and evil, morality and ethics,
human nature, holiness, faith and belief, salvation and
redemption, and forgiveness and mercy will be explored
through the medium of popular film. Movies including the
"The Matrix'', "The Shawshank Redemption", "Babette's Feast'',
and "Wings of Desire" will be coupled with directed theological or historical readings. Essays, class participation, and a
final paper will serve as the basis for evaluation.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: II
Room: Music 22
The Vision of God in Nicholas of Cusa
and Martin Luther
REL 455-J
Instructor: Mark Tranvik and Mark Fuehrer
This course examines the thought of two major thinkers from
the late medieval and reformation periods. We will read and
discuss primary texts from Cusa and Luther, focusing on the
theme of the "vision of God" Last three days of the course will
be held at a lodge in northern Minnesota. Three extended
essays will be the basis of evaluation. Team-taught by
Professors Mark Fuehrer (philosophy) and Mark Tranvik
(religion). A fee of $225.00 is required to cover lodging costs.
This will need to be paid by December 1,2000.
Transportation is student responsibility.
Prerequisite: Religion 111, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 20
Time: I
Room: Old Main 10
Religion
I
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Vern Bloom and TBA
Experiential learning occurs as students volunteer 60 hours
in a service agency or institution that they select. The placement must be approved by course faculty and supervised by
agency staff. The course is designed to introduce the fields of
practice in social work and to help students explore a possible major in social work or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the
manner in which social, economic, and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Topics: Child Welfare Social Work and
the Law
SWK 295-J
Intructor: Tony Bibus and Ragnhild Collin-Hansen
This course will introduce students to social work practice in
the area of child welfare with special focus on the relationship
of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes,
meet with key policy makers, observe court procedures and
discuss practice and legal issues with child welfare social
workers and possibly with families and children as well. There
will also be opportunities to compare child welfare laws and
practice in the US with those in Europe, especially Norway.
The principles of permanency planning, family-centered
practice, prevention and protection, and the twin goals in
child welfare of securing safety and nurturing children while
preserving their ties to their family will be examined. We will
also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service
strategies, encouragement of the adoption of children of color
by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students
will analyze the dynamic interplay of societal values, power,
politics, facts and myths as they manifest themselves in child
welfare laws; they will begin to form their own positions
regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be
in the form of assessments by instructors and students of the
major paper or project completed for the course.
Prerequisite: Social Work Majors or permission of Instructor
Maximum Enrollment: 8
Time: II
Room: Sverdrup 20
Field Work I: Integrative Seminar
SWK 307-J & K
Instructor: Curt Paulsen and Joe Clubb
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Human Community and the Modern
Metropolis
SOC 211-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be basis for
evaluating performance in the course.
Liberal Arts Perspective: The City
Maximum Enrollment 25
Time: I
Room: Foss 175
Social Work
rrs
-
Foundations in Women's Studies
WST 201-J
Instructor: Julie des Jardins
This course offers an introduction to the interdisciplinary
field of women's studies. Students will explore the scope of
women's studies; develop greater understanding of diverse
women's status, contributions, and concerns nationally and
globally; and consider how women's studies and other academic disciplines influence our perspectives on women and
men, and on policies and actions affecting people's lives.
Throughout the course, we will make connections between
gender, racelethnicity, economic class, sexuality and other
differences in our analysis of women's experiences. Finally,
we will explore ways to put our knowledge into action.
This course requires active participation, daily reading and
several short writing assignments. In addition, we will take
field trips to visit some women's organizations in the Twin
Cities.
Graduation Skill Requirement: Speaking
Maximum Enrollment: 20
Time: II
Room: Old Main 13
Women's Studies
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation.
Lifetime Sport: Badminton/Pickleball
HPE 002-B
Instructor: Brian Ammann
Practice and playing of badminton and pickleball. Grading:
PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time 12:OO-1:00 M, T, W, Th, F
Room Melby Gym northlsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sport: Golf
HPE 002-G
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T, W, Th, F
Room: Air Structure
Lifetime Sports
Introduction to Dance
HPE 002-T/THR 002-T
Instructor: Sandra Agustin
See course information listed under THR 002-T
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 15
Time: 12:OO-1:00 M, T, W, Th, F
Room: Satern Auditorium
Interim Abroad
Social Work in Nicaragua-Challenges
in Social Justice
+
January 7-26, 2001
SWK 295 (Contact your social work adviser about credit
options.)
Instructor: Randy Herman, Univ. of St.Thomas;
Augsburg Contact: Tony Bibus
Will introduce students to social issues faced by Nicaraguan
families and communities in both urban and rural settings.
Experiential in design, this course will provide opportunities
to meet Nicaraguan people in their homes, communities and
places of work. Spanish language proficiency is not required,
as interpretation will be provided as needed. The course will
include excursions to both rural and urban settings, opportunities for field experience and hands-on service, and classes in
Spanish conversation.
Cost: $2595, This includes roundtrip airfare from
Minneapolis to Managua, all meals, lodging, ground transportation, program expenses and course tuition. Register for
course at Augsburg College, Office of Registrar. Also, make
application at the Center for Global Education in Murphy
Place. Application deadline: October 20, 2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
+
Topics: Social Work & Education in
Norway
January 3-26, 2001
EDC 495-PISWK 295-P (Social work majors should
contact their adviser about credit options.)
Instructor: Hans Eriksson; Augsburg contacts: Tony
Bibus or Susan O'Connor
Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and
health and welfare services to children, youth and families.
Students may take one of two separate but parallel tracks:
"Winter Recreation Programs with Children and Youth'', or
"Social Work, Child Welfare Work, and Education." Lectures,
field study, and practicum experience will introduce students
to the content and context of professional practice in Norway
as well as the unique Norwegian system of folk high schools.
All classes will be taught in English and will contain both
U.S. and Norwegian students.
Prerequisites: Students signing up for the education track must have some
experience in cross-country skiing.
Cost: $2350. This includes roundtrip airfare from
Minneapolis to Trondheim, Norway; all meals, lodging, program expenses, and course tuition. Register for course at
Augsburg College, Office of Registrar. Also make application
at the Center for Global Education in Murphy Place.
Application deadline: October 20,2000. Maximum
Enrollment: 20. For more information contact: Study Abroad
Office, Center for Global Education, Murphy Place, (612)
330-1 159.
UMAIE
SPP 201-J
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower division number.
Africa and the Middle East
The Middle East: A Spiritual Geography
Tradition and Modernity in Africa: The Experience of Ghana
Asia
Development and Community in Bangladesh
Australia and the South Pacific
Sustainable New Zealand: Ecology, Economy and Society
Europe
Introduction to Peace and Conflict Studies: The Northern
Ireland Context
British Henlth Girt': Mecli~r,qSl~cr.irllNeeds
,
and Music
Christian I,Viwslrip: 14r11t ~ j A r t Atz.l~itecture,
~ I N
I orw~~y
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'lilt, (:zcc/l Kcprrtliic: Sorii~ln r d C.i:lrlrirral I~lipnrl(I)' the
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' I ' h Ar!is~!sllook, ~ ' ~ O V C I I L to
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i ~ I~ gY ~ W
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7k;~irlrtirigI;ri,rr.l~ch
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I,ito?~lurc.arlll Art oJ'R4nilcrrrI;r~~lnr~rt
The I.r;tri/saipt,sc!il;rritl.r: C:IJ/III~J~IIJS,
A h 6 t . ~ and
, Parishes
The L m / ( ; ( ~ t ~ r r t ~ ~ !Ai uj it~~ t: ~ r , i ~it1~ (Pf~ris
~~rs
"Most German of the Arts": Music and German National
Identity
Psychoanalysis and Feminism: French, British, and American
Perspectives
Scandinavian Economy, Culture, and Society
Latin America and the Caribbean
The Cuba Story: Quantitative Journalism in Cuba
Sailing in the Virgin Islands
Social Work in Nicaragua
Interim Abroad
Other lnterim Abroad Courses
HECUA
Environment, Economy and Community in Guatemala
Development and Community in Bangladesh
ACTC
Peace and Conflict Studies in Northern Ireland
ACTC Creative Writing Workshop
at St. Thomas
The Language of Desire: Theory and Practice of
the Love Poem For Advanced Creative Writers
Course will carry upper division English credit
Instructor: Leslie Adrienne Miller
What makes a poem hot? What gives language that extra
charge and sparkle? Why are bad poems about sex really bad?
What is the role of the erotic in a poem? In a love poem?
How do poems seduce us, engage our sense of physical desire
via our imagination? How can we be sure we've written a sexy
poem rather than a mere sex poem? How have poets
answered these and other questions across a variety of times
and cultural contexts? This course will explore these and
other related questions with the assumption that poetic language can and often should be sensual, erotic, sparky, a flirtation with the reader, and the understanding that the sexiest of
poems are seldom actually about the sex act itself. In this
course we will take a look at erotic elements in poems and
explore how poets handle physical desires of all kinds to
engage and seduce their readers. Students will explore a variety of ways to work with erotic language and subjects. We will
examine what makes particular images and metaphors sensual and how poets transform potentially dull and lor unsexy
subjects into vibrant and appealing answers to human desire.
The class will include in-class discussions of text, writers to
the course, on the recommendation of the creative writing
faculty. To be considered for enrollment in this course, con-
Interim Abroad
tact Cass Dalglish, (612) 330-1009, or Roseann Lloyd, (612)
330-1423, before registration.
Time: Monday through Thursday 1-4 p.m.
Room: 108 Christ Child Hall. University of St. Thomas
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The washington Center 2001
Academic Seminars
The Presidential Inauguration
January 7-20, 2001
Pol 398-A
The Washington Center's "Campaign 2000" academic seminars
will conclude with a two-week seminar focusing on the inauguration of the next president. It examines the presidential
transition of power and explores how the new administration
succeeds in moving from campaign rhetoric to hallmarks in
public policy. Participants also join in the celebration, pomp,
and ritual of a presidential inauguration. One half credit is
available from the political science department for this twoweek program. The course is a passlfail course based on participation in program activities including site visits, small group
seminars, and journals. For further information about the program see Prof. Hedblom in Memorial Hall 117A; call her at
(612) 330- 1197; or e-mail <hedblom@augsburg.edu>. There
are four scholarships available to cover registration and tuition
costs based on priority in registration through the political science department.
Other
Show less
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you fee... Show more
from the President
I hope you are looking a t this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in
full contact with the critical social, economic,
Y
religious, and political phenomena of the modern
3
city. This education, however practical and pro6
fessional, will be serviceable over the long haul
only to the degree that it respects and pursues
certain of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it
is offered for the sake of improving both its students and the world itself.
O
.?
h
The study you are undertaking at Augsburgdr thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
k you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
William V. Frame
President
5 2000-2001 ACADEMIC
CALENDAR,
DAYPROCRAM
Fall Term 2000
Summer........................................Freshman registration
Sept. 3-5/Sun.-Tues. .................... New student orientation
Sept. 6Ned. ................................ Upper-class validation
Sept. 6Ned. ................................ Classes begin
Sept. 1UTues. ...........................
Last day to register
Sept. 1UTues. .............................. Last day to add a class, drop a class without notation on
record
Mid-term break (one day only)
Oct. 27/Fri. ..................................
Nov. 3/Fri. ....................................Last day to designate grading option
Last day to withdraw from class
Nov. 10/Fri. ..................................
Nov. 13-Dec. l/Mon.-Fri. ............Interim registration
Nov. 13-Dec. l/Mon.-Fri. ............Spring term registration
Nov. 23Rhurs. ............................ Thanksgiving recess begins
Nov. 27/Mon. .............................. Classes resume
Dec. 15Eri. .................................. Classes end
Dec. 18-21/Mon.-Thurs. ..............Final exams
Interim Term 2001
.... ....... h t e r i m classes begin
Jan. 3 N e d .....................
Jan. 41Thurs. ................................ Last day to register, add a class, or drop a class without
notation on record
Jan. 1UFri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 15/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 26/Fri. ................................... Classes end
Spring Term 2001
Jan. 30Rues.. ................................ Classes begin
Feb. 5/Mon................................. Last day to register
Last day to add a class or drop a class without notation
Feb. 5/Mon...................................
on record
Mar. 19/Mon. ............................... Mid-term break
Mar. 26/Mon. ............................... Classes resume
Apr. 6Eri...................................... Last day to designate grading option
Apr. 1UThurs............................... Last day to withdraw from a class
Apr. 13/Fri..................................... break
Apr. 171Tues. ................................ Classes resume
Apr. 23-May 4/Mon.-Fri. .............Early registration for fall
May 11Eri.................................... C l a s s end
May 14-17/Mon.-Thurs. ..............Final exams
May 2O/Sun. .................................BaccalaureatdComencement
TENTATIVE-CONSULT THE 2001-2002 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 2001
Summer.. ....................................Freshman registration
Sept. 2-4/Sun.-Tues. .....................New student orientation
Sept. 51Wed. .................................Upper-class validation
Sept. 51Wed. .................................Classes begin
Sept. 1l/Tues. ...............................Last day to register
Sept. llnues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 26/Fri....................................M i d - e m break (one day only)
Nov. UFri. ....................................Last day to designate grading option
Nov. 9/Fri. ....................................Last day to withdraw from class
Nov. 12-Nov. 30A4on.-Fri. ......... ..Interim registration
Nov. 12-Nov. 30A4on.-Fri............Spring term registration
Nov. 2 n h u r s . .............................Thanksgiving recess begins
Nov. 26A4on. ...............................Classes resume
Dec. 14/Fri. ..................................Classes end
Dec. 17-2OA4on.-Thurs. ..............Final exams
Interim Term 2002
Jan. N e d . ................................. ..Interim classes begin
Last day to register, add a class, or drop a class without
Jan. 3nhurs. ................................
notation on record
Jan. 11/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Jan. 21/Mon. ................................ Martin Luther King, Jr. Day (holiday)
Jan. 25/Fri. ...................................Classes end
Spring Term 2002
Jan. 291Tues................................. .Classes begin
Feb. 4/Mon. .................................. Last day to register
Feb. 4Mon ................................... Last day to add a class or drop a class without notation
on record
Mar. 25Non. ...............................M i d - t e r m / break begins
Apr. n u e s . ................................. .Classes resume
Apr. 8/Mon................................... Last day to designate grading option
Apr. 1UFri....................................s t day to withdraw from a class
Apr. 22-May 3/Mon.-Fri. .............Early registration for fall
May 10/Fri....................................Classes end
May 13-16/Mon.-Thurs. ..............Final exams
May 19/Sun. ................................. BaccalaureatdCommencement
Fall Term 2000
June 12 .......................................
Aug. 18 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
Sept. 15 ........................................Registration ends
Last day to add class, last day to drop a class without
Sept. 18 ........................................
notation on record
Last day to change grade option
Oct. 16 ................
Last day to withdraw from class
Oct. 30 ....................................
Class weekends: Sept. 15-17, Sept. 29-Oct. 1, Oct. 13-15, Oct 27-29, Nov. 3-5, Nov. 17-19,
Dec. 1-3. Dec. 15-17
Winter Term 2001
Nov. 6 .......................................
Dec. 8 ..........................................
Jan. 5 ...........................................
Jan. 8 ........................................
Feb. 5 ........................................
Feb. 19 .....................................
Registration begins
Remote registration ends (must register in person after
this date)
.
.
Registration ends
..Last day to add class, last day to drop a class without
notation on record
Last day to change grade option
Last day to withdraw from class
Class weekends: Jan. 5-7, Jan. 19-21, Feb. 2-4, Feb. 16-18, Mar. 2-4, Mar. 16-18,
Mar. 30-Apr. 1, Apr. 6-8
Spring Term 2001
Feb. 12 ........................................
Mar. 30 ........................................
Registration begins
Remote registration ends (must register in person after
this date)
.Restration ends
Apr. 20 .......................................
Last day to add class, last day to drop a class without
Apr. 23 .......................................
notation on record
May 21 ..................................... . a day to change grade option
June 4 .......................................... L a day to withdraw from class
Class weekends: Apr. 20-22, May 4-6, May 18-20, June 1-3, June 8-10, June 22-24,
June 29-July 1
T e n t a t i v ~ o n s u lthe
t 2001-2002 weekend college class schedule or Weekend
College program office for changes
Fall Term 2001
Class weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18,
Nov. 30-Dec. 2, Dec. 14-16
Winter Term 2002
Class weekends: Jan. 4-6, Jan. 18-20, Feb. 1-3, Feb. 15-17, Mar. 1-3, Mar. 15-17,
Mar. 22-24, Apr. 5-7
Spring Term 2002
Class weekends: Apr. 19-21, Apr. 26-28, May 10-12, May 17-19, May 31-June 2,
June 14-16, June 28-30
Area Code
612
Academic Advising..................................................................................................... .330.1025
Academic and Learning Services ................................................................................
330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ...............................................................................( 8 0 0 ) 788-5678
AlumniParent Relations ....................................................................................3 3 0 - 1 178
Toll-free number .......................................................................................8 0 0 ) 260-6590
Athletics ......................................................................................................................330-1243
Career Services ....................................................................................................
3 3 0 - 1162
College PastorICampus Ministry ................................................................................330-1732
Public Relations & Communication ....................................................................... 3 3 0 1 180
ConferencdEvents Coordinator ........................................................................... 3 3 0 - 1 107
Development (financial gifts to the College) .............................................................330-1613
Toll-free number ........................................................................................( 8 0 0 273-0617
Enrollment and Financial Service Center ...................................................................330-1046
Facilities Management ..............................................................................................
..330-1104
Financial Aid (scholarships and other aid) ............................................................<...
330-1046
General Information (other office numbers; business hours only) ........................... 330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Arts in Nursing .........................................................................................330-1204
Master of Social Work Program ,................................................................................. 330-1307
Human Resources .......................................................................................................
330-1058
Interim Office ............................................................................................................. 330-1 150
Lost and Found ......................... .
.
.
.......................................................................
330-1000
President ......................................................................................................................
330-1212
Registrar ......................................................................................................................
330-1036
Residence Life (Housing)........................................................................................3 0 1 0 9
Student Activities .....................................................................................................
330-1111
Student Government ...................................................................................................
330-11 10
Summer School ..........................................................................................................
.330-1787
Weekend College ........................................................................................................
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
330-1782
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg cuniculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 55 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
Through the Weekend College
Program, 14 majors are offered.
MISSION STATEMENT
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confession of faith presented by Lutherans in Augsburg, Germany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
-
About Augsburg 1
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 18905, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
-
2 About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Hall,
Urness Hall, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cuniculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William \! Frame became president
in August 1997. He has initiated a strategic
planning process intended to idennfy the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
Augsburg also offers graduate and
undergraduate level nursing courses as
well as supporting degree courses through
its Rochester Program based in Rochester,
Minnesota.
In 1999, a new apartment-style student
residence opened. Major renovation of
Sverdrup Hall created space for the
Enrollment and Financial Services Center,
the Women's Resource Center, and the
Honors Program Suite; a skyway link to
Lindell Library was constructed.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great memopolitan center.
There are now almost 16,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to undergraduate liberal
arts and sciences Augsburg offers master's
degree programs in social work, leadership,
nursing, and physician assistant training
(after May 2001).
WEEKEND COLLEGE
Augsburg's Weekend College program
provides an educational alternative to
adults who desire college experience but
who work or have other commitments
during the week. It is a means by which
men and women may earn a baccalaureate
degree, gain skills for professional advancement, prepare for a career change or pursue a personal interest in one or more
areas of the liberal arts.
-
About Augsburg 1
Weekend College began in 1982 with
69 students taking courses in three majors.
Eight courses were offered in the first term.
Today with more than 1,000 students
enrolled each term and 14 majors,
Augsburg's Weekend College is the largest
program of its kind in the state. Faculty in
Weekend College are full-time Augsburg
professors as well as adjunct professionals.
The Weekend College student body is
involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminar, and student organizations.
A Community of Learners
Augsburg Weekend College continues
to develop to meet the needs of the adult
and nontraditional student.
The heart of any educational institution
is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty
hold the doctorate or other terminal degree
and all consider teaching to be the focus of
their activity at the College. Faculty are
involved in social, professional and a variety of research activities, but these support
and are secondary to their teaching. They
are actively involved in a dynamic faculty
development program that introduces
them to current thought in many fields,
but especially in teaching and learning
techniques and theories.
The Adult as Learner
Augsburg Weekend College is based on
the assumption that students who enroll in
the program will be mature, self-disciplined and motivated learners who seek a
combination of classroom experience and
individual study. Each course is divided
into periods of concentrated on-campus
study separated by time for independent
study and class preparation.
Alternate Weekends
To accommodate this learning format,
classes generally meet on alternate weekends for three and one-half hours on either
Friday evening, Saturday morning,
Saturday afternoon or Sunday afternoon.
Laboratory sections or additional class
hours may be scheduled during the week.
Weekend College students may take from
one to four courses each term. Selected
courses are also available on weekday
evenings and are open to both day and
Weekend College students. The academic
year for Weekend College is divided into
three trimesters.
Essential to the goals of Augsburg's
Weekend College is participation in a community of adult learners. This community
is enriched by the presence of men and
women with a variety of work and life
experiences. To facilitate this kind of community interaction, Augsburg encourages
Weekend College students to make use of
College facilities such as Lindell Library
and the Christensen Center, and to participate in College activities such as music and
dramatic presentations and athletic events.
Weekend College Faculty
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
-
4 About Augsburg
the Mississippi River and the Seven
Comers theatre district just a few blocks
away. Downtown Minneapolis and St. Paul,
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVramp1skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 Zlst Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of the American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated in Murphy Place, these programs
provide support services and information to
American Indian and African American students.
Anderson Hall (1 993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication
(1 988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Academic Skills Center, which includes the
Learning Skills Office, the Center for
Learning and Adaptive Student Services
(CLASS) Program, the Groves Computer
Lab, the Karen Housh Tutor Center, and
the John Evans Learning Laboratory.
The JeroyC. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
Zlst Avenue South.
-
About Augsburg 1
Ice Arena (1 974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1997)-This four-level brick structure
opened during the 1997-98 academic year.
As the library and information technology
center, it houses all library functions and
brings together the computer technology
resources of the College. It is located on
the block of campus bordered by 22nd and
2lst Avenues, and by Riverside Avenue and
Seventh St.
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 fitness center, and general
auditorium purposes.
Mortensen Hall (1 973)-Named in
honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1 964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
Music Hall (1978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
New Hall (1999)-A three-story
apartment complex along 20th Ave.,
between 7th and 8th Sts. housing juniors
and seniors in units from efficiencies to
two-bedroom suites.
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1 949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Hall (1967)-Named in honor
of Mr. and Mrs. Andrew Umess, this tower
provides living quarters for 324 students.
Each floor is a "floor unit," providing 36
residents, housed two to a room, with their
own lounge, study, and utility areas.
-
5 About Augsburg
W YOUTH AND FAMILY INSTITUTE
OF AUGSBURG COLLEGE
The institute is designed to help
churches better serve the changing needs
of youth and families. The institute offers
an undergraduate academic program, as
well as seminar/workshops, a resource tenter, and counseling services locally, nationally, and internationally.
W ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to the College of the Third Age.
Richard R. Green Institute for
Teaching and Learning-Named for the
late Augsburg alumnus Richard Green,
who served as superintendent of schools
in both Minneapolis and New York City,
the Green Institute is a collaboration
between Augsburg College and the
Minneapolis and St. Paul school districts.
Its goal is to improve the outcomes of students, especially in urban areas, through
systemic changes in K-12 education practices as well as higher education teacher
training programs.
Inter-Race: The International
Institute for Interracial InteractionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M MEP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. The MMEP office is located in East
Hall.
H POLICIES
Augsburg College, as affirmed in its
mission, does not discriminate on the basis
of race, color, creed, religion, national or
ethnic origin, age, gender, sexual orientation, marital status, status with regard to
public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor
school administered programs, except in
those instances where religion is a bona
fide occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and
its students.
Any questions concerning Augsburg's
compliance with federal or state regulations implementing equal access and
opportunity can be directed to the affirmative action coordinator, Office of Human
Resources, CB 79, Augsburg College, 221 1
Riverside Ave., Minneapolis, MN 55454,
(612) 330-1023.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
-
About Augsburg 1;
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physican Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, (312) 263-0456;
<www.nca-cihe.org>
IsAUGSBURG
COLLEGE
FACTSAND FIGURES
Location-Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 9 percent represent other
Protestant denominations, and 19 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education, Committee for
Accreditation of Allied Health
Educational Programs. Approved by the
American Chemical Society. Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and the National League for
Nursing.
Member-Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE.
Registered with the Minnesota Higher
Education Services Office, as described
on page 17.
W
Financial Aid--Over 84 percent of the
students receive some form of financial
aid from the College and many other
sources.
W
Library-Over 175,000 items, direct
access to over 1,300,000through CLIC,
the Twin Cities private college library consomum. The James G. Lindell Family
Library opened in September 1997.
W
School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
W
Majors-More than 50 majors in 23
departments.
W
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), lnternational Partners, Upper
Midwest Association of Intercultural
Education (UMAIE), and extensive
cooperative education and internship
programs.
W
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
W
Policy--Augsburg College, as affirmed
in its mission, does not discriminate on
the basis of race, color, creed, religion,
national or ethnic origin, age, gender,
sexual orientation, marital status, status
with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those
instances where religion is a bona fide
occupational qualification. Augsburg
College is committed to providing reasonable accommodations to its employees and its students.
Enrollment (Fall 1999-2000)-3,053
students from 41 countries.
Graduates-16,000 undergraduates
from 1870 through August 1999.
Student/Faculty Ratio-16 to 1.
Undergraduate class size averages 15-20.
Campus-17 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility.
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunnel/elevator system
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S., M.S.W.
B.S.. B.M.,
n
w
n
n
n
4 0 , 3 4 3
V)
- UNDERGRADUATE ADMISSIONS
!O
A
ugsburg College is looking for students with intelligence and character. We
want people whocan benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and families with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
For Weekend College Admission information, call (612) 330-1743.
BPPLICATION
PROCEDUR~
DAY PROGRAM FREbHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
T r a n s c r i p S A n official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores-Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Two academic recommendations are required by the
Admissions Committee before an admissions decision is made.
-
-
-
Undergraduate ~dmissions 2'
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recommendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions D e c i s i o b
Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision usually within two
weeks after the application file is complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $100"
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
WEEKEND COLLEGE
Applicants should complete the application form and return it along with the
$25 nonrefundable application fee to the
Augsburg Weekend College Admissions
Office.
Transcripts-Have official transcripts
from all previous postsecondary institutions sent directly to the Augsburg
Weekend College Office. Applicants with
less than one year of previous tranferable
college work should also have their official
high school transcript sent. The G.E.D. test
certificate may be presented instead of the
high school transcript.
Additional Information-If there is
personal information that may have affected the applicant's previous academic performance, it may be included with the
application or discussed peronally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admis-
-
' 2 Undergraduate Admissions
sion decision is made. On occasion, the
Admissions Committee may also defer a
candidate's admission until other information has been received. For example, test
scores, results of current coursework, additional letters of recommendation, or w-riting samples may be requested by the committee. If any additional credentials are
needed, the Admissions Office will inform
the candidate.
Notification of Admissions Decision
-Augsburg College uses a "rolling"
admissions plan. Students are notified of
the admission decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with an admissions counselor
and major sections of this catalog to see if
admission to the major is required.
ALL TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transfemng from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1. Admission will be with junior standing
following the MN Transfer Curriculum. A
maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
-
Undergraduate Admissions 23
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
One lifetime sport
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
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24 Undergraduate Admissions
INTERNATIONAL STUDENTS
Augsburg welcomes students from
countries around the world. (See
International Student Advising on page
48.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
June 1for fall, Dec. 1 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
Audit Fee
(for part-time students)
per course................................$
Room Rent
(includes telephone
and basic service) ....................$ 2,680
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
The Board of Regents has approved the
costs listed below for the 2000-01 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
DAY PROGRAM TUITION, FEES,
ROOM, AND BOARD
Tuition
(full-time enrollment)
............$ 15,974
This rate applies to all full-time students
attending in September 2000. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,726
This rate applies to students taking fewer
than three courses in a semester andlor an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
630
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
..................$
2,640
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,566
....................$
2,336
Student Activity Fee ................$
150
Flex 5 point plan
ACTC Bus (full-time
students only)
..................$
16
Information Technology Fee ..$
200
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .....................................
Late Registration (per day
after classes begin) .....................
Registration Change after first five
days (cancel/add/change/grade
option, or combination
at one time) ................................
Music Therapy Internship
(one-half course credit) ..............
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Financial Information 2;
Private Music Lessons, per
semester (14 lessons) ................. ,3324
Student Teaching (per course
for full-time students) .................. $ 66
Student Teaching (per course
for part-time students) ................. $130
Study Abroad (in approved
non-Augsburg programs) .............$250
Fees Payable by CheckICash
Application (new and/or
special students) ........................$ 25
Nursing Comprehensive Exam ........$ 16
Nursing Credit Validation ................ $ 150
Locker Rental (commuters) .............$ 40
Student Parking Lot Permit
-ar
........................................... $ 108
-motorcycle ............................ ..$ 50
Transcript Fee (per copy
after first, which is free) ............ $
5
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
W BOOKS AND SUPPLIES
These costs are estimated to be $900
per year.
W DEPOSITS
Enrollment Deposit
(non-refundable) .................... $
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 deposit will be forfeited. After these dates, the student shall forfeit the full amount of the damage deposit
and shall be assessed an additional $450
for termination.
Application Fee (payable once,
non-refundable) ...................... .$ 20
Tuition (per course) ....................... .$1,258
Tuition (per summer course 2000) ..$ 950
Technology Fee (per course) ............ .$ 25
Activity Fee (per trimester) ............. $ 9.50
Campus Access Fee (includes
parking permit; per trimester) ...$ 10
Audit Fee (per course) ..................... $ 630
Lifetime Sports: Fee for Weekend
College Course ........................... $ 188
Lifetime Sports: Fee for Assessment
of Previous Learning .................. $ 100
Nursing Clinical Fee ........................ $ 214
Supplementary Student Teaching
Fee (per course credit) .............. $ 462
Late Confirmation Fee (per day) .....$ 35
Registration Change after first
class meeting (cancelladd) ........$ 10
5
Transcript Fee (first is free) ............. $
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'8 Financial Information
PAY MENTS-DAY
PROGRAM
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the
Enrollment and Financial Services Center
is sent to the student from the Business
Office.
Payment Options-Day Program(1) Semester payments, due August 15 and
January 15 as billed; (2) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the bill for each term.
PAYMENTS-WEEKEND
COLLEGE
A statement of tuition and fee charges
and estimated financial aid will be mailed
to each registered student prior to the start
of each term. For tuition and fee information, please refer to the current Weekend
College Class Schedule, published each
year by the Weekend College Program
Office.
Payment Options-(1) Payment in
full at the start of each term. (2) Threepayment plan: first one-third payment is
due at the start of the term; second and
third payments are due in the second and
third months of the term. (3) Employer
Reimbursement: students whose employers
reimburse them for all or part of their
tuition and fees may pay a $100 deposit
per course credit at the start of the term.
The balance, which is subject to finance
charges until paid, is due 50 days after the
last day of the term. Students on this plan
must file an employer reimbursement verification form each academic year. The student is responsible for payment of the balance should the employer not reimburse
for any reason.
FINANCIAL POLICIES
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release student academic transcripts until all student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
Absencnithdrawal from College form
available in the Academic Advising Center
or the Enrollment and Financial Services
Center. It must be filled out completely,
signed and turned in to the EFSC. Students
who properly withdraw or change to parttime, who are dismissed, or who are
released from a housing contract will have
their accounts adjusted for tuition andlor
room (except for the minimum deduction
of $100 to cover administrative costs).
Students are responsible for canceling
courses through the Enrollment and
Financial Services Center in order to be
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Financial Information 2!
eligible for any refund. Students who unofficially withdraw (stop attending) but do
not complete the dropladd 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
dropladd form is processed.
Augsburg College Day Program
Refund Policy: Applies to day program students who withdraw from all courses in a
term and are not receiving Federal Title IV
financial aid (Federal Title IV financial aid
includes the Pell Grant, SEO Grant,
Perkins Loan, Stafford Loan, and PLUS
Loan). This policy also applies to all students who drop courses during a term.
Refund
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 2lst day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Augsburg Weekend College Program
Refund Policy: This policy applies to new
and returning Weekend College students
who drop a portion of their scheduled
course load. It also applies to students who
completely withdraw from college and do
not receive financial aid.
Refund
Amount
100%
Refund
Period
Through the first class weekend
(less a $75 administrative fee if
withdrawing from the current
term entirely)
80% Prior to the second scheduled
class meeting
60% Prior to the third scheduled class
meeting
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 student account and all
adjustments for aid, loans, fines, deposits,
etc. will be made before eligibility for a
cash refund of any resulting credit balance
is determined. Please allow two weeks for
a refund.
The refund is a percentage of the full
tuition charged, not a percentage of any
deposit paid toward tuition, e.g. deposits
made under the employer reimbursement
payment plan.
Pro-Rata Refund Policy: Applies to all
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
-
10 Financial Information
Federal Return of Funds Policy: This
policy applies to returning students who
have completed at least one full term,
withdraw from all courses for the current
term, and receive federal Title IV financial
assistance (including Pel1 Grant, SEO
Grant, Perkins Loan, Stafford Loan, Parent
PLUS Loan). The Return of Funds Policy
is based on a percentage derived from the
number of days attended divided by the
number of days in the term.
The refund of charges calculation used
is the Augsburg College Refund Policy stated above.
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in all their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Office of Student
Life in Christensen Center.
All students who wish to be considered
for financial assistance must establish financial aid eligibility on an annual basis. This
includes completing the application process
as outlined below and meeting the academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Enrollment and Financial Services
Center and is distributed to students on an
annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its EFSC, will help students and their families protect access to a
quality Augsburg education in a time of
increasing financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 1999-2000 academic
year, more than eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
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Financial Information 3'
current income, assets, number of dependent family members, other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1. Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. FAFSA forms are available
from the Enrollment and Financial Services
Center at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to EFSC.
H WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedFederal
Stafford loan application
Students complete and return one copy
of their award letter to the EFSC. In addition, the student must complete and return
the Stafford Loan application to receive
Stafford Loan funds. Applications for the
SELF Loan and the Parent PLUS Loan are
sent upon request.
H KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children. and other sources.
Honor Scholarships
President's Scholarship-President's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank and top 20
percent ACT/SAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
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12 Financial Information
Transfer Regents' S c h o l a r s h i p
Transfer Regents' Scholarships are awarded
to all qualified transfer students with a
minimum 3.0 GPA who apply and are
accepted for admission by May 1.
Transfer Honor S c h o l a r s h i k
Transfer Honor Scholarships are awarded
to selected transfer students with a minimum 3.0 GPA and 84 quarter (or 56
semester) credits in transfer from a
Minnesota community college or Lutheran
junior college, who apply for and are
accepted for admission by May 1. A separate application is required by April l.
Legacy Scholarship-These scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa ScholarshipThese scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship-These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
Scholarship-These scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg ArneriCorps
Scholarship-These scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is
August 1.
PRIME Scholarship-This is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must amve at Augsburg by October 1.
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
Scholarshi p-Recognizes incoming freshmen and transfer HispanicLatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
-
Financial Information 3:
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace ScholarshipAwarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by February 15.
Community and Public Service
Scholarship-Awarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by February 15.
Lutheran Leader S c h o l a r s h i p
Awarded to incoming freshmen in the top
30 percent of their high school rank or ACT1
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood a n d Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracumcular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Enrollment and
Financial Services Center for accepted
enrollment patterns.
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
2000-01 is $3,300.
Bureau of Indian AffairsITribal and
State Indian Scholarship--Bureau of
Indian Affairsnribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairsnribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
-
14 Financial Information
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $20,000
($40,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1.
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College EFSC or
the lending institution.
-
Financial Information 3!
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Enrollment and Financial Services
Center.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year,
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty staff, and
friends, offers more than 400 sponsored
scholarships.
All returning eligible students are considered. Selection is based on academic
achievement, financial need, and selection
criteria established by the donor. A list of
scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of the
Scholarship Catalog Supplement from the
Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Linda Schrempp Alberg Memorial
Scholarship*
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
John and Martha C. Fahlberg Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Financial Information
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Rutherford L. and Audrey M. Sander
Scholarship*
Senior Challenge Endowment Fund*
Rosemary J. Shafer Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
American Indian Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
Pastor Bob Evans Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Nonvest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0. Olson Memorial Scholarship*
Pederson Samuelson Scholarship*
Rev. John and Ingeborg Peterson Memorial
Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Financial Information 3;
Short-Term Programs Endowed Scholarship
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
W MULTlCULTURAL/INTERNATIONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kerridgehlueller American Indian
Scholarship
James M. Kingsley American Indian
Scholarship*
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship*
Medtronic Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarships*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul companies, Inc. Teaching
Assistants Scholarship
Students of Color Scholarship Fund*
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA Native Women's
Achievement Award*
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Class of 1998 Scholarship*
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen) Johnson
Memorial Scholarship
Marina Christensen Justice Memorial
Fund*
Martin and Sylvia Sabo Scholarship for
Leadership in Public and Community
Service*
Joel and Frances Torstenson Scholarship in
Urban Affairs*
W
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Alfred and Margaret Syring Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship*
Dr. Paul R. and Maxine Fridlund Biology
Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
-
18 Financial Information
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Famers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
Clifford A. Peterson Scholarship*
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship*
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
Dr. Einar 0 . Johnson Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Nancy Joubert Raymond Scholarship*
David Winsor Memorial Scholarship*
English
Dagny Christensen Memorial Scholarship*
Murphy Square Literary Award*
Anne Pederson English Scholarship*
Prof. l? A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0 . J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Floyd V and Ruth M. Case Scholarship*
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Robert Wick Scholarship*
-
Financial Information 3
Music
Beth Halverson Violin Scholarship*
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Mabeth Saure Gyllstrom Scholarship*
Lynn Halverson Cello Scholarship*
Carol Halverson Hearn Violin Scholarship*
0 . I. Hertsgaard Scholarship*
Orville and Gertrude Hognander
Scholarship
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Susan and Dean Kopperud Scholarship for
Excellence in Music*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Susan Halverson Mahler Viola
Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Grace Carlsen Nelson Scholarship*
Edwin W. and Edith B. Norberg
Scholarship*
Noms Memorial Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry P. Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
Sampson Music Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
Alfred and Margaret Syring Scholarship*
John and Vera Thut Scholarship*
Nordic Area Studies
Thomas D. and Gretchen S. Bell
Scandinavian Studies Scholarship*
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth I. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James P. Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Floyd V and Ruth M. Case Scholarship*
Robert Ellingrod Memorial Scholarship*
Theodore J. Hanwick Physics Scholarship*
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
10 Financial Information
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Corinne and Herbert Chilstrom
Scholarship*
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Joel and Mary Ann Elftmann Scholarship*
Luthard 0 . Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias E Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Pastor George J. Kundson Memorial
Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship*
Gerda Mortensen Memorial Scholarship*
Pastor Carl 0 . and Edith W Nelson
Memorial Scholarship*
Onesirnus Scholarship*
Philip and Dora Quanbeck Scholarship*
Russell and Helen Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Ronholm Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Cornrnunication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
ArtsReligion Scholarship*
5 3TUDENT LIFE
E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor, associate college
pastor, and campus ministry staff have
offices in the Foss, Lobeck, Miles Center
for Worship, Drama, and Communication
and are available for spiritual guidance,
counseling, support, or information.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decision-making process at Augsburg. Student
Government also sponsors and directs student organizations, protects student rights,
and provides the means for discussions
and action on all issues pertaining to student life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic and enjoyable interactive environment.
SOCIAL, CULTURAL, RECREATIONAL
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Urness Tower.
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition to appearing on campus and in the
city, the Augsburg Choir, Concert Band,
and Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
H INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MLAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
During 1999-2000, Augsburg men's and
women's athletics marked the 75th
anniversary of intercollegiate competition.
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 47.)
-
14 Student Life
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 55.
ACADEMIC SKILLS CENTER
The Academic Skills Center, located in
Room 171 of Foss Center, is designed to
offer students study-skills assistance so
that they may achieve academic success.
The center assists students in improving
their skills in such areas as time management, notetaking, textbook reading and
comprehension, test-taking, and concentration and memory improvement. Diagnostic
testing is also available to assess skills in
reading, vocabulary, spelling, study strategies, and learning styles. The staff will
assist students in developing effective and
efficient study skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, LSAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
over 200 students and is recognized as a
leader in supporting college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CLASS staff includes five learning
disabilities specialists and a physical disabilities specialist who meet individually
with students to assist them with advising
and registration, academic support services, learning strategies, self-advocacy
skills, organization and time management,
and determining appropriate accommodations. The accommodations specialist coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCW,
Braille printer, adaptive keyboards, and
computer assistance.
This level of individualized, academic
support is possible through an endowment
from the Gage Family, which allows the
CLASS Program to provide specialized services to its students, especially those with
learning disabilities.
-
Student Life 4.
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video and/or to schedule an appointment
with a specialist.
STEPUP PROGRAM
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
TUDENT SUPPORT PROGRAb
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program was established in 1978 to recruit
and retain Indian students. Its mission is to
provide a cultural context for American
Indian students that encourages and promotes personal and academic growth and
teaches students to navigate successfully
Augsburg's policies, procedures and expectations. The program
Assists with application process
Helps students secure financial aid
Nurtures students' identification as an
American Indian
Provides opportunities for students to
learn about their heritage
Provides opportunities for the campus community to learn about American
Indian culture
Provides academic advising and
assists in the development of individual
education plans
Other components of the program are:
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended to increase the number of American
Indian teachers in these districts. Funded
by the Minnesota State Legislature in 1990,
this project is designed as a special grant
and loan forgiveness program. Students
who are awarded state teaching licensure
may then apply for loan forgiveness. For
each year the student teaches, one fifth of
the loan will be forgiven.
-
45 Student Life
Anishinabe Library Project: Over
1,000 books, a variety of journals and
scholarly publications, research materials,
American Indian magazines and newspapers, and over 125 VHS videos are housed
in the Lindell Library and at the American
Indian Student Services office. The library
project offers both a historical and contemporary perspective on the cultures of various tribal nations in the United States.
PAN ASIAN STUDENT SERVICES
support services, performs academic advising, personal and career counseling and
advocacy for students of Afrikan descent
and enables their learning experience to be
interactive. PAC supports and advises the
Pan Afrikan Student Union (PASU), the
Hawthorne House (a Pan-Afrikan residence
life community), and the Pan-Afrikan
Alumni Council (PAAC). PAC is a clearinghouse for information regarding the
Afrikan Diaspora and maintains a network
with the Pan-Afrikan community.
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian students can be involved in and contribute to all aspects of academic and student life.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
The Pan Asian Student Association
(PASA) is affiliated with the program. The
association carries out various activities
during the academic year to increase the
network of friendship and support for
Asian and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent. The
Pan-Afrikan Center (PAC) serves by supporting the learning of students of Afrikan
descent and utilizing their diversity and
history to enhance the educational experience of the Augsburg community. PAC provides recruiting, builds retention, offers
HISPANIC/LATINO STUDENT
SERVICES
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
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Student Life 4:
HEALTH INSURANCE
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Augsburg College does not require that
students have or show proof of health
insurance, with the exception of international students and students who participate in intercollegiate athletics.
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
The College offers basic health care services to students with or without health
insurance through a contract with UFPSmiley's Clinic. These services are limited.
Emergency services of any kind are not
covered through the contract between
Augsburg and Smiley's Clinic. If a student
is not covered by a health insurance plan,
they may purchase a student policy.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other aerobic
workout machines. It includes a weight
room with universal and free weight systems. All staff, students, and faculty may
use the center.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
FITNESS CENTER
8
Student Life
International students receive assistance
in meeting their educational objectives
through advising on academic concerns,
immigration and visa requirements, tax
information, practical matters, and personal concerns.
New international students participate
in an orientation program before the beginning of the term that provides practical
information on housing, banking, using
local transportation, and course registration. Students also learn about the U.S.
educational system, intercultural communication theory, and how to adjust to life at
Augsburg.
(Also see English as a Second Language
on page 81.)
The Cross Cultural Club works to utilize the cross-cultural perspectives of its
international students and students with
experience overseas to engage the college
community on world issues. This is done
through faculty, staff, and student development programs that include intercultural
communication seminars, International
Student Week, and sponsorship of forums
and international issues.
(Also see Study Opportunities Abroad
on page 60 and Student Teaching Abroad
on page 63.)
Students who choose to make
Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends
among roommates and classmates. They
are just steps away from Lindell Library,
classrooms, Hoversten Chapel, the ice
arena, fitness center and Christensen
Center. With just under 900 students living on campus, most students and faculty
greet each other by name.
Augsburg recognizes the importance of
the residential experience during the college years. Studies show that students who
live on campus are more likely to complete
their degrees. Residence life staff are on
hand to help students become acquainted
with life at Augsburg thorugh social and
educational events. They are also ready to
assist students who need help or friendship.
Living on campus offers many opportunities for learning, fun and leadership.
Research indicates that students living in
residence halls earn higher grades and gain
greater satisfaction during their college
career. Numerous events are planned to
welcome students to the community,
including dances, movie nights, coffee
house concerts and weeks devoted to special themes or issues.
Resident students have access to a 24hour computer lounge and study, 24-hour
security, laundry facilities and vending
machines. All rooms and apartments are
equipped with hook-ups for telephone,
cable television, computers and Internet
access. A skyway connecting the lobby of
Urness and Mortensen Halls to
Christensen Center keeps students out of
the weather on the way to class.
In order to secure housing, students are
urged to make their enrollment deposit by
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Student Life 4s
June 1,as well as submit a housing deposit
and contract to reserve a space. For those
making enrollment deposits after June 1,
housing is determined on a space available
basis. During spring semester, current
Augsburg students are provided with information on the process to secure housing
for the next academic year.
Urness Hall-All new students and
some upper-class students live in Urness
Hall. This 9-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Hall, rooms are furnished
with a bed, dresser, desk, and chair. Linens
are not provided. Some single rooms are
available.
Mortensen Hall-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Hall is
carpeted, air conditioned, and contains
kitchen units. It is furnished with beds and
dressers.
Anderson Hall-Contains four types
of living units: two-bedroom apartments,
two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds,
dressers, and desks.
who are interested in creating a
livingearning environment by designing
their own house system. All house members meet to determine their program
focus, educational goals, and community
agreement guidelines. Examples of programs include Fellowship of Christian
Athletes, Youth and Family Ministry, Urban
Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and Step-Up.
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty
and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle
and Murphy Square. Food portions are
generous and modestly priced. Students on
board plan who live in residence halls eat
their meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
New Hall-Opened in 1999, this
apartment residence includes studios and
two and four bedroom apartments with full
kitchens. Beds, dressers, desks, and chairs
are provided. Underground parking is
available at an additional cost. Meal plans
are optional. This building is designed to
provide an environment for juniors and
seniors who are seeking a primarily independent lifestyle.
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeals. These are
in the Student Guide.
Special Interest Housing-Special
Interest Housing is available to students
The College operates in compliance
with the Family Educational Rights and
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS,
RECORDS
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50 Student Life
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies is found
in the Student Guide available from the
Office of Academic and Learning Services.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
83 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
DISCRIMINATION COMPLAINTS
For inquiries or grievances in any of
the following areas, contact the director of
human resources, Ground Floor, Memorial
Hall 19, (612) 330-1023.
Affirmative Action (for matters based
on race, creed, national, or ethnic origin).
Section 504 (for matters based on
physical or mental handicap)
Title IX (for matters based on sex or
marital status)
Employment
All correspondence should be
addressed to the Office of Human
Resources at Augsburg College, 221 1
Riverside Avenue, Minneapolis, MN 55454.
Formal grievance procedures are described
in the Student Guide. Copies are available
from the Office of Academic and Learning
Services.
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- ACADEMIC
'L
INFORMATION
A
ugsburg College constructs its curriculum upon the premise that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cuniculum introduces students to
the breadth and complexity of knowledge
and culture.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts in leadership, master of arts
in nursing, the master of science in physician assistant studies, and the master of
social work degrees.
ters of approximately 14 weeks, separated
by a four-week January Interim. Full-time
students normally take four course credits
each semester and one course during
Interim. Day school freshmen are required
to take an Interim course their first year.
The day program calendar is coordinated with those of the four other colleges of
the Associated Colleges of the Twin Cities,
so students can take a course on another
campus during the regular term. (See
Registration on page 66 and Calendars on
pages 4-7.) January Interim is particularly
intended to be a time for both students
and faculty to employ different styles of
teaching and learning, and to investigate
questions and topics in places and ways
not possible during the regular term. The
Interim catalog, published in the fall of
each year, is distributed to all students and
is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunities within the United States and
abroad.
Weekend College classes meet on alternate weekends and the program follows a
trimester calendar. The fall trimester is
held from early September through midDecember. Winter trimester meets from
January through early April. Spring classes
are held from mid-April through the end of
June. There are 7-8 class sessions each
trimester, and classes meet on weekends
for three and one-half to four hours.
Students may take from one to four classes
each term.
H ACADEMIC CALENDAR
Courses and majors offered through
Weekend College are the same as their day
program counterparts. However, the curriculum is limited to selected liberal arts
courses and majors.
The Augsburg day program follows the
4-1-4 calendar, with fall and spring semes-
~ u ~ s b offers
u r ~two summer school sessions. A maximum of three course credits
-
Academic lnformation 5:
can be earned in the two summer sessions
each year, one of four weeks and one of six
weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School.
Augsburg graduate programs follow a
trimester calendar (see Graduate Programs
on page 65.)
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree, and all
consider teaching to be the focus of their
activity. Faculty are involved in social, professional, and a variety of research activities, but see these activities as supporting
their teaching. They are actively involved
in an exciting faculty development program that introduces them to current
thought in many fields, but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The four-level, 73,000-square-foot
facility houses all library and information
technology functions of the College. In
addition to the 175,000 volume main collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, a curriculum library and
instructional technology lab, library
instruction classroom, and facilities for
media viewing and listening. A bridge links
the new building to Sverdrup Hall (the former library), which has undergone renovation to house the Enrollment and Financial
Services Center, as well as additional computer labs and multimedia classrooms, a
lounge and vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has built a reputation
as a leader in its commitment to provide
students with the best access to information technology and training. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in two computer
-
;4 Academic Information
labs and five computer classrooms, as well
as 100 laptops that can be checked out at
the IT Service Center for use in the library.
Other machines are available for student
use within academic departments. A campus-wide network offers a full range of network services including printing, e-mail,
newsgroups, the World Wide Web, and
access to resources available via Gopher,
Telnet, and FTP Appropriately equipped
student-owned machines can also be connected to the network to provide access
from dormitory rooms. (Also see Honors
Computing and Communications Lab
under Honors Program on page 59.)
Media Resources
Lindell Library provides a large collection of sound recordings, video tapes and
films, as well as equipment for instructional use. Audio and video tape duplication
within the limits set by copyright law is
available. The library supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING CENTER
(AAC)
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials
for organizing and recording student academic progress. The center also coordinates
assessments and advising for the summer
orientation program, and provides in-service training and development for faculty
advisers.
AUGSBURG SEMINAR (AUG 101)
The Augsburg Seminar is a first-year
success course. It reflects the College's
commitment to a meaningful introduction
to college for our students-an enriching
beginning for a college career. To provide
focus for this introduction, the Augsburg
Seminar is linked to one or more content
courses to form a cohort of learners.
Course content is reflected in and expanded upon in readings, discussions, and other
seminar activities. Diversity, tradition,
change, ways of knowing, and what it
means to be an educated person are common themes. (Also see page 94.)
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Academic Information 5:
e day program if they wish. They may
~ l t as
e many courses as possible through
DIVISIONS AND DEPARTMENTS
The College cumculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
Humanities-Joan Griffin (Chair).
Art, English, modem languages, philosophy, religion, speech/communication/theatre arts, College librarians.
Natural Science and
Mathematics-Ken Erickson (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Social and Behavioral SciencesGany Hesser (Chair). Business administration/accounting/MIS, economics, history,
political science, psychology, sociology.
Professional Studies-Rosemary Link
(Chair). Education, health and physical
education, music, nursing, social work.
MAJORS AND MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others explore a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description section. Unless otherwise indicated, majors
are part of the bachelor of arts degree.
Students may contact the registrar
about creating a student-designed major.
1
Majors shaded in blue are offered
through both the day program and
Weekend College. Weekend College students may choose a major offered only in
Weekend College, then finish the major a
a day program student. A change of program is allowed once each academic year.
Transdisciplinary Majors
Students wishing to develop their own
major by combining appropriate portions
of two majors may consider the transdisciplinary major. This major enables students
to respond to a particular career interest.
While such an individually developed
major may satisfy the particular interest of
a student, broad majors may not be suitable for those wishing to pursue graduate
study or pre-professional programs in some
academic fields.
Students wishing to develop a transdisciplinary major are to observe the
following:
A. The major program should include
at least two-thirds of the courses required
in the normal major programs of two
major fields offered at the College.
B. The student should design and sign a
contract for such a major prior to the end
of his or her sophomore year. Contract
forms are available in the registrar's office.
C. The contract must be approved by
the student's adviser, the department chairs
of the two majors to be combined, and the
Committee on Student Standing.
AccountiG
- . --..-. .
General Accounting
Managerial ~ c c o u r i i i g
Public Accounting
Art
Art History
Studio Art
''1
~~~s
Administration
- EconomicsA3usiness Administration
-
;6 Academic Information
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Public Relations and Advertising
Marketing Communications
Human Relations
Supervisory Management
)mputer Science (B.A. or B.S.)
Computational Economics (B.A.)
Computational Philosophy (B.A.)
East Asian Studies
Economics
Applied Economics
Computational Economics
Economics
Economics/l3usiness Administration
Economics/Political Science Teaching
Major
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure) - - - Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering
English
Health Education
History
International Relations
Management Information s y s t e 4
Mathematics
Metro-Urban Studies
Modern Languages l
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
I
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.-Weekend College only)
Philosophy
Computational Philosophy
Physical Education
Physician Assistant (becomes a graduate
program in May 2001)
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Political SciencelEconomics teaching
major
Psychology
Social Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
Social Work (B.S.)
Sociology
Crime and Community
Social Psychology
Theatre Arts
Transdisciplinary
Women's Studies'
mm
Accounting
gmericanmian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Film
Health Education
History
International Business
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Academic Information 57
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Middle East Studies
Modern Languages 1
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Reli
Soci y
Social Welfare
Russian, Central, and East European Area
Studies
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for day students to complete other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department.
Weekend College is not part of the
ACTC consortium, and Weekend students
may not register for ACTC courses or complete ACTC majors under the terms of the
ACTC consortium agreements.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
=Dual-degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied
Science, and Michigan Technological University.
H OTHER STUDY PROGRAMS
Teaching Licensure
Several teaching licensure programs are
offered at Augsburg. Licensure is available
in kindergarten-elementary/middle school
education with a subject area concentration in one of the following: math, science,
communication artsfliterature, social studies. This is a K-8 license for teaching at the
elementary level and at the middle school
level in the area of concentration. Students
seeking this licensure obtain an elementary
education major with a subject area concentration. Licensure is also available in
the following middle schoolhigh school
fields: biology, chemistry, communication
artsfliterature, health, mathematics,
physics, social studies. This license prepares people to teach in grades 5-12.
Students seeking licensure in one of these
areas obtain an appropriate subject area
major and complete secondary licensure
coursework. Finally, specialist licenses are
available in art (K-12), vocal music (K-12),
instrumental music (K-12), and physical
education (K-12). This license prepares
people to teach in grades K-12. Students
seeking licensure in one of these areas also
obtain the appropriate subject area major
and complete the secondary licensure
coursework. (See Department of Education
and subject area departments for more
information)
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58 Academic Information
Students seeking elementary licensure
have advisers in the education department.
Students seeking 5-12 and K-12 licensure
have advisers in their subject area major
and in the education department. It is very
important that students work closely with
their advisers throughout their programs.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, dentistry, ministry, veterinary
science, pharmacy, or engineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Academic Advising
Center early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry-These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113,114,215; PHY 121,122; CHM
115, 116 (or 105, 106), 351, 352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineerifig
degree and major requirements on pages
136-137.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145, 146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355,473,476;
CHM 361.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114,215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY
121, 122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
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Academic Information 59
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, the following science courses
are required: MAT 114 or 145, CHM
105/106 or 115/116, CHM 351/352, BIO
113, BIO 367, BIO 355, BIO 476, PHY
121/122. Other non-science courses are
also required.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant from 1995-1997 to establish an
Honors Computing and Communications
Lab, and to put the program on a computational footing. Students entering the program as freshmen are required to take an
honors version of CSC 160 Introduction to
Computer Science and Communications,
which establishes crisp computing and
communications skills at the outset of
their collegiate careers. Other courses in
the program make use of these computing
skills in lab-oriented sequences exploring
literature, writing, history, religion, philosophy, and social and natural science.
During the junior and senior years, stu-
dents take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar during
Interim, which satisfies a perspective
requirement, and are obliged to complete
an approved honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
that publishes outstanding student papers.
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Joan Griffin, director of the Honors
Program, (612) 330-1045.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time day students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. The colleges have coordi-
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60 Academic Information
nated calendars. The Interim term may
also be taken on another campus. A regularly scheduled bus shuttles students
between the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Weekend College students may not participate in the ACTC consortium program.
Higher Education Consortium for
Urban Affairs (HECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and
Central America, and the Twin Cities. (See
HECUA programs on page 62.)
Air Force ROTC-Augsburg day students may participate in the Air Force
ROTC program at the University of St.
Thomas under the ACTC consortium
agreement. Students are eligible to compete
for two- and three-year AFROTC scholarships. For more information, contact the
registrar's office.
Army ROTC-Augsburg day students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine
Scandinavian perspectives on world peace
in Norway, or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities to develop critical thinking skills,
strengthen language competencies, further
career paths, experience different cultures,
and gain knowledge about the increasingly
interdependent world.
Academic Requirements a n d Credit
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on campus. Courses abroad can
fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs
before departure.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
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Academic Information 61
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Sept. 30
for off-campus study during spring term
and March 1 for off-campus study during
fall term.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
The Center for Global Education
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place
leading to a more just and sustainable
world.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equivalent to full tuition, room, and board for
one semester on campus, plus airfare.
Crossing Borders: Gender and Social
Change in Mesoamerica (Mexico)Fall
This program is an intensive semester
of study and travel designed to introduce
students to the central issues facing
Mesoamerica, with emphasis on the experiences and empowerment of women.
Students engage in gender analysis of key
social, economic, political, and cultural
issues in Mexico and Guatemala, explore
the interconnectedness of race, class, and
gender, and learn first-hand from both
women and men who are involved in
struggles for sustainable development and
social change. The program offers credit in
religion, interdisciplinary studies, political
science, and Spanish. Augsburg application
deadline: March 1.
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall or Spring
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, interdisciplinary studies, and economics. Augsburg application deadline:
March 1 for fall, Sept. 30 for spring.
Multicultural Societies in Transition:
Southern Africa Perspectives
(Namibia)-Fall
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently
gained independence and is making a tran-
62 Academic Information
sition from colonialism to independence.
Credit is available in history, religion, political science, and interdisciplinary studies.
Augsburg application deadline: March 1.
Gender and Environment: Latin
American Perspectives (Mexico)Spring
This program introduces students to
the socio-economic and political issues of
the region with a focus on the impact of
environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Credit is available in
Spanish, sociology, political science, and
religion. Augsburg application deadline:
Sept. 30.
Nation-Building, Globalization, and
Decolonizing the Mind: Southern
African Perspectives (Namibia)Spring
This program examines these crucial
issues from the perspectives of the new
democracies of southern Africa. Namibia
won its independence in 1990 after
decades of apartheid South African colonialization. South Africa had its first democratic election in 1994. As these nations
struggle to build nationhood and deal with
the legacies of apartheid and colonialism,
they are faced with the challenges posed by
the rapid process of globalization in today's
world, the challenges posed by under and
unequal development, and the long-term
project of decolonizing the mind.
Augsburg application deadline: Sept. 30.
Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador, or
'
Colombia. All programs emphasize the
impact of the social change and cross-cultural factors on the human community.
HECUA programs emphasize intense Ianguage experience, internships, and field
trips.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-intemational programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: March 15.
South American Urban Semester:
Guatemala and Ecuador-Fall
This interdisciplinary program, with
travel to Guatemala and Ecuador, provides
an overview of history, culture, economy,
and politics of these regions. Students
study theories and models of development
and explore their usefulness in understanding the regional and global context.
Augsburg application deadline: March 1.
Community Internships in Latin
America: Ecuador-Fall
This interdisciplinary program, based
in Quito, Ecuador, enables the student to
combine intense involvement in a community-based organization with study of the
community development process and
increase language skills. Students study
philosophical and ideological perspectives
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Academic lnformation 63
of a variety of community agencies or
groups working with or for low-income
and other disenfranchised populations in
Latin America. Application deadlines:
Nov. 1.
Environment, Economy, and
Community in Latin America:
Guatemala and Cuba-Spring
Through fieldwork and hands-on projects, students explore the impact of global
development on local culture and environment and the response of indigenous communities in Guatelmala, with travel to
Cuba or another Latin American country.
Augsburg application deadline: Sept. 30.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota-Moms.
Students have options for student teaching
in dozens of countries through the
International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
Augsburg also offers student teaching
opportunities in Norway For additional
information, contact the Department of
Education student teacher coordinator.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg professors and through the Upper Midwest
Association for International Education
(UMAIE). Course registration is held during the spring and fall terms for the following January. Application deadline: Oct. 25.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive center incorporating an experiential educational focus
emphasizing the importance and value for
all students to engage in service and workbased learning experiences.
The center helps students take advantage of Augsburg's metropolitan location
through the highly successful experiential
programs that link the College's academic
programs to Twin Cities employers and
organizations. Through internships, cooperative education, and community servicelearning, Augsburg students enrich and
expand their liberal arts education by
embracing the worlds of work and service
and integrating this learning with their
education, career, and vocation plan.
Experiential education opportunities
are closely related to a student's major,
coursework, or career interest. Placement
opportunities may be in small and midsize companies, large corporations, nonprofit organizations, schools, government
agencies, and community-based organizations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
The Center for Service, Work and
Learning includes the following programs:
Academic Internships
An academic internship is a carefully
planned, service or work-based learning
experience where a student focuses on specific academic and individual learning
64 Academic Information
objectives. Academic credit is received for
the learning derived from the experience.
A learning agreement plan, negotiated with
a faculty supervisor and work supervisor,
outlines the internship objectives, strategies, and evaluation methods.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit. Upper division internships are numbered 399 and lower division internships
are numbered 199 (see page 87).
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim, or
summer session. Interdisciplinary internships are also available. For extension of
an internship beyond one term see
Evaluation and Grading on page 77.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative education is a college-supported, paid, work-learning experience that
is closely related to a student's major or
career objective. The goal is to combine
theory with practice in work or servicebased settings.
Students also earn money to help
defray educational costs while gaining
important on-the-job experience. Job
opportunities typically are part-time during
the academic year andlor full-time in the
summer. Co-op jobs are flexible and can
begin and end anytime. Co-op ed is not
accredited in and of itself, but a non-credit
cooperative education transcript notation
is highly recommended during the academic terms the student is employed. Co-op
ed students are encouraged to register for
at least one internship for credit in conjunction with their cooperative education
participation. Co-op ed is available to
Augsburg students who have completed
their freshman year and are in good academic standing.
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to understand and respond
to needs in the city through course-embedded service experiences. A key component
of community service-learning includes
reflection on and analysis of community
issues in order to promote personal and
educational growth and civic responsibility.
Augsburg students learn from the community in which they live by participating in
service activities combined with learning
components such as orientation sessions,
seminars, and class discussions. This
dynamic and interactive educational
approach employs reciprocal learning
between the students and the community.
Community service examples include
tutoring at schools and community centers, volunteering at homeless shelters,
building housing for low-income people,
or working with environmental groups.
Service-learning experiences can also
include service-based internships, and a
wide range of extracurricular volunteer
options.
The service-learning program also
works closely with the student-directed
Augsburg LINK, residence hall directors,
and campus ministry.
Career Services
Career Service is committed to assisting all students with their career planning.
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Academic Information 65
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services offers students the opportunity to
actively participate in career seminars,
career assessments, one-on-one counseling,
self-paced computer career planning modules, and use of the Alumni Resource
Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially
for seniors. Seniors are encouraged to
attend the annual private college job fair
with recruiters representing business and
the nonprofit and government sectors, or
the education job fair.
ROCHESTER PROGRAM
Augsburg offers courses leading to a
B.S. in nursing and the Master of Arts in
Nursing in Rochester, Minnesota. Courses
meet weekday evenings, but otherwise follow the Weekend College format.
Introductory courses in other majors are
also offered. The Rochester Program began
in the fall of 1998 under the leadership of
Dr. Rick Thoni, who founded Augsburg's
Weekend College program. Students in the
Rochester Program are required to have
Internet and e-mail access, and make
extensive use of electronic communication
to support their course work.
GRADUATE PROGRAMS
Augsburg College offers four graduate
degree programs: the Master of Arts in
Leadership (MAL), the Master of Social
Work (MSW), Master of Arts in Nursing,
and the Master of Science in Physician
Assistant Studies. Catalogs for each degree
program should be consulted for complete
information.
The Master of Arts in Leadership is
based on the subject matter and approaches
of the traditional liberal arts. This crossdisciplinary program directs its academic
content and pedagogical approaches at situations, issues, and problems relevant to
organizational leaders. Augsburg's program
recognizes that today's leaders need a broad
spectrum of abilities to provide them with
a more comprehensive understanding of
their world. Designed for working adults,
the program operates on alternate
Saturdays and alternate Thursday evenings.
The Master of Social Work (MSW) prepares students for entering advanced social
work practice. The program builds on the
liberal arts base of the College and supports the College's mission to nurture
future leaders in service to the world.
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
66 Academic Information
The program development, policy, and
administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
The Master of Arts in Nursing offers a
program designed to prepare Advanced
Practice Nurses for population-focused
practice in culturally diverse communities.
The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care.
Graduate nursing classes meet on an every
other week or one weekend a month basis
in Rochester and Minneapolis.
Canadian Program
The Canadian program was inaugurated in 1985 with endowment from the
Mildred Joel bequest for Canadian studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness of
the inlnortance of Canadian/U.S. relations,
and provision of opportunities to learn
directly from Canadians through visits and
exchanges. For more information contact
Milda K. Hedblom, Canadian program
coordinator.
College of the Third Age
OTHER PROGRAMS
Continuing Education Program
The mission of the Augsburg College
continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the
College. Adult students who wish to earn
traditional course credit should contact the
Weekend College Office.
The Office of Continuing Education is
currently developing a series of non-credit
programs to offer through the Center for
Professional Development. These seminars
will focus primarily on leadership, management, communications, and information
technology for businesses and nonprofit
organizations. Call the office for information on current course offerings.
Augsburg demonstrates its commitment
to lifelong learning through its College of
the Third Age Program. For more information, contact the Office of Continuing
Education.
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time day students normally register for four course credits per semester and
one course during Interim. Students registered for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
credits, students must contact the registrar's office to petition the Committee on
Student Standing for permission.
Weekend College students typically
register for one or two course credits each
trimester. Students registered for at least
two course credits in one term are considered full time for that term.
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Academic Information 67
Although a day student may register up
to five days after the semester begins, registration is encouraged at the regularly
scheduled time. Weekend College students
must register no later than the Monday following the first class weekend of the term.
Special fees are charged for late registration. Special fees are also charged for cancelling or adding courses or changing the
grading option after the first five days of a
semester.
Crossover Registration Policy
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
It is expected that students will complete most of their degree requirements
through their "home" program; either day
or Weekend College. However, students
may register for one course per term in the
opposite program if space allows. Consult
the Enrollment and Financial Service
Center for information on designated times
and procedures for crossover registration.
Students taking courses in both the dav
and Weekend College programs that total
three course credits or more on any given
date will be charged comprehensive day
program tuition. A Weekend College student taking one day schedule course and
who has fewer than three total course credits will be charged the current part time
tuition for day school.
Interim, summer school, Weekend
College, and graduate program courses are
published in separate schedules.
Weekend College students may not
cross over to attend ACTC (Associated
Colleges of the Twin Cities) courses.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Courses offered on weekday evenings
that are published in both the Weekend
College schedule and day program schedule are open to both groups of students
and are not subject to the crossover policy.
u
Enrollment and Financial Services
Center-(612) 330-1046
Interim Office-(612)
330-1150
Office of Summer School-(612)
330-1000
Office of Weekend College-(612)
330-1743
MAL Graduate Program Office(612) 330-1786
MSW Graduate Program Office(612) 330-1763
MA Nursing Graduate Program
Office-(612) 330-1204
Physician Assistant Program(612) 330-1039
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. All currently enrolled day students
may pre-register during the fall for the
spring term and during the spring for the
fall term.
Weekend College students may pre-register during the designated time prior to
the start of each term.
68 Academic Information
HECKLIST AND SUMMARY OF
ENERAL EDUCATION REQUIREMENTS
R GRADUATION
This quick-reference checklist is an
abbreviated version of the general education cumculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 71. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
Ci Complete the fall orientation and seminar (see page 94). (Sophomore transfer
students are exempt.)
Ci Satisfy entry level skill requirements in:
Mathematics
Writing
Critical Thinking
Ci Two different lifetime sports.
Ci Achieve a Math Placement Group score
of three.
Ci Complete 33 course credits. Of these:
11 must be upper division
(numbered 300 or above)
Two must be Interim courses
(Weekend students are exempt)
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
Other maximums are described on
page 71.
Cl Complete a major.
Ci Maintain minimum grade point average.
Ci Complete courses that fulfill the
following perspective requirements.
No students will be permitted to count
more than three courses from the same
department in meeting perspective
requirements.
Three Christian Faith Perspectives?
from different areas
One City Perspective
Two Western Heritage Perspectives'
from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social Work Perspectives, from. .
different departments
One Intercultural Awareness
Perspective
Two Language Perspectives, other ' .
than your natural language
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken
Ci Complete courses designated to fulfill
the following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with courses
in the major or perspectives.)
Two courses with Writing
components (one within the major)
One course with a Critical
Thinking component
One course with a Speaking
component
,
.
I
-
One course with a Quantitative
Reasoning component
All transfer students (entering with
14 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
Q Satisfy entry level skill requirements in
writing
Q Two different lifetime sports
C3 Achieve a Math Placement Group score
of three.
I Complete 33 course credits. Of these:
11 must be upper division (numbered
300 or above)
;
1
' a
.
.
No students will be permitted to
I lcount more than three courses from
- t h e same department in meeting per,
- - ' spective requirements.
lr
I.
-
=
No more than 13 courses may be in
any one department, with the followI
ing exceptions:
II
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
.,
a
Music Performance (B.M.) . . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
.,
.
Other maximums are described on
page 7 1.
a
.+-
--
>+
Academic
*
information' 69
Complete a major.
0 Maintain minimum grade point average
Q Complete courses that fulfill the
following perspective requirements:
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
One City Perspective
One Western Heritage Perspective
One Human Identity Perspective
One Aesthetic Perspective
One Social World Perspective
One Intercultural Awareness
Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
One Natural World Perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or F! (These
requirements may be met with
courses in the major or perspectives.)
One course with a Writing
component within the major
One course with a Critical Thinking
component
One course in Speaking
One course in Quantitative Reasoning
-
70 Academic Information
Class Confirmation (payment of fees)
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their registration by the first day of classes (unless
special arrangements have been made) will
have their registration cancelled. They may
register and confirm during the drop/add
period, but special late fees are assessed
and added to their account.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the registrar's office. A Leave of
AbsenceNithdrawal from the College
form may be obtained in the Academic
Advising Center or in the registrar's office.
Withdrawal from College cannot occur
during final examination week unless a
petition is approved by the Committee on
Student Standing. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the registrar's office.
Leave of Absence
Students may request a leave of absence
for academic or personal reasons. A Leave
of AbsenceNithdrawal from the College
form must be picked up in the Academic
Advising Center or the registrar's office.
It must be signed by advising center staff
or an authorized representative. The completed form must be submitted to the
registrar's office.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated leave of
absence form must be submitted to the
registrar's office prior to the expiration of
the previous leave of absence period, or an
application for re-admission will be
required.
Students are responsible for keeping
the registrar's office informed of their mailing addresses. All deadlines for financial
aid and housing must be observed by the
returning student. A leave of absence does
not defer payment of loans or extend
incomplete course deadlines.
Former Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Some departments will not
accept coursework taken more than a specified number of years ago. Students must
meet all of the requirements in effect under
the catalog they choose. Choosing to complete under the current catalog will require
re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements.
-
Academic Information 71
Requirements For Undergraduate
Graduation:
GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student.
Academic advisers, the Academic
Advising Center staff, department chairs,
and the registrar are available for counsel
and assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 23 in Undergraduate
Admissions-Special Students (Second
Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the registrar's office.
All degree and course requirements
must be completed and verified in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG), a minimum
GPA, residence, and general education
courses, including lifetime sports.
1. Completion of 33 course
credits-At least 11 course credits must
be upper division, numbered in the 300s
and 400s. Not more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; physician assistant (B.A.
until May 2001) - 19.5; and social work
(B.S.) - 15.
This course total must include two
Interims for students who enter with fewer
than 14 courses. Students transferring with
14 or more courses are not required to take
the Interim courses. Freshmen are required
to take an Interim course their first year.
A maximum of four Interim course credits
may be counted toward the 33 course
credits required for graduation.
No more than these maximums may be
applied toward the 33 total course credits
required: four Interim courses; two courses
by independentldirected study; four courses
of internship; and eight course credits with
a grade of Pass (P). Nontraditional grading
(P) also has these limits: two in the major
except elementary education (two in the
major plus student teaching), social work
(two in the major plus field work
practicums) .
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
-
72 Academic Information
3. Augsburg Seminar (AUC 101)All students who enter the College as
freshmen in the weekday schedule program must satisfactorily complete fall onentation and the Augsburg Seminar. See
the program section on the Augsburg
Seminar for a full description.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, arid certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
5. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of
9 credits are to be taken at Augsburg
College. Contact the registrar if an official
interpretation is needed. Some departments
have a minimum number of courses that
are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the
department
H SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses, and critical thinking courses is
determined by the assessments.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 14
courses:
Take entry-level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
math placement assessment. Students may
retake the Math Placement Assessment
once during their first term of enrollment.
Students are required to take the assessments before registering for the second
term and to have demonstrated removal of
deficiencies by the end of their first year at
Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year.
-
Academic Information 7:
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except only one of
the writing courses is required.
Mathematics Requirement
Students must achieve Math Placement
Group (MPG) 3 or higher prior to graduation. In addition, many courses require
MPG 2, 3, or 4 as prerequisite and so students are encouraged to advance their
MPG as soon as possible. All students are
required to have their MPG determined. In
some cases, students who have transferred
in a mathematics course taken at another
college may have their MPG determined by
the registrar's office. All other students
must take the Augsburg Math Placement
Exam, which is administered by the
Academic Advising Center. The exam is
given during college registration sessions
and at other announced times during the
year. Practice questions and other information are available from the Academic
Advising Center.
Students in MPG 1 may take MAT 103
to advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG.
Students are also permitted to retake
the Math Placement Exam during their
first term of enrollment at Augsburg
College. Review help is available from the
Academic Enrichment Center.
Graduation Level Skills
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite
courses with a minimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with Writing
Skill components (at least one within the
major) and one course each with Critical
Thinking, Speaking, and Quantitative
Reasoning Skill components. These courses
can simultaneously satisfy skill requirements and graduation requirements for the
major or general education perspectives.
All Writing Skill courses have the prerequisite of ENG 111, all Quantitative
Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment.
- Academic Information
'4
Lifetime Sports
Two different lifetime sports are
required. Students in the day program who
are not health and physical education
majors or in intercollegiate athletics may
test out of one lifetime sport. Students may
demonstrate proficiency in one of a selected list of lifetime sports. There is a fee to
take the lifetime sport proficiency test.
Students must satisfy the second lifetime
sport requirement by enrolling in a lifetime
sport course.
Lifetime sports are non-credit courses,
are not counted as meeting Interim course
requirements, and are not included in the
33-course requirement.
GENERAL EDUCATION
The General Education program consists of the first year Augsburg Seminar for
day freshmen, the liberal arts perspectives
and the graduation skills. A primary objective is to develop lifelong learning in the
context of the liberal arts and the mission
of the college.
The goal of the Liberal Arts
Perspectives is to help students think systematically about what it means to be a
human. Perspectives courses should:
Extend knowledge in liberal arts,
especially outside of one's major disciplinary field. This is done by 1) reflecting on
the importance and meaning of spirituality
in their lives and the distinctiveness of
Augsburg as a college of the Lutheran
Church in the city; 2) reflecting on diversity through intercultural awareness; 3)
reflecting on areas associated with liberal
arts, including aesthetics, human identity,
the social world, natural world and westem heritage.
Demonstrate connections between
liberal arts and the major field of study.
Develop an appreciation of the role of
service to society.
The General Education program should
also teach students the skills expected of a
college graduate in writing, critical thinking, speaking and quantitative reasoning.
LIBERAL ARTS PERSPECTIVES
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available from the registrar's
office. These choices are controlled by the
following policies:
1. A student will choose a minimum of
one course from each required perspective
category.
2. No single course can fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
-
Academic Information 7:
Up to two courses of the same mode m language may be used to meet part of
the perspective, Intercultural Awareness.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Perspective: The Character and Mission
of Augsburg College: The City
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, govemmental and economic institutions, and opportunities and challenges. In addition, students should experience the community
and should explore opportunities for service in the community.
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the Perspective.
The City (C)
Christian Faith (CF 1, 2, and 3)
Area 1is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith
Perspective while registered at Augsburg.
One course credit or experience is
required to meet this Perspective.
Perspective: Western Heritage
This perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
-
'6 Academic Information
Western Heritage @lH 1 and 2 )
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 14 or more course credits.
Perspective: Human Identity
This Perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences. and behaviors.
Human ldentity (HI)
One course credit is required to meet
this perspective.
Perspective: Aesthetics
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this perspective.
Perspective: The Social World
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society.
Social World (SW 1 and 2 )
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 14 or
more course credits.
Perspective: Intercultural Awareness
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should
become better able to communicate with
persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream
North American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
perspective, students are required to have
demonstrated proficiency in a modem
language, or American Sign Language
for hearing students.
The modem language requirement will
be determined by assessing previous experience and subsequent placement.
Intercultural Awareness (IA 1 )
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural
Awareness Perspective.
-
Academic Information 7
Intercultural Awareness (IA 2 and 3)
Perspective: The Natural World
Study of a modem language other than
the native tongue. For a language previously studied, consult the table below for the
requirement. For a language not previously
studied, successful completion of 111, 112
is required. Students with previous language study should contact the modem
languages department if there are questions. There is a seven-year time limit on
courses presented for transfer and automatic
waiver. Students whose native language is
not English should contact the Academic
Advising Center.
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
H.S.
Semesters
Augsburg
Placement
Required
Courses
111 & 112
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 14 or more
course credits.
111 & 112
111 & 112
112
112 or 211
211
211 or 212
212
exempt
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing students who have demonstrated competence
in American Sign Language by passing an
approved course sequence will have fulfilled IA 2 and IA 3 Perspectives.
EVALUATION AND GRADING I
t A r L A N H I I U N Ut bKALJtS
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
Most courses are offered with grading
option-traditional
grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
-
3 Academic Information
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer students should be especially aware of this
requirement.
See P/N limitations under Graduation
Requirements, page 71.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only P/N).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term. A fee is charged for
any changes after the first five days of
classes. All changes in grading option that
are made after initial registration require the
signature of an adviser or the instructor.
Numeric Grades
Numeric 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
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 reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
0.5
0.0
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission from the course
instructor, stating the reasons for the
request, the work required to complete the
course, the plan and date for completing
the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the
necessary work must be completed in
enough time to allow evaluation of the
work by the instructor and filing of a grade
before the final day of the following semester. If the work is not completed by that
date, the grade for the course becomes a 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
1.5
1.0
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
-
Academic Information 7
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.
Auditing Courses
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time day students may audit a course without charge.
The charge for part-time and Weekend
College students is listed under Weekend
College Costs in the Financing Your
Education section on page 27. The signature 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 as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
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 courses taken."
"Courses with 0 to 4 grade assigned
Classification
Students are classified when grades are
posted at the end of each term.
Sophomores-7
courses completed.
Juniors-16
courses completed.
Seniors-24
courses completed.
International Baccalaureate Program
(1 B)
Courses earned from the International
Baccalaureate program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines
are available at the registrar's office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The APL
program (Assessment of Previous
Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented
for examination for possible credit toward
the completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1) it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
-
0 Academic Information
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Advanced Placement Program Test
(AP)-The Advanced Placement program
may allow students who have scores of 3,
4, or 5 on the CEEB Advanced Placement
Test to receive college credit for selected
courses. A score of 4 or 5 is required on
the AP Language and Composition examination for credit for ENG 111 Effective
Writing. Additional credit or placement is
at the discretion of the department.
Inquiries should be addressed to the registrar's office.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing center for
this area is the University of Minnesota.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and the Academic
Advising Center.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the registrar's office. In completing the
evaluation of a student's previous learning,
the faculty team applies the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
-
Academic Information 81
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a P/N credit
basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of learning
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
English as a Second Language (ESL)
Students who declare a language other
than English to be their primary language
or who are citizens of another country
must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental
Writing, or ENG 111 Effective Writing will
be determined by their scores on the
Michigan test (85-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 85 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 85 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation.
82 Academic Information
ACADEMIC PROGRESS,
PROBATION, AND DISMISSAL
The College requires that all students
maintain a 2.0 cumulative grade point
average (GPA).
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose overall academic
achievement falls below a 2.0 GPA will
either be placed on scholastic probation at
the end of the term or will be continued on
probation or will be dismissed from the
College. In addition, a freshman who
receives two zero grades or a sophomore,
junior, or senior who receives three zero
grades will be considered for probation or
dismissal. However, dismissal from the
College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's commitment to academic progress is the major
consideration in deciding whether or not to
dismiss a student. Students who have a
poor academic record may be strongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA reaches 2.0.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have
not earned additional zero grades, and if
their cumulative GPA reaches 2.0. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative GPA reaches 2.0.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Student class years are based on the
number of courses taken:
Freshman-fewer
Sophomore-fewer
Junior-fewer
than seven courses
than 16 courses
than 24 courses
Senior -24 or more courses
Dean's List
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incomplete~in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Graduation with Distinction
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation replaces all previous
college honors and applies to all students
who complete degree requirements after
Jan. 1,2000. Students achieving
Graduation with Distinction will have an
overall GPA of 3.5 and will have completed
-
Academic Information 83
an outstanding project as determined by
the student's major department. Students
wishing to be considered for Graduation
with Distinction should consult with their
major department no later than the fall
semester of their junior year.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement if: (1) no
more than three course creditshequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program.
Veterans of Military Service
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the
Enrollment and Financial Services Center
about completion of the enrollment certificate and the forwarding of other information to the Veterans Administration.
Veterans will need to meet the requirements of the Veterans Administration
regarding repayment of educational assistance funds received.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years--if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow the Four-Year Assurance Program
guidelines-or they will receive the
remaining required courses free of additional tuition. A few majors are excluded
from this program. Students must complete a formal Four-Year Assurance Degree
Plan with the College before the end of
their sophomore year (16 course credits
must be earned) in order to qualify.
Contact the Academic Advising Center for
details.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
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 educahave the right to
tion r e c o r d ~ Y o u
review and inspect substantially all of your
education records maintained by or at
Augsburg College.
Right to request amendment of
education record5-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,
A,
a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall andfor
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms.
Weekend College classes are published
each spring in a separate booklet and
online.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Interim,
Summer Session, the Master of Arts in
Leadership, the Master of Social Work, the
Master of Arts in Nursing, and the Master
of Arts in Physician Assistant studies
courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods per week with additional time required
for laboratory work.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there
is prior approval by the professor teaching
the course.
-
Departments and Programs 87
NOTE: Not all courses are offered in all
schedules. Refer to the current ACTC Joint
Class Schedule or the Weekend College
class schedule for information on when
specific courses are offered.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
INTERNSHIPS
Registration for internships consists of
the following steps:
Service, Work, and Learning and secure
the signatures of the faculty supervisor and
director of internships and cooperative
education.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the
Center for Service, Work, and Learning,
with copies made for the faculty supervisor and student.
1. Obtain the internship registration
permission form from the Center for
199
lnternship
A work or service-based learning experience typically at the sophomore level in
which a student, faculty member, and site supervisor design a learning agreement
that links the ideas and methods of the discipline with the opportunities inherent in
the placement. Participation in a concurrent seminar may be expected. Prior to the
beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning
regarding requirements and permission to register.
399
Internship
A work or service-based learning experience at the junior/senior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the tedregistration, interested students must consult with the departmental internship coordinator and the Center for Service, Work, and Learning regarding
requirements and permission to register.
-
38 Departments and Programs
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportuniy for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
See listing under Business Administration,
Accounting, and Management Information Systems.
See listing under Interdisciplinary Studies.
A
rt is important as a field of study
for our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central
to the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, and art historian is to
celebrate visual experience through a variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such
as language, history, drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Tara
Christopherson, Norman Holen.
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Graphic Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design
or ART 107 Drawing
ART 118 Painting I
or ART 221 Sculpture I
-Art
+U
Departmental Honors
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
be
in art history. up to four courses
taken in one studio area or in art history.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifying foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Drawing in various media, including graphite pencil, ink, pastel pencil, and
charcoal. Subjects include still-life, figures, perspective, and experimental
work.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
-
Art 91
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. Learn to model, carve, cast, weld, or
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored.
ART 224
Publication Design
An introduction to design concepts and production for publication design,
with emphasis on the computer. Theory and practice of coordinating visual
imagery and typography for print publications using page layout software.
ART 225
Graphic Design I
An introduction to the principles and techniques of graphic design using page
layout software. Emphasis on designing with text and image.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Students will produce various art projects in weaving, basket-making, pottery, jewelry, sculpture, or prints.
ART 306
Calligraphy I I
Advanced work in calligraphic media and design.
ART 330
Graphic Design II
An advanced study of the graphic design of typography and visual imagery for
print production using the computer. Includes identification of design problems and presentation to client. (Prereq.: ART 225)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent
watercolor.
ART 368
Print Making I I
Advanced work with color and composition in various media, e.g., silk-screen,
etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223)
-
92 Art
ART 478
Sculpture I1
Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Internships and Independent Study Courses:
ART 199
lnternship
See description on page 87.
ART 299
Directed Study
See description on page 88.
ART 399
Internship
See description on page 87.
ART 499
Independent StudyIResearch
See description on page 88.
See listing under East Asian Studies.
T
he Augsburg Experience: Arriving
at Augsburg ...
The initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'linked'
courses integrate disciplinary content with
AUC 101
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for 8
weeks for .25 course credit. The Augsburg
Seminar offers the opportunity for further
discussion of topics from the paired content course, along with presentations on
campus life, academic resources and study
skills, and a hands-on introduction to the
Cedar-Riverside neighborhood. While the
content course is graded on a traditional
point basis, the Augsburg Seminar is graded Pass/No credit (P/N). However, performance in the course is linked to performance in the seminar.
Students must successfully complete
the entire 8-week Augsburg Seminar in
order to fulfill the requirement, even if
they drop the linked content course.
Permission to complete the seminar after
withdrawal from the content course is at
the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
Biology Faculty
)logy is the study of life, and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
Dale Pederson (Chair), Karen Ballen,
William Capman, Robert Herforth, Esther
McLaughlin
Major
Nine courses including:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics,
Evolution, and Ecology
B10 215 Introductory Cellular Biology
In recent decades great strides have
been made in understanding important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in medicine, agriculture, and food science.
and at least one from each of the five
following groups:
An understanding of biological systems
depends, in part, on the principles of
physics and chemistry; thus a firm background in the physical sciences is also
important in the study of biology.
2.
BIO 361 Plant Biology
BIO 440 Plant Physiology
For many, an undergraduate major in
biology serves as a basis for further study.
Augsburg graduates have gone on to graduate studies in the life sciences, leading to
careers in college or university teaching,
basic and applied research, and public
health. Many have entered professional
programs in medicine, veterinary medicine, and dentistry. Other graduates have
gone directly into secondary education,
biomedical industries, laboratory research,
natural resources, and environmental education.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
3.
B10 355 Genetics
BIO 481 Ecology
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
5.
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
36 Biology
7
Required Supporting Courses
CHM 1051106 Principles of Chemistry
or CHM 1151116 General Chemistry
A semester course in organic chemistry
or CHM 3511352 Organic Chemistry
department. BIO 113 and 114 and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology and
Organic Chemistry in the second year.
Students should complete their math
requirements early in their college careers.
PHY 116 Introduction to Physics
or PHY 1211122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the Social
and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory Statistics
Transfer course policy for majors and
minors
All transfer courses must be approved
in writing by the chair. Only those biology
courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, no more than two
upper division courses from other institutions may be applied toward the major.
Departmental Honors
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved independent study with an
oral defense of the research report.
Application should be made no later than
the start of the first term of the senior year.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
Biology for Pre-Medical Students
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
Students should consult members of
the biology faculty for information specific
to medical school application.
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
consult with the Augsburg Department of
Education to identify current Minnesota
teacher licensure requirements.
Cooperative Education
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty Biology
majors must have an adviser in the biology
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Twin Cities.
-
Biology 97
BIOLOGY COURSl
A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using
the first term of a sequenced course in registering for the second term.
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three one-hour lectures. A
student may not receive credit for both BIO 101 and 103. Does not apply to
the major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Three
one-hour lectures, three hours laboratory. Does not apply to the major or
minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three one-hour
lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Spring)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three onehour lectures. Does not apply to the major or minor. Spring)
BIO 113
Introductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Three
one-hour lectures, four hours laboratory. Prereq: MPG 3 or concurrent registration in MAT 105. Fall)
BIO 114
Introductory Genetics, Evolution, and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three one-hour lectures, four hours laboratory. Spring)
BIO 185
The Biology of Aging
At some time in our lives most of us will directly experience aging or be influenced by people undergoing age-related changes. This course will concentrate
on the biological aspects of such changes.
98 Biology
BIO 215
Introductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three one-hour lectures, four
hours laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352,
or concurrent registration in CHM 223 or CHM 35 1. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Morphology
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three one-hour lectures, three hours laboratory, one hour
tutorial. Prereq.: B10 113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three onehour lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 113, 114. Spring)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three
one-hour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three one-hour lectures, four hours laboratory.
Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three one-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three one-hour lectures, four hours laboratory. Prereq.:
BIO 215; PHY 116 or 122, or consent of the instructor. Fall)
-
Biology 99
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three one-hour lectures, four hours laboratory. Prereq.: BIO 215.
Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues are discussed, with particular attention paid to human
pathogens. (Three one-hour lectures, three hours laboratory, one hour tutorial.
Prereq.: BIO 215, CHM 352. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a
survey of biomes, population and community ecology, and conservation.
(Three one-hour lectures, four hours laboratory, some Saturday field trips.
Prereq.: BIO 215, MPG 4 or MAT 122 or MAT 163. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Internships and lndependent Study Courses:
BIO 199
Internship
See description on page 87. (Prereq.: B10 113, 114)
BIO 299
Directed Study
See description on page 88.
BIO 399
lnternship
See description on page 87. (Prereq.: B10 215)
BIO 499
Independent StudyIResearch
See description on page 88. (Prereq.: B10 215)
- BUSINESSADMINISTRA~TION,
ACCOUNTING,
AND MANAGEMEN
lNFORMATION SYSTEMS-BUS,ACC, MIS
0
ur mission is to prepare students
for professional careers in business or for
graduate studies. This preparation involves
a cumculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
John C. Cemto (Chair), Nora M.
Braun, Amin E. Kader (International
Business Coordinator), Ashok K. Kapoor
(Finance Coordinator), Steven J. LaFave
(Accounting Coordinator), Lori L. Lohman
(Marketing Coordinator), Fekri Meziou,
Thomas F: Morgan, Magdalena M.
Paleczny-Zapp (Management Coordinator),
Milo A. Schield (MIS Coordinator),
Kathryn A. Schwalbe, Stuart M. Stoller.
Majors
The Department of Business
Administration, Accounting, and MIS
offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS).
Specializations
Within the business administration
major there are four specializations: marketing, management, finance, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Graduation Requirements
To graduate without intentionally taking courses in excess of the minimal number required (see page 71), students must
avoid taking too many electives or exceeding the 13-course limit per academic
department (14 courses for accounting
majors). Courses designated as ACC, BUS,
and MIS are considered as being in the
same academic department. Taking extra
electives, or choosing a particular combination of major and minor may require
students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Advising
Students who plan to major in business
administration, accounting, or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sophomore year at the latest. In addition to
-
Business Administration 10'
advising, departmental faculty can counsel
majors on their careers, assist majors in
obtaining internships or jobs, and provide
letters of recommendation for prospective
employers or graduate programs.
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
International Business
Internships
Students are strongly encouraged to
work with the Office of Cooperative
Education and department faculty to
obtain an internship (BUS/ACUMIS 399)
during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, students may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
T
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
The international business department
actively supports international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business.
Entrepreneurship
Non-business majors are encouraged to
take BUS 254 Entrepreneurship.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 370 Advanced Computing
for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
02 Business Administration
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Strategic Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318
Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of
ECO 3 11
ECO 3 12
ECO 313
ECO 315
MIS 479
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Combined Major in Business
Administration and Economics
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other upper division business
administration, accounting, or MIS course.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
Departmental Honors
and one additional upper division course in
either international business (BUS 368 or
468) or international economics.
To qualify, a major must have a 3.7 GPA
in the major, a 3.5 GPA overall, and have
completed all courses appropriate for the
proposed project.
Business Administration 10:
Minor in Business Administration
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 and 252, BUS 331 or MIS 379.
This minor is automatically completed
while completing a major in accounting
or MIS.
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
252, and three courses in international
business (one may be in international economics).
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
'D
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.
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.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
BUS 302
Business Ethics
Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and
speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing)
BUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3)
!04 Business Administration
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)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of
instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 357
Advertising
An introduction to print, broadcast, and web-based advertising and promotion
as important elements in modem marketing and communications. Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 362
International Business
This course views international business from a global perspective, including
views of the U.S. government and perspectives of foreign governments. Each
topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and
BUS 242 or 252, consent of instructor)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242, 252,
331; MIS 175,379)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material.
(Prereq.: All core courses and ACC 322, or consent of instructor.)
BUS 438
Investment Theory
Appraisal of the riskheturn relationships of various types of securities and
extensive coverage of capital markets and portfolio management. (Prereq.: all
core courses or consent of instructor)
-
Business Administration 10
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Strategic Management
Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.:
BUS 242)
BUS 450
Marketing Management
Application of marketing concepts to day-to-day strategies and long-term
planning issues; development and implementation of market plans. (Prereq.:
BUS 352 and BUS 355)
BUS 465
International Management
This course analyzes several factors influencing behavior in the workplace and
the board room, including skills needed to manage across national borders.
(Pre-req.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS 252,
362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 199
lnternship
See description on page 87.
BUS 299
Directed Study
See description on page 88.
BUS 399
lnternship
See description on page 87.
BUS 499
Independent StudyIResearch
See description on page 88.
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has three tracks: general
accounting, professional accounting, and
managerial accounting. The general
accounting specialization is adequate for a
wide variety of positions. The professional
accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with
CPA firms. The managerial accounting specialization is recommended for positions
with large or rapidly-growing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
after graduation.
Accounting Core
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
BUS 242 Principles of Management
BUS 252 Principles of Marketing
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
ACC 322 Accounting Theory and
Practice I
ACC 323 Accounting Theory and
Practice 11
ACC 324 Managerial Cost Accounting
ACC 425 Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core plus: ACC 326 Tax
Accounting; ACC 423 Auditing.
(Exception to 13-course limit)
Specialization in Managerial
Accounting
Accounting core plus ACC 424 Internal
Audit and Management Consulting and
MIS 375 Management Information Systems
in the Organization. (Exception to 13course limit)
Departmental Honors
GPA of 3.7 in the major and 3.5 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact the department chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, 379,
ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
-
Accounting 10
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities and accounting
for corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation conceits, FASB statements, and other relevant issues as applied-to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
~ c c o u n t i ntools
~ for heavy manufacturing systems as well as for managerial
decision-making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPAk role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal and Operational Audit
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252,
331, MIS 175 or 320,379)
08 Accounting
7
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
lnternship
See description on page 87.
ACC 299
Directed Study
See description on page 88.
ACC 399
lnternship
See description on page 87.
ACC 499
Independent StudyIResearch
See description on page 88.
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, and accounting as well
as from MIS.
EGREE AND MAJOR REQUIREMENTS I
Management Information Systems
Major
A. 12 courses in business, accounting, and
MIS:
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
MIS 175 Principles of Computing for
Business
MIS 370 Advanced Computing for
Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
B. Four required supporting courses:
ECO 113 Principles of Microeconomics
CSC 160 Introduction to Computer
Science (co-requirement MAT
171)
CSC 340 Introduction to Networking
and Communications
MAT 171 Discrete Math for Computing
(co-requirement for CSC 160)
Minor in MIS
Seven courses including:
MIS 175, ACC 221, BUS 242 or BUS 252,
MIS 370, MIS 375, ECO 113, and one of
the following: MIS 376 or ECO 318.
Honors Major
GPA of 3.7 in the major and 3.5 overall,
complete a scholarly paper or paper from a
substantial work of applied consulting, and
present the final paper. Interested juniors
or seniors should contact their department
adviser.
Graduation with Distinction
To qualify, a major must have a 3.5
GPA, must be an Honors Program senior
who qualifies for Graduation with
Distinction in that program, and have completed all courses appropriate for the proposed project.
10 MIS
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with
strong competency in all software mentioned should take MIS 370 instead of
MIS 175. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175
or CSC 160, or strong computer background. Completion of MIS 370 satisfies
any requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic planning and uses of information systems,
business process analysis, and understanding of the technology architecture.
(Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS
175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and
complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175 or 370)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 370 and either
MPG 3 or completion of MAT 171. WEC-Additional three-hour sessions are
required, usually on a weekday evening.)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375 and either MIS 370 or CSC 352)
-
MIS 11
MIS 476
Information Systems Projects
Skills developed in previous courses are used to complete an actual project of
systems analysis and design. (Prereq.: MIS 370, 375. 376, and 475)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See description on page 87
MIS 299
Directed Study
See description on page 88.
MIS 399
lnternship
See description on page 87.
MIS 499
Independent StudyIResearch
See description on page 88.
c
hemistry is the science of the
changes in matter, examining those
changes, and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been described
as the central science because matter
includes the entire physical world such as
the things we use, the food we eat, and
even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education cumculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students develop into mature scientists:
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
*To provide programs of study for professional goals in addition to the traditional positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to integrate
outside study areas with the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Sandra L. Olmsted (Chair), Ron L.
Fedie, Arlin E. Gyberg, Joan C. Kunz
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of
Chemistry
CHM 351, 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry I
CHM 363 Physical Chemistry Laboratory I
CHM 491 Chemistry Seminar
and two additional courses from:
CHM 364 Physical Chemistry I1
CHM 367 Properties of Polymers
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
-
Chemistry 111
CHM 482 Advanced Inorganic Chemistry
CHM 470 Principles of Medicinal
Chemistry
BIO 367 Biochemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, 11
Calculus I, I1
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145, 146 in
the freshman year and PHY 121,122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least two courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
W BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 483 Quantum Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar (four
semesters)
MAT 145, 146, 245 Calculus I, 11,111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore year)
Recommended: Modern Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Graduation with Distinction in
Chemistry
Overall GPA of 3.5 or higher, and completion of an approved research project in
the junior or senior year.
Departmental Honors
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105, 106 or CHM 115, 116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
-
114 Chemistry
A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term
of a two-term course in registering for the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry. Does
not count toward a chemistry major or minor nor apply as prerequisite for
other chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
CHM 105
Principles of Chemistry I
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major
in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG
2. Fall)
CHM 106
Principles of Chemistry II
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry I
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
CHM 116
General Chemistry II
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relations, and reaction mechanism.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116.
Fall: CHM 351; spring: CHM 352)
Chemistry 11!
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry I
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
CHM 364
Physical Chemistry Laboratory 1 (.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Physical Chemistry II
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory 11 (.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistly relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 470
Principles of Medicinal Chemistry.
Medicinal chemistry examines the organic chemistry of drug design and drug
action. Students study the mechanisms of drug transport across biological
membranes, absorption, distribution, and drug excretion; the relationship
between structure and activity; molecular recognition process in drug-receptor
interactions; enzyme mechanisms; and the metabolic pathways by which drugs
are detoxified. Also studied are the concepts used in the design of therapeutic
substances. (Prereq.: BIO 367, or consent of the instructor. Spring)
16 Chemistry
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour
laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM
352,361 or consent of instructor. Fall)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
CHM 495
Topics in Chemistry
Study of a specific area building upon analytical, physical, and organic chemistry.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
lnternship
See description on page 87.
CHM 299
Directed Study
See description on page 88.
CHM 399
lnternship
See description on page 87.
CHM 499
Independent StudyIResearch
See description on page 88. (Prereq.: junior or senior standing)
COMMUNICATION
See listing under Speech/Communication and Theatre Arts.
T
he Augsburg computer science
department & v k to give students a sound
theoretical and practical foundation in
computer science. We offer both a B.A. and
a B.S. major. The computer science curriculum places emphasis on networks,
communications, and the use of computers
as an information access tool. The coursework provides students a strong base in
computer science, with emphasis on concepts rather than on applications. We
encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities provides us
with an excellent resource of such experiences for students, and allows them to add
practical applications to their education.
CSC 451
Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 171 Discrete Mathematics for
Computing (recommended)
or MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
and two electives from
CSC courses above 200 at least one of
which is above 300
PHY 261 Electronics
MIS 475 Systems Analysis and Design.
At least one elective must be an upper division course.
BACHELOR OF SCIENCE
Computer Science Major
Computer Science Faculty
Charles Sheaffer (Chair), Larry
Crockett, Noel Petit, Larry Ragland, Karen
Sutherland.
BACHELOR OF ARTS
Computer Science Major
12 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
16 courses including:
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
CSC 320 Algorithms
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
PHI 385 Introduction to Formal Logic
and Computation Theory
MAT 145 Calculus I
MAT 146 Calculus I1
Two courses from:
MAT 245 Calculus I11
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
-
118 Computer Science
MAT 271 Discrete Mathematical
Structures (recommended)
and three electives from:
CSC courses above 200
PHY 261 Electronics
MIS 475 Systems Analysis and Design
At least two electives must be upper division courses.
Computational Economics
The computational economics major
has been designed to serve students with
need for some basic understanding of computer science and economics. The major
requires six courses from computer science
and six from economics with a required
capstone independent study. Students
interested in this major should consult
with the faculty in computer science, in
economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science.
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
or MAT 122 Calculus for the Social and
Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 240 Introduction to Networking
and Communications
or CSC 320 Algorithms
or CSC 352 Database Management and
Design
CSC 345 Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 3 13 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
Computational Philosophy
Computational Philosophy emphasizes
areas of interest in which philosophy and
computer science overlap: logic, artificial
intelligence, cognitive science, philosophy
of mind, and philosophy of language. The
major requires six courses from computer
science and six from philosophy with a
required capstone topics course. Students
interested in this major should consult
with the faculty in computer science, in
philosophy, or one of the coordinators.
Coordinators
David Apolloni, Department of
Philosophy. Charles Sheaffer, Department
of Computer Science.
Major in Computational Philosophy
13 courses including:
MAT 171 Discrete Mathematics for
Computing
or MAT 145 Calculus I
CSC 160 Introduction to Computer
Science and Communication
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 373 Computer Science: An
Alternative Scheme I1
PHI 241 History of Philosophy I:
Ancient Greek Philosophy
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Modem Philosophy
PHI 365 Philosophy of Science
-
Computer Science 1I!
PHI 385
Introduction to Formal Logic
and Computation Theory
PHI 410 Topics in Philosophy
or CSC 495 Advanced Topics in
Computer Science
One upper division elective in philosophy
Departmental Honors
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
CSC 160
CSC 170
Computer Science Minor
Six courses including CSC 160, 170,
210,345; and one upper division computer
science course, and one of MAT 171 or
MAT 145 or MAT 122..
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer science course.
Introduction to Computer Science and Communication
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, network concepts, and the Internet, and programming. (Prereq.: MPG 3)
Structured Programming
A study of problem-solving, algorithm development, and programming using a
high-level programming language. (Three hours of lecture, 1.5 hours of lab.
Prereq.: CSC 160 and MPG 3; MAT 171 recommended)
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Three
hours of lecture, 1.5 hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT
122 or 145 or 171)
CSC 240
lntroduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards,
network management, and general computer interfacing. (Prereq.: CSC 160
and MPG 3)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
20 Computer Science
CSC 273
CSC 320
Computer Science: An Alternative Scheme I
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373. (Prereq.: None)
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and one of MAT 122 or 145 or 171)
csc 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
csc 373
Computer Science: An Alternative Scheme II
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
csc 440
Advanced Networking and Operating Systems
Network management; client/server databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems, and
a detailed study of the effects of computer architecture on operating systems.
(Prereq.: CSC 340 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320 and PHI 385 or concurrently)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345, CSC 450, and PHI 385)
-
Computer Science 12'
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See description on page 87.
CSC 299
Directed Study
See description on page 88.
CSC 399
Internship
See description on page 87.
CSC 499
Independent StudyIResearch
See description on page 88.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
DECREE AND MAJOR REQUIREMENTS
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be approved by
the campus adviser and are distributed as
follows: four courses in an East Asian Ianguage; four additional courses, two of which
must be upper division (strongly recommended that one of these be a history
course on China or Japan); and an East
Asian studies seminar. A term of study
abroad and the completion of a minor in
another discipline are strongly recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
East Asian Studies 12:
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia that would complement
other disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson, (612)
330-1715; Hamline-Richard Kagan, (651)
641-2433; Macalester-Yue-him Tam,
(651) 696-6262; St. Catherine-Helen
Humeston, (651) 690-6651; St. ThomasYoung-Ok An, (651) 962-5621.
Approved Augsburg College courses for
the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368
Responding to the Challenge
of Japan
ENG 282 Topics: Introduction to AsianAmerican Literature
HIS 104 The Modem Non-Western
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299, 499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or
to work successfully in business and government because of the strong liberal arts
emphasis within the major.
The department offers five majors. The
economics major and the applied economics majors lead to careers in the business
world or government. Computational economics provides a liberal arts entry into
the rapidly growing computer science field.
The combined economicshusiness administration major allows students great flexibility in order to explore both fields.
Finally, the teaching major in political sciencdeconomics allows secondary education licensure students to obtain a solid
background for teaching economics.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze and
make choices. An economics major prepares students for community leadership
and leads to a great diversity of career
opportunities including law, teaching, journalism, private and public international
service. Pre-law and potential Master of
Business Administration students are especially encouraged to consider economics as
a major or a minor.
Students are able to combine an economics major with other disciplines such
as business administration, international
relations, mathematics, management infor-
mation systems, political science, history,
and area study programs. Students who are
interested in any type of quantitatively oriented graduate program in economics or in
business are encouraged to either major or
minor in mathematics. These students
should also take courses in computer science. Consult an adviser for specific course
suggestions.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Economics Faculty
Jeanne Boeh (Chair), Satya P Gupta
DECREE AND MAJOR REQUIREMENTS
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other upper division courses also
required:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121
Finite Mathematics
Calculus for the Social
or MAT 122
and Behavioral Sciences
-
Economics 12!
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
Money and Banking
or ECO 315
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC0318 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120
Ethics
or PHI 125 Ethics and Human Identity
Teaching Licensure Major
Major in Computational Economics
Minor in Economics
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
Teaching Major in Political Science
and Economics
See Political Science, page 224.
Departmental Honors
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Combined Major in Economics and
Business Administration
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
and one other upper division economics
course, and six accounting/business
administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379
Quantitative Methods
for Business and
Economics
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
See Computer Science, page 118.
and one other upper division business course.
-
126 Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy. May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
-
Economics 12;
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy. (Prereq.:
ECO 112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare students to make better business and economic
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
28 Economics
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, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See description on page 87.
ECO 299
Directed Study
See description on page 88.
ECO 399
lnternship
See description on page 87. (Prereq.: Completion of 50 percent of major or
consent of instructor)
ECO 499
Independent StudyIResearch
See description on page 88.
T
he Department of Education maintains liberal arts-based teacher education
programs that are accredited by the
Minnesota Board of Teaching and National
Council for Accreditation of Teacher
Education (NCATE). These programs lead
to recommendations for licensure by the
State of Minnesota for elementary (grades
K-8), a variety of secondary subject areas
(grades 5-12), and K-12 licenses in art,
health, physical education, and music.
Degree and/or licensure programs are
available in both weekday and weekend
formats. Weekend College degree and
licensure programs are limited to elementary, communication artsAiterature, and
social studies. Additional teaching majors
are available through the weekday program
and open to weekday and weekend students who can take courses on a weekday
schedule. All prerequisite, elementary core,
and professional education courses except
critical issues seminar and student teaching are available on a weekend or weekday
late afternoonlevening schedule. Fieldwork
for the seminar and for student teaching
must be completed during regular weekday
hours. All students must have some time
available each term for field experiences.
Students in all degree and/or licensure
programs must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
exam prior to beginning 300-400 level
courses. Criteria for acceptance into the
education department are available in the
department. Students complete a semester
of full-time student teaching at the conclusion of their degree and/or licensure programs.
The education department offers nonlicensure majors in elementary education
and education studies. Contact the department for details. The department also
offers a special education minor which is
described at the end of this section after
course listings.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of programs and
follow through with department policies.
Handbooks outlining programs and policies are available through the education
department.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Those interested
in further information should contact the
education department at least one year
prior to student teaching. Students who
teach abroad will do part of their student
teaching in the Twin Cities area under
direct Augsburg faculty supervision.
Note: Major changes in Minnesota teacher
licensure will be implemented in the fall of
2000 and beyond. All students who will
complete degrees and/or licensure programs after August 31, 2001 fall under the
new licensure rules and must complete the
program outlined in this catalog. Students
who entered the College under a previous
catalog and who will complete their licensure after August 3 1, 2001 must comply
with the new program. No one will be
licensed under programs described in previous catalogs after August 3 1, 2001.
Education Faculty
Vicki Olson (chair), Virginia Allery,
Mary Ann Bayless, Joseph Erickson,
Jeanine Gregoire, Gretchen Irvine, Mary
Jacobson, Anne Jensen, Lynn Lindow,
Susan O'Connor, Ron Petrich, Barbara
West
Elementary Major and Licensure
Requirements:
Elementary education majors are
required to complete the following pre-requisite courses, core courses in math and
science, and major courses in education.
To be licensed they must also complete
an approved concentration and student
teaching.
Non-departmental pre-requisites:
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indian
Studies or INS 260
Contemporary American
Indians (IA 1)
Math and Science Core
MAT 131 Math for the Liberal Arts
( W C T ) (if math concentration: MAT 331)
MAT 132 Numeracy for Contemporary
Society (QR) (if math concentration: MAT 122 or 145)
PHY 103 Conceptual Physics or PHY 116
Introduction to Physics (NW
1).
-,
PHY 114 Earth Science for Elementary
Teachers
BIO 102 (NW 2) (If science concentration, check with education
department)
Major Courses
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
EDC 220 Educational Technology (.5)
Foundations Block I1 (courses beyond this
point require admissions to the department)
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(registration continues through
Capstone Block)
Methods Block I
EED 310 K-6 Methods: Health/PE
EED 320 K-6 Methods: Reading
EED 330 K-6 Methods: Language
ArtsKhildren's Literature
Methods Block I1
EED 340 K-6 Methods:
VisuaVPerforming Arts (.5)
EED 350 K-6 Methods: Mathematics
EED 360 K-6 Methods: Science
EED 370 K-6 Methods: Social
Studies~ThematicStudies (.5)
EED 380 Kindergarten Methods (.5)
Capstone Block
EDC 410 Special Needs Learners
EDC 480 School and Society (Wl)
Student Teaching Block
EDC 481, 483,485 Student Teaching (3.0)
Student teaching is completed for licensure. It is not part of the major in elementary education. (S)
Beginning September 1, 2001, the state
of Minnesota will require specific supporting concentrations of study as a part of all
elementary teacher licenses. Teachers will
be able to teach at the middle school level
in their area of concentration. Students
must complete a coursework program in
one of the following concentration areas:
communication artsAiterature, mathematics, science, or social studies. In the future
an early childhood concentration may
become available through the ACTC consortium. Contact the education department
for further information.
A minimum GPA of 2.5 overall, 2.5 in
the major, 2.0 in the concentration, and
grades of P in student teaching courses are
required for licensure as well as 2.0 or better in all required core, concentration, and
education major courses. The equivalent of
-
Elementary Education 131
two full courses graded P/N, plus student
teaching, is the maximum allowed within
the elementary education major.
Graduation with distinction or departmental honors is available to elementary
education majors who maintain a 3.5 over-
I
t is the responsibility of each student to
meet all specific requirements of the education department and the subject area
major. Secondary and K-12 licensure students are expected to have advisers in both
their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry,
communication artsAiterature, health,
mathematics, music, physical education,
physics, and social studies.
Licensure requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program. These requirements are: baccalaureate degree, academic major in an
approved teaching area, and completion of
an approved licensure program.
Non-departmental Prerequisites
ENG 111 Effective Writing
HPE 115 Chemical Dependency (.5)
INS 105 Intro. to American Indians or
INS 260 Contemporary
American Indians (IA 1)
PROGRAM REQUIREMENTS I
Foundations Block I
EDC 200 Orientation to Education in an
Urban Setting (C)
EDC 210 Diversity in the Schools (.5)
all GPA and a 3.75 overall GPA in the
major. An honors project must be completed, beginning in spring of the junior year.
Guidelines for graduation with distinction
are available in the education department.
EDC 220 Educational Technology (.5)
Foundations Block I1
EDC 310 Learning and Development
(HI)
EDC 315 Critical Issues Seminar (.5)
(Registration continues through
Capstone Block)
Methods Block I
ESE 300 Readinwriting in the Content
Area
ESE 325 Creating Learning
Environments
Methods Block I1
ESE 3XX K-12 or 5-12 Special Methods
in Licensure Area
Capstone Block
EDC 410 Special Needs Learner
EDC 480 School and Society (Wl)
Student Teaching Block
ESE 481, 483, 485,487 Student Teaching
(3.0-4.0). (S)
A minimum GPA of 2.5 overall, 2.5 in
education, 2.5 in the teaching major, and P
in student teaching are required for licensure. All required major, pre-requisite, and
education program courses must have a
grade of 2.0 or better.
Art, Health, Music, and Physical
Education Licensure (K-12)
Students preparing for licensure in one
of these areas follow the secondary educa-
-
132 Secondary Education
tion program even though they may plan
to teach at the elementary school level. A
person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
Note: Recommendation for teacher licensure in music is granted only to students
who successfully complete the requirements for the bachelor of music education
major.
Art, health, and physical education
teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band and classroom
music (5-12); (2) Orchestra and classroom
music (5-12); (3) Vocal and classroom
music (K-9); (4) Vocal and classroom
music (5-12).
Students may no longer license in a
minor field of study.
EDC 200
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.
Fieldwork experience. (Prereq.: ENG 111, sophomore standing)
EDC 210
Diversity in the Schools (.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.
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-visual materials for teachingearning situations.
Computer training will be included in this course.
EDC 310
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. Fieldwork experience.
(Prereq.: PPST and admission to department)
EDC 315
Critical Issues Seminar (.5 course)
Reflective process to discuss field experience and critical issues in education.
Assistance with program portfolio. Registration continues until completion of
EDC 480. (Prereq.: PPST and admission to department)
EDC 410
The Special Needs Learner
The study of students with disability, special needs, and giftedness. Emphasis
on techniques and resources to help all students achieve maximum outcomes,
and special focus on needs of urban students. Fieldwork experience. (Prereq.:
PPST and admission to department or special permission of instructor)
-
Elementary Education 13:
EDC 480
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. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 310
K-6 Methods: HealthIPhy Ed
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Fieldwork experience.
(Prereq.: PPST and admission to department)
EED 320
K-6 Methods: Reading
The study and use of a variety of teaching techniques and resources in reading,
including the diagnosis and correction of reading difficulties. Fieldwork experience. (Preq.: PPST and admissions to department)
EED 330
K-6 Methods: Language Arts1 Children's Literature
Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. Fieldwork
experience. (Prereq.: PPST and admission to department)
EED 340
K-6 Methods: Visual/Performing Arts (.5 course)
Examination and preparation of materials and resources for visual/performing
arts at the kindergarten and elementary levels. Fieldwork experience. (Prereq.:
PPST and 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.: PPST and
admission to department)
EED 360
K-6 Methods: Science
Examination and preparation of materials and resources for science at the
kindergarten and elementary levels. Fieldwork experiences. (Prereq.: PPST and
admission to department)
EED 370
K-6 Methods: Social StudiesIThematic Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380)
EED 380
Kindergarten Methods (.5 course)
Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department)
EED 481,483,485,487 Student Teaching
Three to four courses of full-time, supervised classroom experience. Required
for licensure. Occurs upon satisfactory completion of degree program and program portfolio.
134
Secondary Education
SECONDARY EDUCATION - ESE
ESE 300
ReadingIWriting 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.: PPST and admission to department)
ESE 325
Creating Learning Environments
An introduction to assessment, lesson planning, and classroom organization
based in the Minnesota Graduation Rule, state testing, and national standards.
Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 310
5-12 Methods: Social Studies
Introduction to the teaching of the social sciences in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in social studies.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 320
5-12 Methods: TheatreIDance
Introduction to the teaching of theatre and dance in schools. Emphasis on
instructional strategies and curriculum development. Fieldwork experience.
(Prereq.: PPST and admission to the department)
ESE 330
5-12 Methods: Mathematics
Introduction to the teaching of mathematics in middle and high schools.
Emphasis on instructional strategies and curriculum development. Middle
school portion required for elementary concentration in mathematics.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 340
5-12 Methods: Science
Introduction to the teaching of the natural sciences in middle and high
schools. Emphasis on instructional strategies and curriculum development.
Middle school portion required for elementary concentration in science.
Fieldwork experience. (Prereq.: PPST and admission to department)
ESE 350
5-12 Methods: Literature and Reading
Introduction to the teaching of literature and reading in the middle and high
schools. Emphasis on instructional strategies and curriculum development.
Required for elementary concentration in communication artsfliterature.
Fieldwork experience. (Prereq.: PPST and admission to department. NOTE:
Students seeking 5-12 communication artsAiterature license do not need to
take ESE 300).
ESE 356
5-12 Methods: Communication Arts
Introduction to the teaching of speaking, listening, and media in middle and
high schools. Emphasis on instructional strategies and cumculum development. Middle school portion required for elementary concentration in communication artsAiterature. Fieldwork experience. (Prereq.: PPST and admission to
department)
ESE 360
K-12 Methods: Visual Arts
Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(Prereq.:
PPST and admission to department)
ESE 370
K-12 Methods: Music
Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.:
PPST and admission to department)
ESE 481, 483, 485, 487 Student Teaching
Three to four courses of full-time, supervised student teaching required for
licensure. Secondary licenses require three courses. K-12 licenses require four.
Occurs upon satisfactory completion of licensure program and program portfolio.
The special education minor requires
six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability The minor is designed to fit the
needs of students in various disciplines
interested in disability issues.
Required courses:
EDC 410 The Special Needs Learner
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 or PSY 105
EDC 410
EDU 491
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
Choose one from the following:
SOC 265 Gender, Race, and Ethnicity
SWK 260 Humans Developing
SWK 301 History and Analysis of Social
Policy
PSY 357 Behavior Analysis
PSY 359 Psychological assessment
Interested students should contact the
director of special education at the outset
of coursework.
The Special Needs Learner
(see EDC course descriptions)
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. Students planning to take this course should consult with
the special education director about a placement prior to registering for the
course. (Prereq.: completion of all other courses in special education minor or
consent of instructor. Open to all.)
A
ugsburg College has cooperative
arrangements with three universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; Washington University
School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan
Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the
Augsburg engineering adviser is necessary.
Applications for these programs require the
recommendation of the Augsburg engineering adviser.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of ArtsIBachelor of
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The curriculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any that students must take at the university before proceeding through the graduate curriculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A.N.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University
(Three-Year Plan)
Michigan Technological University
(Dual-Degree Plan)
These two programs enable students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university Students accepted into
the program will be considered for admission to the engineering school if they corn-
-
Engineering 13
plete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg engineering
adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for admission to the dual-degree or three-two programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
or PHY 327 Special Functions of
Mathematical Physics
Additional courses to meet general education requirements and a total of 27 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121, 122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
T
hose who study. English
believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand 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 in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the writing lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, Dallas Liddle, Roseann Lloyd,
Carter Meland, John Mitchell, Capper
Nichols, Ronald Palosaari,John Schmit,
Joan Thompson
Major
Nine courses above ENG 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
-
English 1 3
Majors are encouraged to consult their
departmental adviser regularly. A student
with a double major or special program
that involves considerable work in ~ h c
English department should also work
closely with an adviser in the department.
Communication ArtsILiteratuni
,
Teacher Licensure Major
Prerequisite: ENG 111
I
Major Requirements (12 courses) I
ENG 225 Intermediate Equpnsito*
Writing
ENG 226 Creative Writing
I
or ENG 227 Journalism
I
or one additional upper division literature course from ENG 331, 336, 337.
350, 351, 338/438
ENG 245 Introduction to Literature
ENG 271 or 272 European Literature
ENG 345 Introduction to the EilgIBh
Language
ENG 361 Studies in Modem Fiction
ENG 399 Internship in Teaching \%'riting
ENG xxx Upper division literaturn course
from ENG 331,336, 331,350,
351, 338/438.
Note: If students choose two literamre
courses, one must be in American lilernture (ENG 350 or 351) and one musi be in
British literature (ENG 331, 336, 337.
338/438).
SPC 112 Contest Public Speaking
SPC 343 Broadcast Production I
SPC 352 Persuasion
SPC 354 Interpersonal Cnrnmunica~ion
Experiential Requirement (no credit)
One college-level experience required in
forensics, debate, newspaper, literary journal, or related activity (subject to department approval)
Special Methods (two courses)
ESE 350 Adolescent Literature and
Reading
ESE 356
Speech/Communications/Media
Literacy Methods
Additional ESE and EDC courses are
required for licensure. They include EDC
200, 210, 220, 310, 341, 343,441, 443;
ESE 300; EDC 410, 480; student teaching.
Contact an education department adviser
for information.
This major is only for those who seek
to be licensed in communication artsAiterature. Should licensure not be possible,
graduation can be achieved through an
English major, which requires at least two
additional, specific courses, or a speech
major.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
Oct. 15 in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG 11l),
including ENG 225 and one upper division
course in writing.
- English
40
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students who do not
show competence in composition skillssuch as stating and supporting a thesis,
organizing clearly, and constructing paragraphs and sentences-are required to
enroll in ENG 101 Developmental Writing
where they receive more individual instruc-
tion than is possible in ENG 111 Effective
Writing. These students must pass ENG
101 Developmental Writing with a grade of
2.0 or higher before enrolling in ENG 111
Effective Writing.
Students in Effective Writing (ENG
111) and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
of class (without special permissionfpetition). Students who choose to receive a
traditional grade in either course will
receive a grade of N (one time only) if their
work is below a 2.0. A student who
repeats ENG 101 or 111 a second time and
does not receive a grade of 2.0 or higher,
will receive a grade of 0.0.
Prerequisites
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature andlor consent of the instructor.
ENG 101
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
this course is 2.0.
ENG 111
Effective Writing
Emphasis is on exposition, including learning research techniques and writing
critical reviews. 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 is 2.0.
ENG 216
American Indian Literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions. (Spring)
English
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses; and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENG 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
ENC 245
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
14
-
-
12 English
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENG 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modern period, including such authors as Moliere, C e ~ a n t e sRabelais,
,
Voltaire, and Ibsen. (Spring)
ENG 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENG 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENG 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENG 338
Shakespeare
Study of the bard's major plays-comedies, histories, tragedies, and romances
-for their literary, dramatic, and cultural significance. Taught in conjunction
with ENG 438. (Prereq.: ENG 245 or junior standing or consent of the
instructor. Spring)
ENG 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
-
English 1 4
ENG 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
ENG 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modern sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENG 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENG 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-lmel courses will involve some reading and study of literaly criticism ol: in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENG 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th-century
beginnings to the 20th century. Novels studied are selected from the works of
such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte,
Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate
years)
ENG 436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: consent of instructor)
M English
I
ENC 438
Shakespeare
Taught in conjunction with ENG 338 (see above). Includes exposure to
Shakespeare criticism. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivatedwriter, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.: ENG 225 and consent of instructor. Alternate years)
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: consent of instructor)
See department listingfor a description of thefollowing approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See description on page 87.
ENC 299
Directed Study
See description on page 88.
ENC 399
lnternship
See description on page 87. Note: The internship in Teaching Writing requires
completion of ENG 225 and approval of the department chair.
ENC 499
Independent StudyIResearch
See description on page 88. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
See listing under Modem Languages.
(;ENERAL bTUDIES-GST
s
ome courses help to integrate leaming around topics in ways that are different
from the more traditional disciplines.
CST 009
Cooperative Education
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty.
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies.
CST 200
Quantitative Reasoning/StatisticaI Literacy
Critical thinking about statistics as evidence in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 )
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/service/cooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
GERMAN
See listing under Modem Languages.
"a HEALTH AND lJHYSICAL
-tually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Interim: odd years)
HPE 390 Instructional Methods and
Materials (Interim: even years)
HPE 410 Administration and Supervision
of the School Health Program
(Interim: odd years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
BIO 220 Microbiology
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
Health and Physical Education Faculty
Marilyn Florian (Chair), Brian Ammann,
Lisa Broek, Carol Enke, Mary EwertKnodell, Paul Grauer, Alvin Kloppen, Lauri
Ludeman, Patricia Murphy, Jack Osberg,
Joyce Pfaff, Missy Strauch
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Health and Physical Education 14;
Minor
Minor
HPE 101, 110, 114, 115,316,320, 390,
450, BIO 103.
HPE 101, 115,210,223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 232 Dance (Interim)
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 Prevention and Care of Athletic
Injuries (Interim)
HPE 323 Team Sports
HPE 331 Individual and Dual Sports
HPE 335 Outdoor Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Interim, odd years)
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
BIO 252 Human Physiology (at St.
Catherine)
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPED 425 Advanced athletic training (at
St. Thomas)
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
Recommended: PHED 250, PHED 422,
PHED 423, and PHED 425 (at St.
Thomas).
48 Health and Physical Education
-
HEALTH EDUCATION
HPE 100
Wellness (.5 course)
This course is designed to create an awareness of factors affecting one's state of
well-being with emphasis on individual control over these factors. This course
will allow students to discuss values, beliefs, experiences, and behaviors related to their personal health and various factors that influence personal health
decisions.
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modern concepts and practices of health and healthful living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and senices. (Fall, Spring)
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring)
HPE 320
School Health Curriculum
(.5 course)
Techniques for developing a course of study in school health, based upon
growth and development, for grades K-12. Examination of "standards" and
pedagogy for health education, cuniculum, and assessment included.
(Interim)
HPE 355
Tests and Measurement (-5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 390
Instructional Methods and Materials in Health Education
Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment.
Evaluation and development of materials included. (Interim)
HPE 410
Administration and Supervision of the School Health Program (.5
course)
Historical background, legal basis, and school health services relationship to
community and school health programs and resources. (Interim)
-
Health and Physical Education 14!
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills relative to
physical activity. (Spring)
HPE 232
Dance
(.5 course)
Theory and practice in teaching and performing American heritage and international dances. (Interim)
HPE 254
lntroduction to DevelopmentalIAdapted Physical Education
(.5 course)
A general overview of developmentavadapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 275
Prevention and Care of Athletic Injuries
(-5 course)
Emphasis placed on preventing and treating common athletic injuries.
Practical experience in taping and training room procedures. (Prereq.: HPE
114. Interim)
HPE 323
Team Sports
(.5 course)
Theory and practice in team sports including history, rules, and skill development. (Spring)
HPE 331
Individual and Dual Sports
(.5 course)
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
HPE 335
Outdoor Education
(.5 course)
A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which
these activities occur. The course will include a three-day campinghiking trip.
(Prereq.: HPE 101, HPE 114, HPE 210. Split falvspring, even years)
150
Health and Physical Education
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Spring)
HPE 355
Tests and Measurement (.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-12)
(.5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 455
Sailing in the Virgin Islands
Designed for the beginning and intermediate sailor interesetd in the art and
practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing).
(Interim)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See description on page 87.
HPE 299
Directed Study
See description on page 88.
HPE 399
lnternship
See description on page 87.
HPE 499
Independent Study/Research
See description on page 88. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Christopher Kimball (Chair), Jacqueline
deVries, William Green, Donald Gustafson,
Richard Nelson
medieval, modem Europe, U.S., and nonWestern.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Departmental Honors
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Nine courses (including HIS 495 seminar). 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
Satisfactory completion of a lower division course (100- or 200-level) is normally
required before enrolling in an upper division course (300- and 400-level). See
instructor for permission.
-
5 2 History
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
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.
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 220
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 221
19th-Century U.S.
A survey emphasizing cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 222
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
-
History 15:
HIS 228
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early mode m period to the present with an emphasis on the place of Scandinavian society in European and world history.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 311
Topics in Women's History
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
54 History
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
HIS 346
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 169 in
International Studies.)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day.
HIS 348
Russia and the Soviet Union in the 20th Century
An introductory historical survey of the Soviet Union, beginning with a brief
examination of Russian history before turning to the Russian Revolutions of
1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The
course will emphasize political, diplomatic, economic, and cultural history.
(Prereq.: 100-level course or consent of instructor)
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
-
History 15.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
Internships and Independent Study Courses:
HIS 199
Internship
See description on page 87.
HIS 299
Directed Study
See description on page 88. A maximum of one course in directed study may
be applied to the major.
HIS 399
Internship
See description on page 87.
HIS 499
Independent StudyIResearch
See description on page 88. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
T h e r e are two ways to graduate from
the Honors Program-Graduate with
Distinction or Honors Program graduate.
Graduating with distinction requires satis-
fying all program requirements, a 3.5 GPA,
and successful completion of a departmental honors project. Honors Program graduate requires a 3.3 GPA and service on the
Honors Review editorial board.
HON 100-101 Freshman Honors Seminar
This is the program's introduction to the Honors Program and to collegiate
scholarship. We explore an interdisciplinary mix of Western history, the Bible,
English literature, and philosophical texts as we assess the Western tradition
and Christianity's place within that tradition.
HON 160
Introduction to Computing and Communications
Integrated with HON 100, this course introduces computing basics, hardware
and software, the possibilities and limitations of computing, artificial intelligence, communications basics, the Internet, and some of the social, philosophic, and economic implications of computing.
HON 210
Self-Identify and Society
Psychological, sociological, anthropological, and theological perspectives are
used to explore the role of the individual in community and other social institutions.
HON 21 1
Dyanamic Social Systems
This course is designed specifically to facilitate the development of this understanding through the exploration of alternative social science perspectives of
how social organizations function and adapt.
HON 212
Human Community and Modern Metropolis
Using the basic concepts and methods of sociology, this course enables students to explore the concept of human community and the social institutions
which facilitate that community.
HON 214
Chemistry in Context
A one-semester introduction to science through selected topics in chemistry
that emphasize current issues in science. More specifically, it introduces honors students to science and scientific ways of knowing.
HON 365
Philosophy of Science
Explores and assesses scientific theories, laws of nature, evidence, whether science generates truth, and, from more recent developments, the philosophical
implications of chaos and complexity
HON 401
Senior Honors Seminar
This capstone course explores one of three topics: the relationship of science
to religion, the life and thought of C.S. Lewis, or the history and significance
of Hispanic Christianity in the United States.
I
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
Through interdisciplinary courses, students
gain greater insight and understanding of
cultures and perspectives different from
their own. Through these experiences students are better prepared to become contributing members of the global community.
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in metrourban studies and American Indian studies.
For other interdisciplinary course
listings, see International Studies.
American Indian studies is a minor that
gives students the opportunity to learn
about the original, indigenous cultures of
INS 105
North America. Courses are cross-disciplinary, representing the religion, modern
language, art, history, English, and
women's studies departments. Interdisciplinary courses are offered as well in
cinema and contemporary issues. This
integrated course of study exposes students
to the beauty and richness of the diverse
tribal cultures still existing in our
country today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian studies to get a minor.
The only requirements are INS 105 and at
least one upper division course. These
courses may also be taken as part of majors
or minors in other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language. (Required f o ~
American Indian studies minor.)
OJB 111, 112 Beginning Ojibwe
(See Department of Modem Languages for course description.)
ENG 216
American Indian Literature
(See Department of English for course description.)
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China. (Cross-listed with the Women's Studies Program.)
58 Interdisciplinary Studies
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural
change and religious, traditional persistence among selected American Indian
tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Department of Art for course description.)
INS 320
American lndian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today. (Prereq.: one course in women's studies or
American Indian studies or consent of instructor. This course also applies to
women's studies.)
HIS 326
American lndian History
(See Department of History for course description.)
REL 370
American lndian Spirituality and Philosophical Thought
(See Department of Religion for course description.)
(Prereq.: junior standing)
REL 231
Religion in African American History
(See Department of Religion for course description.)
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
HIS 241
Topics in African American History
(See Department of History for course description.)
INS 3811581 Qualitative Research Methods
This course introduces students to the range of qualitative methods available
for the applied study of social issues and prepares them for a substantial
research project. In separate labs, students will acquire skills in either archival
research, content analysis, interviewing, or participant observation. (Prereq.:
upper division or graduate standing and at least one upper division course in
the student's major, or consent of the instructors)
Metro-urban studies is a multidisciplinary major and minor taught by faculty in
sociology, economics, history, political science, psychology, and other related disciplines. Metro-urban studies is designed to
blend classroom and field experience, theory,
and internships that focus the content of
liberal learning on the metropolitan community and the process of urbanization.
Metro-urban studies and the general
education Perspective on The City introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the
analytical and theoretical tools required to
understand and contribute to the metropolitan community. The metro-urban studies major and minor also provide undergraduate preparation for postgraduate
studies in planning, architecture, law, public administration, environmental studies,
social welfare, government, community
organization, and theology.
Internships, community service-learning,
and cooperative education are available as
ways to enhance the quality of the major and
make fuller use of the extensive metropolitan opportunities afforded by the College's
location. The Higher Education Consortium
for Urban Affairs (HECUA) and Associated
Colleges of the Twin Cities (ACTC) enrich
the overall program with additional courses
and semester-long programs.
Metro-Urban Studies Faculty
Gany Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO), Chris
Kimball (HIS), Michael O'Neal (SOC),
Michael Shock (SWK)
Major
10 courses including:
POL 122 Metropolitan Complex
SOC 211 Community and the Modern
Metropolis
HIS 225 History of the Twin Cities
HIS 335 Urban American History
SOC 362 Statistical Analysis
or POL 483 PoliticaVStatistics/
Methodology
SOC 363 Research Methods
or POL 484 Political Analysis Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus two additional approved urban-related
courses. (Courses fulfilling The City
Perspective generally meet the urbanrelated requirement.)
HECUA off-campus programs are highly
recommended, especially the MetroUrban Studies Term (MUST) T ~ Cities
n
program. Students interested in graduate
school are encouraged to take ECO 113
Principles of Microeconomics.
60 Interdisciplinary Studies
Minor
POL 122, SOC 211, HIS 225, and two
of the following: HIS 335, SOC 381, or INS
399.
The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the
director of the program.
METRO-URBAN STUDIES COURSES
Internships and Independent Study Courses:
INS 199
Internship
See description on page 87.
INS 299
Directed Study
See description on page 88. (Prereq.: POL 122 or SOC 211)
INS 399
lnternship
See description on page 87. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
lndependent Study-Metropolitan Resources
An independently-designedcourse developed by a student (or group of students),
utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a
department faculty member. (Prereq.: POL 122 or SOC 211 and consent of
instructor)
INS 499
lndependent StudyIResearch
See description on page 88. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS
THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
I. Metro-Urban Studies Term (MUST)-Fall
six interdisciplinary field learning programs of exceptional quality located in
Scandinavia, South America, Central
America, and the Twin Cities.
Also see International Studies listings.
or Spring
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
-
Interdisciplinary Studies 16'
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 87.
II. City Arts-Spring
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 87.
Ill. See HECUA under International Studies (SUST, SAUS, CILA, and EECLA)
equivalent competency)
The Middle East studies minor offers
students the opportunity to learn about the
religions, economic situation, historical
and political developments, literature, philosophy, and culture of Middle Eastern
people and countries.
Requirements
Six courses, including language and
area studies courses (consult the program
director for ACTC listing of approved
courses):
1. Language courses: one year (2 courses) of elementary Arabic, Hebrew, or
another Middle Eastern language (or
2. Required foundational course: POL
358 (Hamline) Politics and Society of the
Middle East.
3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area.
Students are encouraged to continue
more advanced language study through the
ACTC language contract with the
University of Minnesota. A program of
study abroad or an internship in the
Middle East is recommended strongly and
will receive credit toward the minor.
-
162 Interdisciplinary Studies
NORDIC AREA STUDIES-NAS
Nordic area studies is an interdisciplinary program. The curriculum treats
Norden (Denmark, Finland, Iceland,
Norway, and Sweden) not only as a geographical area, but as an integrated cultural
region with a shared history, common values, and a high degree of political, social,
and economic interdependency Courses in
Nordic area studies postulate a Nordic
regional identity as a context in which to
appreciate the differences between the five
individual countries and to understand the
complexity of their interactions among
themselves and the global community.
Coordinator
Frankie Shackelford
Major
Eight courses, six of which must be upper
division.
Other Requirements
At least four of the courses required for
the major must be Augsburg courses. The
remainder may be transfer credits included
in the major on approval of the program
coordinator. Students graduating with a
major or minor must also present the
equivalent of intermediate level competence in a Scandinavian language. See
Norwegian language course listings under
the Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
Minor
Four upper division courses.
NORDIC AREA STUDIES COURSES
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early
modem period to the present with an emphasis on the place of Scandinavian
society in European and world histoly.
NAS 230
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
-
Interdisciplinary Studies 16:
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
Internships and Independent Study Courses:
NAS 199
lnternship
See description on page 87.
NAS 299
Directed Study
See description on page 88.
NAS 399
lnternship
See description on page 87
NAS 499
Independent StudyIResearch
See description on page 88.
For degree and major requirements see page 262.
164 INTERNATIONAL KELATIONS
I
nternational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Director
Norma Noonan
Required courses:
ECO 112 Principles of Macroeconomics
Principles of
or ECO 113
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 346,348,352,354,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331,
SPA 332, NAS 330 (See Modem Languages.)
SWK 230
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universities can be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Departmental Honors
GPA of 3.5 in the major; 3.0 overall. In
addition to fuming the requirements for
the major, the student must complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
-
International Studies 162
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenship.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus. Courses
abroad can fulfill major, distributionlgenera1 education, and graduation requirements
when approved by the
appropriate program directors and
faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the Center for Global Education
or through International Partners. In addition to semester and year-long programs,
Interim and summer abroad courses also
provide a number of educational opportunities. Students interested in these or other
external off-campus study experiences
should contact the Center for Global
Education. Applications are due March 1
for the fall term or academic year, and
September 30 for the spring term. The cost
for many programs is comparable to full
room, board, and tuition for on-campus
study, plus airfare. Financial aid is granted
on the same basis as on-campus study
THE CENTER FOR GLOBAL
EDUCATION
The mission of the Center for Global
Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of
local and global conditions so that personal and systemic change takes place leading
to a more just and sustainable world.
66 International Studies
The center's study programs are conducted in Mexico, Central America, and
Namibia. They integrate rigorous academic
work with real-life experiences. Students
learn not only from textbooks but live in
the midst of the society they are studying,
encountering the people and culture inside
and outside the walls of a classroom. All
programs include family stays, regional
travel, community-based living, and opportunities for volunteer work and internships.
International study programs administered by the Center for Global Education
and approved by Augsburg are listed below.
For information on these programs, contact
the academic programs abroad office.
INTERNATIONAL PARTNERS
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe. Under these
agreements International Partner students
from abroad receive part of their academic
training at Augsburg, and qualified
Augsburg students are guaranteed admission to partner institutions, where courses
are pre-approved for credit toward graduation requirements at Augsburg.
Study abroad through Intemational
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, a one-month Interim,
or a summer session. Participation may be
on an individual basis or as part of a student group. For further information, contact the International Partners office.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Guatemala,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, roAm, and board for one
semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
Intemational study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the Center for
Global Education.
-
International Studies 16;
CENTER FOR GLOBAL EDUCATION COURSl
CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA
(M EXIC0)-FALL
This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and
empowerment of women. Students engage in gender analysis of key social, economic,
political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of
race, class, and gender, and learn first-hand from both women and men who are involved
in struggles for sustainable development and social change.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in women's studies. Participation in the program will fulfill one IAl
general education perspective credit. REL 366 will fulfill one CF3 perspective credit, and a
Spanish course will fulfill one IAl, 2 or 3 perspective credit. Application deadline is April
1
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees. (will fulfill IA 1, 2,
or 3 perspective)
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
POL 359
Women in Comparative Politics-Women in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitica1transformation.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change andlor development. 800-100 hours of community service
required.
-
168 International Studies
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
Participation in the program will fulfill one IA1 general education perspective credit,
and a Spanish course will fulfill one IA1, 2 or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
SOC 286
Social Stratification
A study of social stratification theory, focusing on its application in the Latin
American context. Special attention will be given to the forms, causes, and
consequences of gender, class, and raciallethnic stratification in Mexico.
POL 295
Political Economy of Development in Latin America: Gender and
Environmental Perspectives
Topics studied include development politics in Latin America from preColumbian times to the present, environmental issues from a gender perspective, and political and economic policies that promote and/or hinder sustainable development.
REL 31 1
Theology, Ethics, and the Environment
An overview of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America.
SPAIINS 399 Service-Learning Internships
Students gain hands-on work experience in a Mexican organization that promotes social change and/or development. 800-100 hours of community service
required.
International Studies 16
RELIINS 499 Independent Study
Students design a proposal to independently explore a topic of interest that is
either interdisciplinary or related to religious studies. If the proposal is
approved, the student will collaborate with an instructor who will guide the
independent study.
1 MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAMIBIA)-FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
Participation in the program will fulfill one IAl general education perspective credit.
REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
HIS 346
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
INS 399
Internships
1 SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA)-FALL
OR SPRING
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
70 International Studies
Salvador, and Nicaragua. Application deadline is April 1.
Participation in the program will fulfill one IA1 general education perspective credit.
REL 366 will fulfill one CF3 perspective credit, and a Spanish course will fulfill one IAl, 2
or 3 perspective credit.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
INS 267
Contemporary Social Movement in Central America
This course focuses on social movements in the region and their relationship
to the environment. Students explore impact of ongoing colonization and
modernization on indigenous cultures.
ECO 495
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND:
SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)-SPRING
This program examines these crucial issues from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid
South African colonialization. South Africa had its first democratic election in 1994. As
these nations struggle to build nationhood and deal with the legacies of apartheid and
colonialism they are faced with the challenges posed by the rapid process of globalization
in today's world; the challenges posed by under and unequal development; and the longterm project of decolonizing the mind. Augsburg application deadline: Sept. 30.
Participation in the program will fulfill one IA1 general education perspective credit
and REL 346 will fulfill one CF3 perspective credit.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the
experience of women. The course examines basic theories of development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
-
International Studies 17
POL 359
Topics: Women in Comparative Politics-Southern
Africa
This course is an integrative seminar focusing on the participation of women
in struggles for liberation in Southern Africa and on their emerging role in
newly-independent Namibia.
INS xxx
Roots and Realities of Racism in Southern Africa and the USA: A
Comparative Examination
This course explores historical parallels of the development in southern Africa
and in the US, strategies of resistance the successes and limitations of political
victories over apartheid and racism and the lingering economic, social, political and psychological effects of racism.
INS 399
Internships
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
This interdisciplinary program focuses on the contemporary Scandinavian societies and
issues of the development of cities, urban problem solving, and urban life. Local, regional,
and international field study and site visits in Scandinavia and the former Soviet Union.
Augsburg application deadline: March 1.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the chair of the modem
languages department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world of
superpowers and their role in issues of peace, conflict resolution and arms
control, East-West relations, European security, trade, and the Third World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected in
its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social, and cultural policies and practices as
a reflection of issues of the modem welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures
to urbanized and advanced industrialized nations. Emphasis on Norway, with
field travel to other capitals for a comparative view.
INS 499
Independent Study (Students may choose either INS 372 or 499)
-
72 International Studies
SOUTH AMERICAN URBAN SEMESTER: GUATEMALA AND ECUADOR-FALL
This interdisciplinary program, with travel to Guatemala and Ecuador, provides an
overview of history, culture, economy, and politics of these regions. Students study theories
and models of development and explore their usefulness in understanding the regional and
global context. Augsburg application deadline: March 1.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an independent
study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics, culture, and
arts with emphasis on program sites as case studies. Focus is on economic
development issues, theories, and models applicable to Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin America.
Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories
of urbanization and development are compared.
INS 363
Wealth, Poverty, and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in barrio communities and site visits to public and private agencies
dealing with urban problems.
INS 499
Independent Study
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (GILA)-FALL
CILA combines an internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Quito, Ecuador,
students live with local families, work in an agency three days a week, and meet as a group
twice a week. Augsburg application deadline: March 1.
INS 366
Community Participation for Social Change
Examines pressing social realities and policy initiatives in Colombia in recent
decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools
to evaluate strategies for social, political, and economic development.
Integrates readings, guest lectures, faculty and student presentations, discussions, and field work.
INS 499
Independent Study
Students define topic of interest related to program themes and use analytical
tools gained in CILA to study a particular issue or case. A faculty member
advises the student throughout to assure adequate focus and incorporation of
primary field research in the project design.
International Studies 1;
INS 399
(2 course credits)
Internship Placement and Seminar
Placement matches student-defined goals and interests with one of a wide
range of agencies working toward community development and social change.
Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student. agency,
and program for the term. The internship seminar provides for structured
reflection, analysis, and integration of the experience.
ENVIRONMENT, ECONOMY, AND COMMUNITY I N LATIN AMERICA:
GUATEMALA AND CUBA (EECLA)--SPRING
Through fieldwork and hands-on projects, students explore the impact of global d e w opmenl on local culture and environment and the response of indigenous cornmunitics in
Guatemala, with travel to Cuba or another Latin American country. Aupburg application
deadline: Sepr. 30.
All students take these four inter-related courses:
Social Dynamics and the Environment
The Ethics of Development: Local and Global Implications
Spanish in the Field (advanced-level language course)
INS 499 Independent Study Project (students chooses topic)
Check with the specific international studies program director for requirements in the
program.
MANAGEMENT
INFORMATION
SYSTEMS
See listing under Business Administration, Accounting, and Management
Information Systems.
76 Mathematics
in calculus should consult with the mathematics department. All other students must
take the Augsburg Math Placement Exam,
which is administered by the Academic
Advising Center. The exam is given during
College registration sessions and at other
announced times during the year. Practice
questions and other information are available from the Academic Advising Center.
Students in MPG 1 may take MAT 103 to
advance to MPG 2. Students in MPG 2
may take MAT 105 to advance to MPG 3.
Students in MPG 3 may take MAT 114 to
advance to MPG 4. No other MAT course
changes a student's MPG. Students are also
permitted to retake the Math Placement
Exam during their first term of enrollment
at Augsburg College. Review help is available from the Academic Enrichment
Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MATHEMATICS COURSES
MAT 103
Everyday Math
Concepts of integers, fractions, decimal numbers, ratios, percents, order of
operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only
Grade of P advances student to MPG 2. MAT 103 does not count as a credit
toward graduation. (Prereq.: MPG 1)
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models with an
emphasis on applications to the social and natural sciences, business and
everyday life. Grade of 2.0 or higher advances student to MPG 3. Students
preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a
year of high school algebra. WEC-additional sessions are required)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and trigonometric functions
for students planning to study calculus. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG
3)
MAT 121
Finite Mathematics
Concepts of finite mathematics such as combinatorics, probability, matrices,
linear programming, theory of interest, and graph theory with an emphasis on
quantitative reasoning. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with an emphasis on applications
in the social and behavioral sciences and business and quantitative reasoning.
Students who have completed MAT 145 may not register for credit. (Prereq.:
MPG 3)
Mathematics 17;
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization with an emphasis on connections to teaching
mathematics to children. Students who have completed MAT 331 may not register for credit. (Prereq.: MPG 3)
MAT 132
Numeracy for Contemporary Society
An examination of the applications of mathematics in an interdisciplinary setting with an emphasis on quantitative reasoning and connections to students'
life, work, and interests. Students who have completed a Quantitative
Reasoning course may not register for credit. (Prereq.: MPG 3)
MAT 145-146 Calculus 1 8 11
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series with an emphasis on mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 for
MAT 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. (Prereq.: MPG 3)
- -
MAT 171
Discrete Mathematics for Computing
Concepts of discrete mathematics including binary representations, sequences,
recursion, induction, formal logic, and combinatorics with an emphasis on
connections to computer science. Students who have completed MAT 271 may
not register for credit. (Prereq.: MPG 3; Coreq.: CSC 160)
MAT 173
Math of Interest
Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance with an emphasis on quantitative reasoning. (Prereq.: MPG 3)
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146)
MAT 246
Linear Algebra
Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.
(Prereq.: MAT 245 or MAT 271)
MAT 247
Modeling and Differential Equations
Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential
equations with an emphasis on applications to the sciences. (Prereq.: MAT
146)
178 Mathematics
MAT 252
Exploring Geometry
Concepts of geometry including Euclidean and non-Euclidean geometries
and geometric transformations with an emphasis on geometric reasoning,
conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4)
MAT 271
Discrete Mathematical Structures
Concepts of discrete mathematics including number theory, combinatorics,
graph theory, recursion theory, set theory, a i d formal logic with an emphasis
on algorithmic thinking, mathematical reasoning, conjecturing, and proof.
(Prereq.: MAT 146)
MAT 314
Abstract Algebra
Concepts of algebra including the abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246, MAT 271)
MAT 324
Analysis
Concepts of real analysis including functions, derivatives, integrals, and series
in a theoretical setting with an emphasis on written communication of mathematical ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271)
MAT 327
Special Functions of Mathematical Physics
(See PHY 327)
MAT 331
History of Mathematics
Concepts of historical importance from the areas of geometry, number theory,
algebra, calculus, and modem mathematics. An examination of the interaction
between the development of mathematics and that of western civilization.
Does not apply toward the mathematics major or minor. (Prereq.: MAT 145 or
MAT 122 and MPG 4, junior or senior standing)
MAT 373
MAT 374
Probability and Statistics I
Concepts of probability including methods of enumeration, random variables
and probability distributions, expectation, the Central Limit Theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245)
Probability and Statistics II
Concepts of statistics including sampling distributions associated with the
normal and other distributions, methods of estimation, hypothesis testing,
regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT
373)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of
instructor)
-
Mathematics 1 7 s
MAT 481
Topics in Mathematics
Study of an advanced topic such as complex analysis, numerical analysis,
mathematical biology, operations research, chaotic dynamical systems, fractal
mathematics, knot theory, topology, or foundations of mathematics. (Prereq.:
at least two MAT courses numbered above 200 and consent of instructor)
MAT 491
Mathematics Colloquium
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Cames no course credit.
Internship and Independent Study courses:
MAT 1991399 Internship
Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit,
significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT
course, junior or senior standing). See also description on p. 87.
MAT 499
Independent StudyIResearch
Selection and study of an advanced topic outside of the offered cumculum
with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or
senior standing, and consent of instructor). See also description on p. 88.
See listing under Interdisciplinary Studies.
- M O D E R N LANGUAGES
Modern Languages Faculty
The
Department Of
Languages
at Augsburg College contributes in many
ways to realizing the College's mission of
liberal arts educkon for service
in today's world. The department is committed to the view that education should
go beyond career preparation and that
familiarity with the language and culture of
another people is an essential step in the
development of a truly global perspective.
The modem languages department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian, and Spanish.
Introductory courses in Ojibwe and
American Sign Language are offered at
Augsburg, and courses in Chinese, Japanese,
Latin, and Greek are available to Augsburg
students through the College's affiliation
with ACTC, a consortium of Twin Cities
colleges.
Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in
second-language education and translation,
but also represents a valuable special qualification in many other professions.
Students anticipating careers in intemational business, social work, the diplomatic
corps, the health professions, or the ministry may wish to take a second major or
minor in modem languages. In addition,
a minor in languages or linguistics is a
valuable research tool for those intending
to pursue graduate study in most academic
disciplines.
Mary Kingsley (Chair), Pary PezechkianWeinberg, Frankie Shackelford, R o m h
Soto, Donald Steinmetz
Major
The major consists of nine courses
above 21 1, including two courses in culture, two courses in language, two courses
in literature and three electives (from any
of the three areas above). At least seven of
these courses must be taught in the target
language of the major and at least four of
them must be taken on the Augsburg campus.
Minor
The minor consists of four courses
above 2 11,including one each in language,
literature, and culture. At least three of
these courses must be taught in the target
language, and at least two of them must be
taken on the Augsburg campus.
Graduation with Distinction
Majors seeking graduation with distinction must apply in the junior year.
Requirements: 3.5 GPA in the major, 3.5
GPA overall, and honors thesis.
Prerequisite
A prerequiste must be completed with a
minimum grade of 2.0 or P.
Transfer Students
Transfer students intending to major or
minor in languages must take a minimum
of one upper division course per year at
Augsburg. See major/minor above for lim-
-
Modern Languages 181
its on non-Augsburg courses. Courses
accepted for transfer must have been taken
within the past seven years.
Study Abroad
A semester of study abroad is required
for majors and some study abroad is
strongly recommended for minors. An
advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills
with community service and career exploration, is strongly encouraged.
Teaching Licensure
Teacher candidates in French, German,
and Spanish must consult with the
Department of Education for specific information and enrollment in the program as
well as for information on special methods
courses. All transfer teacher candidates,
including those who have completed a college language major elsewhere, must take
at least two courses in language, literature,
or culture at Augsburg. A minimum grade
of 3.0 in Conversation and Composition
(311) is a departmental requirement for
teaching majors. Licensure requires successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
After spring term 2001, Augsburg
College will no longer offer a licensure
program in modem languages. See the
Department of Education or the chair of
the Department of Modem Languages for
information on other options.
AMERICAN SIGN LANGUAGE (ASL)
ASL 101, 102 Beginning American Sign Language I, II
An introduction to deaf culture and the signs and syntax of ASL. Students
observe the demonstration of signs, practice their own signing, and learn the
facial expressions and body language needed to communicate clearly with deaf
and hard-of-hearing people.
CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
FRENCH (FRE)
FRE 111, 112 Beginning French I, II
Aims to develop communication skills of understanding, speaking, reading,
and writing. Through conversations, classroom practice, and readings, these
courses work toward the discovery of French culture and way of life. Four
class meetings per week. Laboratory work is an integral part of the course.
(Fall: 111; spring 112. WEC-additional sessions required)
-
182 Modern Languages
FRE 21 1, 212 Intermediate French I, II
Selected articles, inteniews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and &&mar. Laboratory work.
(Fall: 211; spring: 212)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 495
Topics in Literature, Culture, or Linguistics
-
Modern Languages 18:
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 87.
FRE 299
Directed Study
See description on page 88.
FRE 399
Internship
See description on page 87.
FRE 499
Independent StudyIResearch
See description on page 88.
GERMAN (CER)
CER 111, 112 Beginning Cerman I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. Laboratory materials available. (Fall: 111; spring:
- 112.
WEC-additional sessions required.)
CER 211, 212 Intermediate Cerman I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 295
Topics in Literature, Culture, or Linguistics
CER 31 1
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
CER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
CER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
-
184 Modern Languages
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 3 11 or consent of
instructor. On demand)
CER 351
Survey of Literature: German Literature from Chivalry to
Romanticism
The intellectual, cultural, and political history of all peoples is reflected in
their literature. The prose, epic, and poetry readings in this course chronicle
the German experience from Charlemagne to Napoleon; from Luther to Kant;
from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a
way to relive the Renaissance, the Reformation, and the Enlightenment.
CER 354
Survey of Literature: German Literature in the 19th and 20th
Centuries
The literary, cultural, and scientific background of the new millennium has
many German-speaking roots in the works of figures like Karl Man, Freud,
Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of
prose, poetry, and plays bring alive the drama and conflicts that characterized
the birth of the modem age.
CER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 3 11 or consent of instructor. Fall)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See description on page 87.
CER 299
Directed Study
See description on page 88.
CER 399
lnternship
See description on page 87
CER 499
Independent StudyIResearch
See description on page 88.
-
Modern Languages 18:
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NOR 21 1, 212 Intermediate Norwegian I, II
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. Laboratory
work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295
NOR 31 1
Topics in Literature, Culture, or Linguistics
Conversation and Camposition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 21 1 or equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
-
186 Modern Languages
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on litera~yand
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 87.
NOR 299
Directed Study
See description on page 88.
NOR 399
lnternship
See description on page 87.
NOR 499
Independent StudyIResearch
See description on page 88.
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered a>Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
OJB 111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Laboratory work is an integral part of the course. (Fall: 111; spring:
112. WEC-additional sessions required.)
SPA 211, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212)
SPA 248
Spanish and Latin American Culture Through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
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M
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA) . Music majors may
choose from four majors in three degree
programs: bachelor of arts (music major);
bachelor of music (music education
major); bachelor of music (performance
major); and bachelor of science (music
therapy major). Music minors and nonmusic majors may also participate in a
variety of music experiences including
music ensembles, private lessons, some
music courses, and additional Interim
courses or special performances.
Full-time Faculty
Robert Stacke (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Merilee Klemp
Part-time Faculty
Trudi Anderson, Matt Barber, Bridget
Doak, Sally Dorer, Susan Druck, Lynn
Erickson, Janet Fried, Jennifer Gerth,
Bradley Greenwald, Nancy Grundahl, Mary
Horozaniecki, Ned Kantar, Kathy Kienzle,
Caroline Lemen, Steve Lund, Norbert
Nielubowski, Celeste O'Brien, Paul Ousley,
Rick Penning, Nicholas Raths, Sonja
Thompson, Angela Wyatt.
Fine Arts Coordinator
Carley Miller
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
AU students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Bachelor of Arts-Music Major
For acceptance to the bachelor of arts-music
major degree program, students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor
recommendation form for the major
instrument or voice with the application
(found in Music Student Handbook)
complete the piano proficiency
requirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury.
Bachelor of Music-Education Major
For acceptance to the bachelor of
music-education major degree program,
students must:
submit an application for admission
prior to spring juries of the sophomore
year
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Music 185
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiencyrequirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore
jury. In addition to applying to the music
department, bachelor of music-education
major candidates must also apply to the
Department of Education for acceptance
into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the
bachelor of music-education major. All
music requirements must be completed
prior to student teaching. A cumulative
GPA of 2.5 in all music courses is necessary for the music education licensure program.
Bachelor of Music-Performance Major
For acceptance to the bachelor of
music-performance major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Acceptance to the degree program will
be based on the successful completion of
the above as well as on the successful outcome of the audition and interview (see
Music Student Handbook).
Bachelor of Science-Music Therapy
Major
For acceptance to the bachelor of
science-music therapy major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument
or voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal proficiency requirements
Acceptance to the degree program will
based on the successful completion of the
above, as well as on the student's performance at his or her spring sophomore jury.
A cumulative GPA of 2.5 in all music
courses and a 2.5 in all music therapy
courses is necessary for the music therapy
degree. Bachelor of science-music therapy
major candidates should consult with the
director of music therapy before applying
for acceptance into the program.
Transfer Students
For acceptance to a music degree
program, transfer students must:
submit an application for admission
prior to the end of the sophomore year,
or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
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190 Music
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury if enrolled
as a junior or senior, or spring semester
sophomore jury if enrolled as a freshman
or sophomore. For bachelor of musicperformance major candidates, acceptance
will be based on the completion of the
above as well as on the successful outcome
of the audition and interview (see Music
Student Handbook).
Equivalency/Certification Students
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano, guitar, and vocal
proficiency requirements during the first
semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Music Minor
Candidates must submit an application
for admission prior to spring juries of the
sophomore year.
Core curriculum (required of all music
majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills 11
MUS 201 Materials of Music 111
MUS 202 Form and Analysis
MUS 21 1 Aural Skills 111
MUS 212 Aural Skills IV
MUS 23 1 History and Literature of Music I
MUS 232 History and Literature of Music I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements
as given under each specific degree and
major. Language requirements are fulfilled
in accordance with Augsburg's general education guidelines and with the approval of
the student's music adviser. Checklists for
specific degree programs are available in
the music department.
H BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
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Music 19'
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Requirements
Core cuniculum plus one music credit
elective plus MUS 458 (Senior Recital)
plus two semesters chosen from:
MUS 311,312 Composition I, I1
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Era
MUS 334 Music of the 20th Century
MUS 241 History of Jazz
MUS 320 Worlds of Music
Eight quarter course credits of
performance studies in the major
instrument/voice
Eight quarter course credits in a
major Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble on the major instrumenuvoice
Pass piano proficiency test
Pass three music repertoire tests
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Students select either
vocavgeneral or instrumentavgeneral
emphasis. Recommendation for teacher
licensure is granted only to students who
successfully complete the requirements for
the bachelor of music education major. All
music requirements must be completed
prior to student teaching.
Requirements
Core curriculum plus:
MUS 311,312 Composition I, I1
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 115 Health and Chemical
Dependency Education
ENG 111 Effective Writing
INS 105, or Intro. to Amer. Indian
Studies
INS 260 Contemporary American
Indians
EDC 200 Orientation to Education
EDC 210 Diversity in the Schools
EDC 310 Learning and Development
EDC 315 Critical Issues in Education
Seminar
ESE 300 ReadingNriting in Content
Area
ESE 325 Creative Learning
Environments
ESE 370 Music K-12 Methods
EDC 410 Special Needs Learner
EDC 480 School and Society
EED 481c, 483c, ESE 485,487 Student
Teaching
VocaVGeneral:
MUS 359 Music Methods: ChoraWocal
(.5)
MUS 356 Music Methods:
Brass/F'ercussion (.25)
MUS 357 Music Methods: Woodwinds
(.25)
MUS 355 Music Methods: Strings (.25)
InstrumentaWGeneral:
MUS 359 Music Methods: ChoraWocal
(.25)
MUS 356 Music Methods:
Brass/Percussion (.5)
MUS 357 Music Methods: Woodwinds
(.5)
MUS 355 Music Methods: Strings (.5)
92 Music
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following two areas of emphasis:
Vocal emphasis-MUS 251, 252, 253,
254
Instrumental emphasis-ne
course credit
of music elective
Two quarter course credits of performance
studies in the major instrumentlvoice (first
year)
Four half course credits of performance
studies in the major instrumendvoice (second and third year)
Two full course credits of performance
studies in the major instrurnentlvoice
(fourth year)
Eight quarter course credits in a major
Augsburg ensemble on the major
instrurnentlvoice (winds and percussionBand; strings-Orchestra; voice-Choir)
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Improvisation competency on major
instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrurnentlvoice
BACHELOR OF MUSIC
Music Performance Major
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional performing ability who are selected on
the basis of an auditionlinterview application
process. The bachelor of music performance
program prepares gifted performers to com-
pete for professional performing opportunities andlor graduate school auditions.
Requirements: 19.5 course credits
Core curriculum
MUS 311,312
MUS 358
MUS 459
plus:
Composition I, 11
Full junior recital
Full senior recital
One of the following three areas of emphasis:
Vocal emphasi+MUS 251,252, 253, 254,
435, EDS 359, one course credit of music
elective
Piano or organ emphasi+MUS 301,302,
436, 456, one half course credit of music
elective
Inshumental emphasisMUS 301,302, one
and one half course credits of music electives, one methods course for major instrument
Two quarter course credits and six full
course credits of performance studies in
the major instrurnentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrumentlvoice
Or, for piano or guitar emphasis:
Four quarter course credits in a major
Augsburg ensemble plus four semesters of
departmental ensemble work as assigned
by the student's academic adviser and studio instructor.
Four semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
ins trumendvoice
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Music 19;
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 1/2 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Music Therapy
Association (AMTA). This course of study
is chosen by students who wish to become
professional music therapists.
Requirements: 23 course credits
Core curriculum plus:
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275
Music Therapy
Practicums
MUS 311 or 312 Composition I or 11
MUS 372, 373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDS 282 Introduction to Special
Education
PSY 105 Principles of Psychology
PSY 362 Abnormal Psychology
BIO 103 Human Anatomy and
Physiology
MUS 356 Music Methods: Brass and
Percussion
MUS 357 Music Methods: Woodwinds
MUS 358 Music Methods: Strings
Strongly recommended:
MUS 359 Music Methods: Vocal
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Eight quarter course credits of
performance studies in the major
instrumentlvoice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumentlvoice
Two semesters in a non-credit small
Augsburg ensemble on the major instrumendvoice
Pass piano, guitar, and vocal proficiency
tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Music Minor
Requirements: 6 course credits
MUS 101, 102
Materials of Music I, 11
MUS 111, 112 Aural Skills I, I1
MUS 341
Basic Conducting
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
One additional music course.
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrument/voice
Pass one music repertoire test
Departmental Honors
Students may qualify for participation
in the music honors program if they:
have earned a GPA of at least 3.0 in
music courses
apply by petition for the honors program
before the senior year
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9 4 Music
provide leadership in one or more of the
following areas:
- promotion of high music
performance standards within
the music department
- breadth of music interests by
attendance at concerts on and
off campus
- major ensembles
Honors may be achieved in one of the
following ways:
writing a senior thesis and defending it
before a faculty committee
presenting an additional senior recital of
graduate quality
composing a work for vocal andfor
instrumental ensemble of not less than
15 minutes duration
conducting an ensemble concert
a combination of the above
Ensembles (MUE)
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Chamber Orchestra, the Augsburg Choir,
or Riverside Singers of Augsburg will satisfy the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111, 112, 121, 141); other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Performance Studies (Private Lessons)
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit-112 hour lesson, 3 hours of
practice per week
114 course credit-1R hour lesson,
4 hours of practice per week
112 course credit-1 hour lesson,
8 hours of practice per week
One course credit-1 hour lesson,
12 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
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Music 1 9
instruction for credit is graded traditionally
Music majors and minors must declare an
area of concentration. Freshmen may be
awarded free lessons, if taken for credit, in
their major instrumendvoice and with the
recommendation of their private lesson
instructor. Any lessons during Interim or
summer are arranged privately with the
instructor. A student who cannot attend a
scheduled lesson is required to notify the
instructor at least 24 hours in advance.
Otherwise, except for illness immediately
prior to a lesson, the student will forfeit
the right to a make-up lesson. Limited
school instruments are available for student use.
Music majors are required to attend
departmental student recitals and will perform if requested by their instructor. All
students registered in performance studies
for credit are required to attend eight designated music events during each semester.
Four of these events will be made up of
major ensemble concerts, senior student
recitals, faculty recitals, or designated campus music events. Four events should be
professional, off-campus concerts that have
the prior approval of the student's major
instrumendvoice instructor. Off-campus
concerts will require that a program and a
one-sheet review be submitted to the
instructor. Music minors are required to
attend four events (on or off campus) that
meet the approval of their private instructor.
Note: Final grades for private lessons are
affected by attendance requirements.
Student Recitals
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrumendvoice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a pass/fail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
96 Music
-
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
THEORY
MUS 101
Materials of Music I
(.5 course)
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
(.5 course)
Materials of Music 11
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
MUS 112
Aural Skills 11
MUS 201
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211 with a minimal grade of 2.0)
MUS 211
Aural Skills 111
MUS 212
Aural Skills IV
MUS 301
Counterpoint 1
(.5 course)
16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 302
Counterpoint 11 (.5 course)
Study of contemporary counterpoint including works of Schoenberg, Barber,
Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
(-5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
Materials of Music 111
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
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Music 19
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporary techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111, 231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102, 201)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
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98 Music
Thefollowing four half courses are extensive studies of special eras in the histoly of music:
MUS 331
Music of the Baroque Era
(Prereq.: MUS 231, 232)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 23 1, 232)
(.5 course)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire
(.5 course)
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251, 252, 253, 254 or permission from instructor)
MUS 436
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
cuniculum. Open only to advanced students upon approval by the faculty.
H INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
lnternship
See description on page 87.
MUS 299
Directed Study
See description on page 88.
MUS 399
lnternship
See description on page 87.
MUS 499
lndependent StudyIResearch
See description on page 88. Open only to advanced students upon approval of
the faculty.
Music 19
7
TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessaly to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252) German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
MUS 456
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 358
JuniorRecital
(.O course)
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 458
Senior Recital
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
MUSIC THERAPY
MUS 271
MUS 272
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
00 Music
MUS 274, 275 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills, including improvisation. Two hours
per week. No course credit.
MUS 472
Human Identity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
MUS 474,475 Music Therapy Practicums
(.25 course each)
Volunteer work under the s u p e ~ s i o nof a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375, and pass piano, guitar, and vocal proficiency tests)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
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Music 20'
ENSEMBLES (MUE)
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the appropriate faculty. For Jazz Ensemble membership, preference is given to Concert Band
members.
While the department strongly encourages both formal and informal ensemble
experience, only membership in the
Augsburg Concert Band, Augsburg
Chamber Orchestra, Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Some instruments are available for use by students.
MUE 111
Augsburg Choir (.25 course)
MUE 112
Riverside Singers o f Augsburg (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (.25 course)
MUE 122
String Ensemble (.O course)
MUE 131
Woodwind Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
MUE 145
Piano Ensemble (.O course)
-
!02 Music
PERFORMANCE STUDIES (MUP)
Private instruction for credit is graded
traditionally. All areas of study are available
to the non-music major or minor. All
lessons are adapted to the individual needs
of the student and those bearing credit are
supplemented by accompanying, ensemble
participation, and other performances.
Repertoire lists are graded I-V to indicate
levels of achievement and the following
expectations: No-credit study has no repertoire requirements; music minor-Level I;
B.A. and B.S. majors-Enter I and attain
111; B.M.-Education major-Enter I1 attain
IV; B.M.-Performance major-Enter I1 and
attain \!
LESSONS
MUP 111-411 Voice
MUP 137-437
Horn
MUP 121-421 Violin
MUP 141-441
Trumpet
MUP 122-422 Viola
MUP 142-442
Trombone
MUP 123-423 Cello
MUP 143-443
Baritone
M UP 124-424 Bass
MUP144-444
Tuba
MUP 131-431 Oboe
MUP 152-452
Piano
MUP 132-432 Bassoon
MUP 159a
Piano accompanying
MUP 133-433 Clarinet
MUP 161-461
Guitar
MUP 134-434 Saxophone
MUP 171-471
Percussion
MUP 135-435 Flute
MUP181-481
Organ
MUP 191-491
Harp
MUP 192-492
Improvisation
Note carefully the following provisions:
A semester of study is 14 weeks of
lessons and coaching. Any lesson during
the Interim or summer are arranged
privately with the teacher.
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hours in advance; otherwise
except for illness immediately prior to
the lesson, the student will forfeit the
right to a make-up lesson.
Credit is granted only for study with
faculty members of the Augsburg
College Department of Music.
T
he natural science licensure program
for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with the major area coordinator is
essential.
Coordinators
Karen Ballens, Biology, Sandra Olmsted,
Chemistry, Jeff Johnson, Physics
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements.
Broad Base Requirements
GEO XXX Introductory Geology
PHY 101 Introductory Astronomy
PHY 106 Introductory Meteorology
BIO 113 Introductory Organisrnal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, I1
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
Biology Major
(for licensure in biology 5-12)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 476 Microbiology
BIO 355 Genetics
or BIO 481 Ecology
BIO 471 Advanced Cellular and
Molecular Biology
or BIO 474 Developmental Biology
CHM 351,352 Organic Chemistry
One math course: MAT 114, 122, 145, or
163
-
!04 Natural Science Teaching Licensures
Physical Science Broad Base
Requirement
BIO 113,114,215
PHY 101,106
Geology
Chemistry Major
(for licensure in chemistry 5-12)
Physical Science Broad Base Requirement,
plus Graduation major in chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I, I1
Physics Major (for licensure in physics
5-12)
Physical Science Broad Base Requirement,
plus Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
Two additional physics courses above 122;
recommended from PHY 261,320,327,
352,420,486,488
One year of general chemistry- CHM
105,106 or CHM 115,116
Two courses from:
CHM 364,367,464,481,482,495
One year of general physics-PHY
122
121,
NORDIC
AREASTUDIES
See listing under Interdisciplinary Studies.
NORWEGIAN
See listing under Modem Languages.
T
-
he Augsburg
of Nursing
- Department
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of diverse
cultures and socioeconomic levels.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
Nursing Faculty
Beverly Nilsson (Chair), Meny Beth Gay,
Sue Nash, Pamela Weiss
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 43 1 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
Courses in the nursing major are
offered on weekends with practicum courses
requiring additional weekday time. More
time may be required to complete the total
course of study depending on the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should
consult with the program coordinator from
the Department of Nursing for program
planning.
-
06 Nursing
Departmental Honors
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1. Submit an application to Augsburg
College. All applicants must present a high
school diploma or equivalent and a 2.2
GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, introductory sociology, and introductory psychology. These
courses may be taken at Augsburg or at
another accredited college or university.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, completion of
a nursing refresher course, or an acceptable
equivalent.
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 l/2 hour time block. Clinical
practice usually occurs on weekdays.
Students can complete their liberal arts
general education requirements by taking
courses in day school and Weekend
College. It is recommended that most liberal arts courses be taken before starting
the nursing major.
Nursing majors can complete the baccalaureate at the Minneapolis and
Rochester sites.
-
Nursing 20
NUR 305
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
NUR 31 1
Community Health Nursing II: Practicum**
Provides clinical experience in community-based health care delively systems.
Students will apply nursing process, teachingearning theory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3)
-
08 Nursing
NUR 403
NUR 431
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 306, 350)
LeadershipIManagement: Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 88.
Note: I f NUR 31 1 is not taken immediately following NUR 31 0, students are required to consult
withfaculty prior to registration regarding review of the theoretical content. Students who deceleratefor more t h a n j v e years may be asked to audit courses already taken. There is afee to
audit courses.
** This course involves an additional clinical fee.
P
hilosophy is in an important sense
the most fundamental of the disciplines.
All of the sciences and most other disciplines have their source in it, and it is concerned with asking and answering the
"big" questions that are the most basic. For
example, Is there a God? Is there life after
death? Are there absolute moral standards?
What kind of life is the best? What is
knowledge and what are its sources?
Students learn to ask and answer these
and other similar questions for themselves
through the development and use of critical reasoning with the help of great
philosophers from the past and present.
The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy,
while others use the major to prepare for
other professional studies such as law,
medicine, or the Christian ministry.
Philosophy Faculty
David Apolloni (Chair), Mark Fuehrer,
Bruce Reichenbach
Philosophy Major
Nine courses including:
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 285 Intro. to Formal Logic and
Computation Theory
PHI 343 History of Philosophy 111:
Enlightenment and 20thCentury Analytic Philosophy
A 400-level course (other than PHI 499)
Four elective courses in philosophy
Five courses must be upper division.
Major in Computational Philosophy
In addition to a major and minor in
philosophy, the philosophy department
also offers a cross-disciplinary major in
conjunction with the computer science
department emphasizing areas of interest
in which philosophy and computer science
overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the
major is to augment the technical skills of
a computer scientist with the creativity and
liberal arts perspective of a philosopher.
The result is a degree that is very marketable in industry and that provides an
excellent logical and philosophical background for those wishing to pursue graduate study in philosophy See course listing
on page 118.
Departmental Honors
Admission to the philosophy honors
program is by recommendation of the philosophy faculty. Such recommendations
will be made at the end of the junior year.
The program will consist of an honors thesis on an approved topic of the student's
choice that involves research above the
course level, and a defense of this thesis
before the faculty of the department.
Philosophy Minor
Five courses, including two from
PHI 241,242, and 343.
-
!lo Philosophy
.-
-- -
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
PHI 215
Philosophy of the Emotions and Passions
An examination of several classical and contemporary philosophical essays on
the nature of human emotion and passion with the intention of discovering
the nature and role on this aspect of human nature. The impact of emotions
upon language, music, art, interpersonal relations, and even religion are
explored.
PHI 241
History of Philosophy I: The Classical Philosophers
Central philosophical questions that concerned the Greek philosophers and
still concern us today: the nature of reality and its relationship to language and
reason, the immortality of the soul, the nature of truth and human knowledge,
and the nature of the good life, from Thales to Plotinus.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy (Suggested prior course: PHI 241. Spring)
-
Philosophy 21
PHI 260
Philosophy and the Arts
Class discussion of philosophical issues raised and illustrated by painting,
sculpture, literature, music, architecture, and film: the truth and falsehood of
aesthetic judgment, the definition of "work of art"; the nature of aesthetic
experience, the evaluation of art, creativity, the relation between the artist's
intention, the work of art, and its relation to the rest of the artistic tradition.
PHI 2851385 Introduction to Formal Logic and Computation Theory
An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation inclueding finite state automata, pushdown automata, and Turing machines.
Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for
PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT
145 or MAT 171)
PHI 343
History of Philosophy Ill: Modern Philosophy
The quest for the nature and origin of knowledge in the writings of the
Continental Rationalists, Descartes, Spinoza, Leibniz; and in the the writings
of the British Empiricists, Locke, Berkeley, and Hume. Kant's idealist answer to
Hume's skepticism; the rejection of idealism and the formation of analytic philosophy in the early 20th century: Moore, Russell, and Wittgenstein.
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is the
relation between faith and reason? Does God exist, and if so, what can be said
about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 399 or one course in natural science)
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation,
genetic engineering, abortion, care for the dying, and euthanasia.
'
-
1 2 Philosophy
PHI 3851285 Introduction to Formal Logic and Computation Theory
(See description for PHI 285/385)
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific area
of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 87.
PHI 299
Directed Study
See description on page 88.
PHI 399
lnternship
See description on page 87.
PHI 499
Independent StudyIResearch
See description on page 88.
PHYSICALEDUCATION
See listing under Health and Physical Education.
T
he Augsburg
Assistant
- Physician
Program is designed for students interested
m careers as health care providers.
The physician assistant concept originated during the mid-1960s. Physicians
and educators recognized that there was a
shortage and uneven distribution of primary
care physicians. To combat these problems,
the Physician Assistant Program was developed. All PAs must, by law or regulation,
have a supervising physician. An important
element of the physician assistant education is the emphasis on patient education.
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester
hours of college credit. A new class of 28
students begins each May. Students who
intend to enter the Physician Assistant
Program must apply by December of the
previous year. The program is very competitive and not all students who apply are
accepted. Physician assistant students who
have not previously obtained a baccalaureate degree will earn a bachelor of arts in
physician assistant studies upon successful
completion of the program.
The Augsburg Physician Assistant
Program is currently accreditated from
CAAHEP (Commission on Accreditation of
Allied Health Education Programs).
In order for someone to practice as a
physician assistant, one must graduate from
an accredited PA program and pass the PA
National Certification Examination. Practice
regulations differ from state to state.
The mission of the Augsburg College
Physician Assistant Program is to educate
students in a manner consistent with the
College's mission. It is based on a foundation of respect and sensitivity to persons of
all cultures and backgrounds and oriented
toward providing care to undersewed
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.
Physician Assistant Faculty
Dawn B. Ludwig (Chair), Martha Kelly,
Terry Lewis, LuAnn Shay, Christine
Bosquez, Donna DeGracia
Major
First Year (Twelve Months)
Twelve courses including:
PA 311
Human Anatomy and
Neuroanatomy
PA 321
Human Physiology
PA 331
PA Seminar
PA 351
Pharmacology I
PA 361
Clinical Medicine I
PA 371
History & Physical Exam
Skills I
PA 341
Current Trends
PA 362
Clinical Medicine I1
PA 352
Pharmacology I1
PA 363
Clinical Medicine 111
History & Physical Exam
PA 372
Skills I1
PA 380
Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care I1
PHI 380 Ethics of Medicine and Health
Care
-
1 4 Physician Assistant
Second Year (Fifteen Months)
ENTRANCE REQUIREMENTS
Prerequisite: successful completion of the
first year of the PA Program and all courses
must be taken as maditional grading.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
Clinical rotations in prearranged health
care facilities including:
PA 400 Family Medicine .............6 weeks
PA 410 Internal Medicine ............6 weeks
PA 420 General Surgery ..............6 weeks
PA 430 Pediatrics........................ .6 weeks
PA 440 OB/Gynecology ...............6 weeks
PA 450 Emergency Medicine ......6 weeks
PA 460 Psychiatry........................6 weeks
PA 470 Electives ..........................6 weeks
PA 480 Family Medicine
Preceptorship ..................Final 11
weeks of
program
1. Prerequisite course content: The following courses must have been completed
at Augsburg (or an approved equivalent
course at another accredited institution)
with a GPA of 2.0 or better:
A minimum grade of 2.0 in each physician assistant and supporting course of
study is required. Students in the degree
program also must complete Augsburg's residence and general education requirements.
The program is planned so that the
major will be completed in 27 months.
The courses are offered consecutively, with
subsequent courses based on material
taught in previous courses; therefore, students are accepted for full-time study only.
Program Change
As of May 2001, the PA Program will
be a graduate program and award a master
of science degree with the PA Certificate.
Prerequisites will change accordingly.
One year biological sciences for majors
One full course sequence oE
Organic Chemistry
Microbiology
Biochemistry
General Psychology
One course in medical terminology
2. It is recommended students maintain
a cumulative and science GPA of 3.0 or
better to remain competitive with all
potential applicants.
3. All general education
perspectives/skills (except The City, one
Writing Skill, Speaking Skill, and Critical
Thinking) must have been completed. The
above perspectives and skills are included
in the physician assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A complete
application packet includes: the application, three or four letters of reference, an
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
-
Physician Assistant 21
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The
course will involve dissection of human cadavers. This course is offered only
to students accepted into the PA Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and
the special senses. (Prereq.: Admission to the PA Program)
PA Seminar
A seminar exploring the history and role of physician assistants, including the
laws and regulations governing their practice and education. (Prereq.:
Admission to the PA Program or consent of instructor)
Current Trends
This course educates the student in understanding medical literature, research
of literature, and analysis of medical articles. (Prereq.: Admission to the PA
Program)
Pharmacology I
This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular,
respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA
Program and successful completion of summer semester)
Pharmacology II
This course covers drug metabolism, chemotherapy, and prescriptive practices
as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and
successful completion of summer semester)
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the otolaryngologic, ophthalmalogic, and
neurologic systems. (Prereq.: PA 361)
16 Physician Assistant
7
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the rheumatologic, orthopedic, gynecologic,
obstetric, pediatric, geriatric, dermatologic, and immunologic systems.
(Prereq.: PA 363)
History and Physical Exam Skills I
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: Admission to the
PA Program)
History and Physical Exam Skills II
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecturdaboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical
procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362)
Family Medicine
A six-week required rotation that emphasizes the pathophysiology, evaluation,
diagnosis, and management of systemic diseases, and conditions unique to the
clinical practice of family medicine.
Internal Medicine
A six-week required rotation during which the indication, limitation, and
methods of performing the necessary diagnostic procedure and therapeutic
measures used in the treatment of general medicine disorders are reviewed.
General Surgery
A six-week required rotation providing an orientation to patients of various
ages with surgically manageable diseases, emphasizing -preoperative,intraoperative, and postoperative periods.
Pediatrics
A six-week required rotation designed to emphasize care of the child from
birth through adolescence, emphasizing common childhood illnesses, normal
growth and development, and abnormal variations.
-
Physician Assistant 217
OBICYN
A six-week required rotation that provides an exposure to the spectrum of
problems and issues associated with women's health care, including pregnancy,
common gynecological diseases, and preventive care.
Emergency Medicine
A six-week required rotation designed to provide an in-depth exposure to the
illnesses and injuries sustained by all ages that necessitate emergency care.
Psychiatry
A six-week required rotation designed to provide an understanding of the
behavioral components of health, disease, and disability with exposure to
patients with a variety of psychiatric diagnoses.
Electives
A total of six weeks spent by the student in a department-approved rotation of
the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology.
Family Medicine Preceptorship
An 11-week required rotation providing the student an opportunity to utilize
all skills and knowledge gained in the program, emphasizing complete patient
care in a family medicine setting. (Prereq: completion of the clinical year of
PA studies)
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weather, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs (supported by NASA, the National Science
Foundation, and other federal agencies)
through its Center for Atmospheric and
Space Sciences. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solving skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Mark Engebretson, Kenneth Erickson,
Anthony Hansen, William Jasperson,
Jeffrey Johnson, David Venne, J. Ambrose
Wolf
Physics Research Staff
Jennifer Posch, Thomas Powers
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General PKysics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395, 396 Comprehensive Laboratory
-
Physics '219
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory 11
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, 11
MAT 245, 247 Calculus I11 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Graduation with Distinction
A GPA of 3.7 in physics and 3.5 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
Departmental Honors
A GPA of 3.5 in physics and 3.3 overall.
An original research project on a significant topic in physics with an oral presentation and written report. Project proposals
should be made to the department by Sept.
30 of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121,122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, 11
-
'22 Physics
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 396
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 420
Plasma Physics
Fundamentals of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration)
PHY 486
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values, and
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245, 35 1. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics,
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See description on page 87.
PHY 299
Directed Study
See description on page 88.
PHY 399
lnternship
See description on page 87.
PHY 499
Independent StudyIResearch
See description on page 88. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science shares concerns
with the humanities, other behavioral sciences, and mathematics and the sciences.
The role and significance of authority in
human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced
faculty that offers courses in all major
areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and
international politics, mass communications and other information technolgoy,
racial and ethnic politics, and American
public law.
Political scientists use systematic
inquiry and analysis to examine political
reality. The student who majors in political
science will explore political ideas and values, investigate political cooperation and
conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student
will be encouraged to relate insights from
other liberal arts disciplines such as philosophy, psychology, economics, history, and
sociology to the study of politics.
Providing work in several subfields of
political sciene, the major supplies the
breadth appropriate for graduate work in
political science, public administration,
public policy analysis, law, and other professions. It also serves as a foundation on
which to develop careers in public service,
business, communications, and other
fields. Legislative and other internships, as
well as significant independent research
projects, are within easy reach of Augsburg
political science students in the Twin Cities
area. Combined with broad, balanced, and
flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a successful
career.
Political Science Faculty
Andrew Aoki (Chair), Philip Fishman,
Milda Hedblom, Mary Ellen Lundsten,
William Morris, Norma Noonan, Susan
Riley, Joseph Underhill-Cady
Political Science Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 PoliticaVStatistics/Methodology
POL 484 Political Analysis Seminar
Required elective-one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Departmental Honors
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
honors thesis to be defended before a fac-
-
?24 Political Science
ulty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Teaching Major in Political Science
and Economics
Education Courses:
EDC 200 Orientation to Education
(required for licensure)
EDS 375 Social Studies Methods-capstone course (required for
licensure)
Political Science Courses:
POL 121 American Government (social
science core course)
Two upper-level political science courses
(must be in two different areas)
Two other political science courses
In addition, in order to graduate with this
major, a student must have been admitted
into the Department of Education.
Political Science Areas
Total of 12 courses required: five courses in economics, five courses in political
science, and two courses in education.
ECO 112 or 113 and POL 121 also fulfill
requirements for the social studies core;
education courses also fulfill licensure
requirements for secondary educaiton.
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Economics Courses:
ECO 112 Principles of Macroeconomics
(elective for social science core)
ECO 113 Principles of Microeconomics
(elective for social science core)
ECO 312 Intermediate Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
One other upper division course
Note: Students interested in secondary
education may take a political science
major or the teaching major in economics
and political science. Either option
requires that the student also take courses
required for the social studies core. For
more information, see the department
chair.
See the class schedule for precise listing
of terms in which courses are offered.
-
Political Science 22
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
Surveys major parts of American national government-including Congress,
the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin
Cities metro area.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 325
Public Administration and Policy Analysis
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor)
POL 326
Political Parties and Behavior
Emphasizes study of public opinion and political parties in the electoral
process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one
course in political science or consent of instructor. Fall term of election years)
POL 342
Mass Communication in Society
Studies effects of new information technology (such as the Internet) and of the
traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior,
or senior standing.)
POL 370
Constitutional Law
(See Section I V for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Topics include legislative, executive, or judicial politics, public policy, and
leadership. Can include focus on national, state, or local level. (Prereq.: one
course in political science or consent of instructor)
-
26 Political Science
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist/post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: four
courses in the international relations sequence)
-
Political Science 22
IV. PUBLIC LAW
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.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or at
least junior status and one previous course in political science)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law. Content will vary, defined by the subtitle
of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 282
Understanding Asian America
Asian Americans and their place in American politics and society. Includes
some coverage of Asian American history and looks at struggle to define Asian
Americans.
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Mantist theory and movements, emphasizing
Marxism as developed in Russia and China. Considers the political, social, and
economic dimensions, and changing role of Marxist doctrines in society.
(Prereq.: POL 158 or consent of instructor)
- Political Science
28
POL 383
Social and Political Change
Examines interaction between cultural, social, and political change, looking primarily but not exclusively at the United States. Also looks at how
individuals can try to effect political change. (Prereq.: one previous course
in political science, or junior or senior status or consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
Introductory survey of political science methods. Covers experimental design,
descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
Internships and Independent Study Courses:
POL 199
lnternship
See description on page 87. P/N grading unless internship supervisor grants
exception.
POL 299
Directed Study
See description on page 88.
POL 399
lnternship
See description on page 87.
POL 499
Independent StudyIResearch
See description on page 88.
P
sychology is an exploration of
behavior and mental processes. A s an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior.
Psychology's scientific method also equips
students to understand and use scientific
research and to make more informed judgments about claims in the popular media.
To prepare students for graduate study
and work in psychology, the major emphasues the complementary components of a
strong foundation in research and theoretical work with application of knowledge and
skills in coursework, research experience,
and internships within the community. The
cuniculum's emphasis on problem-solving
skills and current information about human
development and interaction is also relevant to careers in many related s e t t i n g s
business, education, social services,
research, law, government, church,
and medicine.
Faculty members in the Department of
Psychology have varied professional specializatio=linical,
counseling, physiological, developmental, social, cognitive,
and industrial/organizational psychologyas well as expertise in psychological applications to health, law, and public policy.
Students may tap this expertise through a
variety of learning experiences-within
and outside the classroom, with group and
individual projects, and through association with Augsburg's active Psychology
Club, Psi Chi Honor Society, and facultystudent research teams.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Emily Hause, Victoria Littlefield, Bridget
Robinson-Riegler,Jennifer Wenner
Major
Ten courses including:
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 200 Psychological Science
Laboratory
PSY 230 Research Methods: Design,
Procedure, and Analysis I
PSY 330 Research Methods: Design,
Procedure, and Analysis 11
PSY 399 Internship
At least one course from the following:
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
PSY 359 Assessment
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contempora~yIssues
At least three additional psychology courses.
(Majors are strongly encouraged to take
more than 10 psychology courses; no more
than 13 count for graduation. )
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
-
30 Psychology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Concentration in Social Psychology
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
Departmental Honors
GPA of 3.0 in the major and 3.5 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The
focus is application of psychological principles to real-world issues. Emphasis
on data collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
-
Psychology 23
PSY 230
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientificmethod as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis,
and APA-style presentation of research findings. PSY 230 must precede
PSY 330. (Prereq.: PSY 200)
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 200 or consent of insh-uctor)
PSY 330
PSY 351
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
Child Development
Emphasis on normal development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or 105)
PSY 352
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly. (Prereq.: PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 200)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and
altered states of consciousness. (Prereq.: PSY 200)
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learningbehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 102 or PSY 105)
- Psychology
32
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 200)
PSY 361
Personality/Cultural Context
Current scientifically-based approaches to description, dynamics, and
development of personality. Includes study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
PSY 362
Abnormal Psychology
An introduction to psychological disorders. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I
(Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.:Junior
standing in PA Program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II
(Physician Assistant Program requirement) Continuation of PSY 368. Specific
skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations. Topics include personnel
selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 102 or 105)
PSY 381
Historical Perspectives
Focus on the people in psychology's history, their questions and positions,
from the early Greek period to the present. Emphasis on the 20th century,
inclusions of women and minorities, and contextual history. (Prereq.: PSY
102 or 105)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Three
PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
-
Psychology 23:
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate
school and those electing an honors major. (Prereq.: PSY 330 or comparable
course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230
and junior standing)
Internships and Independent Study Courses.
PSY 199
Internship
See description on page 87. (Prereq.: PSY 102 or 105 and one other
psychology course).
PSY 299
Directed study
See description on page 88. (Prereq.: PSY 102 or 105)
PSY 399
lnternship
See description on page 87. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
PSY 499
Independent StudyIResearch
See description on page 88. (Prereq.: PSY 330)
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Through this study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andfor
church through a sense of vocation, serving as pastors, associates in ministry, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Religion Faculty
Beverly Stratton (Chair), Janelle Bussert,
Bradley Holt, Rolf Jacobson, Lynne
Lorenzen, Philip Quanbeck 11, Mark
Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 World Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional religion courses, of which
two must be upper division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Only one Interim course may be applied to
the major. One New Testament Greek
course may be applied to the major.
Graduation with Distinction
Graduation with Distinction requires
application to the department chair in the
junior year. Specific requirements are available from the chair.
Departmental Honors
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Minor
Five religion courses. Not more than
one Interim course may be counted for the
minor.
Note: Not all courses that meet
Christian Faith Perspectives are REL courses and do not count toward tlie religion
major or minor.
-
Religion 23:
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College. Students are
accepted into the program through a twostep candidacy process.
This major requires an approximately
100-hour internship administered by the
Youth and Family Institute in partnership
with a congregation. It may be possible for
the intern to receive a stipend for this
internship.
The candidacy process begins with
application, normally in the fall of the
student's sophomore or junior year. Two
of the theology core courses must be completed before making application to the
program. An essay, one letter of reference,
an assessment instrument called "Self
Portrait," and an interview are required for
candidacy review. The teaching staff will
conduct step one.
The second step will be conducted by
the Youth and Family Institute staff with
help from experienced pastors, a member
of the religion faculty, and youth and family ministers. This usually follows the
internship in the fall of the senior year.
Retaking the "Self Portrait," an essay, an
assessment of the internship, and an interview are required. This step is very important for recommending the students for
employment.
Youth and Family Ministry Major
Ten religion courses including:
Theology core:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Seminar
Youth and family ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership
REL 358 Life and Work of the Church
REL 399 Internship
Theology elective: choose one of the
following:
REL 356 World Religions
REL 353 Denominations and Religious
Groups in America
REL 343 Theology of Marriage and
Family
and four supporting courses:
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major may not also major or
minor in religion.
-
!36 Religion
2217Or 331 is prereq~site to aU other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
REL 111
Department approval is necessary
before courses taken in other colleges can
be accepted for religion department credit.
All majors must have an adviser in the
department.
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine.
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 232
Peer Ministry: Principles and Leadership
Students learn to train college, high school, and junior high youth to serve as
peer ministers in their congregations and communities. They will learn and
practice communication skills, facilitate small groups, and learn the role of a
listenerlhelper. Peer ministry integrates the act of caring and serving others
within a Christian belief system.
REL 235
Basics in Youth and Family Ministry
Development of youth and family ministry in the U.S. Conceptual models and
basic skills for holistic approach to youth and family ministry in a congregation.
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills.
Open only to advanced transfer students. Not accepted for credit for students
who have taken REL 111 or REL 221.
REL 343
Theology of Marriage and Family
An examination of the nature of modem marriage and family relationships
within the context of the faith and practice of the Christian church.
-
Religion 23:
REL 353
Denominations and Religious Groups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
World Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
REL 357
Giants of Christian Faith
Christian history is examined through the lives and theology of notable figures. Thinkers that may be studied include Augustine, Martin Luther,
Dorothy Day, and Martin Luther King, Jr.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including persecution and martyrdom,
councils and creeds, and conflict with Gnosticism and mystery religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
REL 363
Religion in America
A study of the history 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.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing)
REL 374
Science and Religion
A study of the implications for Christian theology of modem science, particularly physics and biology, and the ethical implications of some of the technologies that have derived from these sciences.
-
138 Religion
REL 383
Process Theology
Influences of the relational world view of process philosophy on Christian
faith and ethical deliberations (including killing, abortion, human sexuality,
and euthanasia).
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of those
Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia.
REL 425
Christian Spiritual Practices
A practical forum on "habits of the heart" that sustain Christian service.
Students explore and critically reflect on the value and practice of spiritual
disciplines such as prayer, meditation, journaling, and service to the poor.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terns of language and metaphor.
REL 471
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism.
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.
-
Religion 23'
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the tradi-
tional 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.
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular course
offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year; others
by permission of instructor. Before taking the seminar, each major must have
written one formal research paper and placed it on file with the department
chair. (Fall)
Internships and Independent Study Courses:
REL 199
Internship
See description on page 87. Limited to special cases.
REL 299
Directed Study
See description on page 88.
REL 399
Internship
See description on pages 87 and 235.
REL 499
Independent StudyIResearch
See description on page 88.
See department listingfor a description of thefollowing approved elective:
RELIPHI 350 Philosophy of Religion
(See PHI 350)
40 RUSSIAN, CENTRAL,
AND EAST
EUROPEANSTUDIES (ACTC
T
his major, offered through the
Associated colleges of the ~ w i Cities
i
(ACTC), seeks t i give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history, language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
PROGRAM)
DEGREE AND MAJOR REQUIREMENTS
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1,as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are strongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
I
AUCSBURC
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
REL 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
REL 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in Communist/Post
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The following courses are considered to be
equivalent to one another:
(Location:A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.)
HIS 60 M = HIS 337 H
HlST 333 T = HIST 373 H =
HIST 348 A = HIST 351 C
ECO25M=ECO317A=
ECO 349 T = ECO 349 C
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
See Nordic Area Studies under Interdisciplinary
Studies.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, (612) 330-1761;
Hamline, Karen Vogel, (651) 641-2973 and
Nick Hayes, (651) 641-2314; Macalester,
Gary Krueger, (651) 696-6222; St.
Catherine, Sr. Margery Smith, (651) 6906553; and St. Thomas, Sr. Mary Shambour,
(651) 962-5164.
s
tudents preparing to teach social
studies at the secondary level must complete, in addition to the professional
requirements to be met within the
Department of Education, a program
designed to provide a broad foundation in
the social sciences.
Coordinator
Christopher Kimball
Social Studies Teaching Licensure
Broad base requirements:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 220 America to 1815
or HIS 221 19th-Century United States
or HIS 222 20th-Century United States
POL 121 American Government and
Politics
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of six fields-economics, history, political economics, political
science, psychology, or sociology.
Geography and anthropology are also
acceptable fields, although they are not
offered as majors on the Augsburg campus.
An interdisciplinary social studies
major is available for persons holding a
bachelor's degree and seeking licensure
only.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. Students
should consult with the Augsburg
Department of Education to identify current Minnesota teacher licensure requirements.
T h e social work major prepares graduates for entry-level generalist practice in
the field of social work. The baccalaureate
social work uroeram (B.S.W.) is accredited
by the Council on Social Work Education
and leads to a bachelor of science degree.
Graduates are prepared to work with individuals, families, groups, and communities
building on strengths, and to develop and
analyze social policy. The mission of the
department 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.
.
L,
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg
has offered a full-time Master of Social
Work (M.S.W.) degree on a weekend
schedule.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. The Twin
Cities area provides both a variety of field
placements for social work students and
extraordinary community resources for the
classroom. The ethnic and economic diversity in this metropolitan area enriches
opportunities for social work students to
learn to understand, appreciate, respect,
and work with people different from themselves.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human services,
global social welfare, and the methods of
effective citizenship. Using this knowledge,
students are encouraged to use their talents
and skills to address the needs of society,
always emphasizing social justice and the
central importance of diversity in the social
fabric of our world.
Social Work Faculty
Terry Cook (Co-Chair), Edward
Skarnulis (Co-Chair), Anthony Bibus
(BSW program director), Susan Bullerdick,
Vem Bloom, Laura Boisen (MSW field
coordinator), Lois Bosch (MSW program
director), Francine Chakolis, Maria Dinis,
Sumin Hsieh, Rosemary Link, Sharon
Patten, Curt Paulsen, Phu Phan, Glenda
Dewberry Rooney, Michael Schock (BSW
field coordinator), Clarice Staff, Maryann
Syers
- 3ocial Work
44
Concentration
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of Practice
and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
soc 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Culture: Ethnicity, Gender,
and Race
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each core course and a 2.0 GPA is required
in the supporting program. A statistics
course is recommended for students planning on graduate school.
Concentrations in aging, chemical
dependency, crime and corrections, social
ministries, and youth are possible. A concentration consists of elective courses in
the area and a senior practicum in that
special area. For social ministries, a minor
in religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the first practicum in the junior year.
Certain 300- and 400-level courses list
candidacy as a prerequisite. A written selfstatement, reference letters, and the completion or planned enrollment in all core
and supporting program courses below the
400 level are necessary for candidacy.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
With Communities and Polices
SOC 265 Culture: Ethnicity, Gender,
and Race
and one course from:
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
-
Social Work 24
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of
Practice and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV
Integrative Seminar
SWK 419 The Social Worker as
Professional
Social Ministries Minor in Religion
Required course--choose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
Suggested c o u r s e ~ h o o s four:
e
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This experiential learning course is designed to help students learn about
themselves in relation to a possible major or future career in social work.
Students must arrange to perform 60 hours of work in a human service
agency and must attend the weekly seminar. The course also critically examines how economic and political structures affect diverse groups.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs and the contribution of social workers historically
will be explored. (Prereq.: junior standing or consent of instructor)
-
46 Social Work
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization and
influencing policies. Students build an understanding of communities, human
service agencies, and policy practice in the local community through a
required service-learningproject. (Prereq.: senior standing or consent of
instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals, and development of relationship building skills. Includes video-taping laboratory sessions. (Concurrent with SWK 307 Integrative Seminar in WEC and with SWK
301 in the day program, and junior standing)
SWK 307
Field Work I: lntegrative Seminar*
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301,
junior standing, concurrent with SWK 301 in day program and SWK 306 in
WEC. P/N grading only)
SWK 316
Social Work Practice II: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in group and family work. (Prereq.: SWK 306, SWK 307,
and candidacy status)
SWK 317
Field Work II: lntegrative Seminar*
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency A total of 120 hours, continuing SWK 307, plus an integrative
seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading
only)
*Can be taken in coordination with cooperative education, which may provide paymentfor
work infield sites.
-
Social Work 24
SWK 401
Research: Evaluation of Practice and Programs
This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use
of data-processing equipment for statistical analysis. (Prereq.: MPG 3)
SWK 407
Field Work Ill: lntegrative Seminar*
Field work practicum, a total of 120 hours plus integrative seminar. (Prereq.:
Senior and candidacy status. P/N grading only)
SWK 41 7
Field Work IV: lntegrative Seminar*
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: Senior and candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, bureaucratic survival, job
attainment, and strategies for agency change and empowering clients. (Prereq.:
Senior and candidacy status.)
Internships and lndependent Study Courses:
SWK 199
lnternship
See description on page 87.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 88.
SWK 399
lnternship
See description on page 87.
SWK 499
lndependent StudyIResearch
See description on page 88.
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
S
ociology
-. is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, Interim courses, and
field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning.
Internships and cooperative education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources
departments of both government and private corporations, in the criminal justice
field, and as professors of sociology. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning, and
human services.
Sociology Faculty
Diane Pike (Chair), Eric Buffalohead,
Gany Hesser, Gordon Nelson, Michael
O'Neal, Tim Pippert, James VelaMcConnell
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modern Sociological Theory
and four additional sociology courses.
Note: SOC 399 is highly recommended.
Majors must have a 2.0 or better in each
required course to receive credit in the
major.
Concentration in Crime and Community
Many of our students are interested in
the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on
understanding crime in the community
with respect to prevention, and the solution of problems that lead to crime.
Students interested in community crime
prevention as well as the traditional
aspects of criminal justice-ourts,
prisons, probation, and law-will be served by
this major. See department chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Sociology 249
Concentration in Social Psychology
Departmental Honors
Both the sociology and psychology
departments offer courses relevant to students with interests in social psychology.
The intent of the social psychology concentration is to provide students of either
major with a solid disciplinary foundation
along with specific course work to
strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology
interest. Course work will emphasize
research skills, theoretical analysis, and
applied work in areas intended to prepare
students for careers in law, consulting,
research, and social policy, as well as many
other areas. In addition, the social psychology concentration is ideal for graduate
school preparation. See department chair
for specific requirements.
To complete the honors major in sociology, the student must have a minimum
GPA of 3.5 in the major and overall. In
addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio including an honors
essay and completed papers and projects.
See department chair for specific requirements. An application for the honors major
must be completed by spring of the junior
year.
Minor
Five courses including SOC 121 and at
least two upper division courses taken at
Augsburg College. Students are expected to
have at least a 2.0 GPA in courses counting
toward the minor.
SOC 121
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this possibility.
(Fall, spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
The term family is a universal concept, yet its membership, rituals, and
functions vary dramatically across world cultures and sub-cultures in the
United States. Family systems are explored with respect to cultural and historical settings, variations among families, and the modem cultural and
social patterns.
-Sociology
250
SOC 241
Foundations of Cultural Anthropology
Course objectives include giving students an understanding of anthropological
methods and theories, the concepts of race and culture, an appreciation and
awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems.
SOC 265
Gender, Race, and Ethnicity
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police,
courts, corrections, and criminal policy. (Fall)
SOC 300, 301, 302, 303, 304
Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society. (Prereq.: SOC 121
recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative analysis-be it in an academic journal or a daily newspaper. (Prereq.:
MPG 3 . Fall)
SOC 363
Research Methods
Good research-do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does soceity construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
-
-
Sociology 251
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
Internships and Independent Study Courses:
SOC 199
lnternship
See description on page 87.
SOC 299
Directed Study
See description on page 88.
SOC 399
lnternship
See description on page 87.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andfor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 88. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
SPEECH/COMMUNICATION
AND
THEATRE
ARTS-spc, THR
0
ur quality
- - of life, both personally
and professionally, depends in large part
upon the quality of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major program, preferably by the end of the sophomore year.
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Julie Bolton,
Michael Burden, Darcey Engen, Robert
Groven, Daniel Hanson, David Lapakko,
Deborah Redmond
BACHELOR OF ARTS
Communication Major
12 courses overall--seven required core
courses and five courses within one of
seven emphases. For transfer students, at
least six of these 12 courses must be upper
division courses offered at Augsburg.
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 321 Advanced Public Speaking
or THR 350 Voice for Speech, Stage, and
Screen
or THR 360 Interpretive Reading
SPC 35 1 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226, 227.
Rhetoric Emphasis (Day)
Five additional electives from the following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 120,
230; PSY 325,371; SOC 362,375.
Organizational Communication
Emphasis (Day)
Five additional electives from the following: SPC 329,345,399,495,499; ART
132,225,330; SPC 345; BUS 340,355 or
450; CSC 160; INS 395; PSY 325,371,
373; SOC 265,349,375.
Mass Communication Emphasis (Day)
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,
225,330; ENG 226,241,327,347; POL
342,375; THR 232,325,350,360;
SPOTHR 333.
Public Relations and Advertising
Emphasis (WEC)
Students interested in this emphasis are
strongly urged to take ENG 227
Journalism as part of the major.
Five electives from: ART 132, 224, 225;
BUS 242,252,355; MIS 379; PSY 373;
SOC 349; SPC 345,399,480; POL 342.
Marketing Communications Emphasis
(WEC)
Five electives from: BUS 252, 352,355,
357,450; SPC 399,480; POL 342.
Human Relations Emphasis (WEC)
Five electives from: INS 395; PSY 373,
485; SOC 231,265,349,375; SPC 329,
345,399,480.
Supervisory Management Emphasis
(WEC)
Five electives from: BUS 242, 340, 440;
INS 395; MIS 175,379; PSY 373; SOC 349;
SPC 345,399
For All Seven Emphases
We encourage all majors to participate
in Augsburg's interscholastic forensics program. Day students are required to attend
at least two interscholastic speech tournaments. Registering for and completing SPC
188 (Forensics Practicum) is required to
document participation. Students should
be aware that the tournament season is
essentially from October through midMarch, and should plan schedules accordingly.
All day majors should plan to include
at least one internship (SPC 399) as one of
their electives.
Students may petition the department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Departmental Honors
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Film minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPCITHR Topics 295: 16mm Film
SPCrrHR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRJENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Prospective minors must obtain prior
approval from a communication faculty
adviser.
Communication Arts/Literature
Teacher Licensure Major
This major is only for students who
seek to be licensed in speech or communication arts. Students should consult directly with both the Augsburg speech/communication and education departments. The
course requirements for the new licensure
are listed under the Department of English,
on p. 139.
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111 and 112 for credit, but not both. Fall, spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both.)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
SPC 321
Advanced Public Speaking
This course explores advanced issues in public address including delivery and
performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility The class uses a series of speeches, ranging
from impromptu speaking and persuasion to job i n t e ~ e w i n gand sales presentations, in order to hone students' speaking skills. (Prereq.: SPC 111 or
112)
SPC 329
lntercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code syst e m . (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken
concurrently with THR 333. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
SPC 348
Broadcast Production I1
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives. (Prereq.: SPC
111 or consent of instructor. Fall)
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Prereq.: SPC 111
or consent of instructor. Spring)
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. (Fall, spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
SPC 410
The Self and the Organization
Understanding through 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. Collateral readings, open dialogue, and individual projects. (WEC only)
SPC 480
Public Relations/PromotionaI Communication
Public relations in the modem world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
SPC 199
-
lnternship
See description on page 87.
SPC 299
Directed Study
See description on page 88.
SPC 399
lnternship
See description on page 87.
SPC 499
Independent Study/Research
See description on page 88.
See department listings for the following approved electives:
ART 132
ART 224
ART 225
ART 330
BUS 242
BUS 252
BUS 340
BUS 352
BUS 355
BUS 440
BUS 450
CSC 160
ENG 226
ENC 241
ENG 347
INS 395
MIS 379
PHI 120
POL 342
POL 375
PSY 325
PSY 371
PSY 373
PSY 485
SOC 231
SOC 265
SOC 349
SOC 362
SOC 375
THR 232
THR 325
THR 350
THR 360
I HEATRE ARTS-THR
T
he study of theatre is finnly grounded
in the liberal arts, integrating kno&ledege
and principles from many academic and
artistic disciplines, including speechlcommunication, art, music, history, English,
literature, business, philosophy, and religion. Both the cumculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modem, contemporary, and multicultural theatre.
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, education, business, communication, and jour-
nalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speech/communication, art,
English, education, music, or religion.
BACHELOR OF ARTS
Theatre Arts Major
Ten courses overall-eight required core
courses and two courses chosen from THR
electives.
Eight core courses:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 245 Introduction to Asian and
Asian American Theatre
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism
I1
THR 366 Stage Direction I
Two electives from:
THR 116 Creative Drama
THR 350 Voice for Speech, Stage, and
Screen
THR 360 Interpretive Reading
THR 365 Advanced Acting
The following cross listed and capstone
courses are encouraged, but not required:
THRJMUS235 Introduction to Music
Theatre Performance
THRlENG 325 Playwriting
THRISPC 333 Acting for the Camera
THR 399 Internship
THR 499 Independent Study
Students may take a maximum of 13
credits in the major.
-
158 Theatre Arts
Ten experiential learning units in three
or more of the following areas: performance (three required), artistic (one
required), and production (four required).
Unless you are a transfer student, all
six core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222, 232; sophomores: THR 228, 245,361,
362; juniors: THR 325, 328, 350,360,361,
365; seniors THR 365, 366.
Note: Several courses are offered alternate years only. Thirteen theatre courses
are allowed toward graduation.
A capstone course, such as an internship, is encouraged, but not required. THR
002, 003, 004, or 005 is recommended to
fulfill lifetime sports requirements.
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Departmental Honors
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent project of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take a minimum of three
Augsburg upper division theatre arts
courses.
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five experiential learning units in the following areas: performance (two required),
artistic (one required), and production
(two required).
Film Minor
Six courses including:
ENG 241 Introduction to Cinema Art
SPC/THR Topics 295: 16mm Film
SPC/THR Topics 295: Contemporary
Issues in Film
SPC 343 Broadcast Production I
THRISPC 333 Acting for Camera
Plus one of the following:
SPCrrHR Topics 295: Screenwriting
THRIENG 325 Playwriting
THR 328 Stage Design
SPC 347 Documentary Video
SPC 348 Broadcast Production I1
THR 366 Stage Direction
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
-
Theatre Arts 25!
Dance and Theatre Teacher Licensure
Major
The State of Minnesota has changed the
licensing requirements for teachers who
seek to be licensed in theatre. At publication of this catalog, the Theatre Arts
Program is in the process of seeking
approval of a dance and theatre teacher
licensure major with a theatre specialization. Students should consult directly with
both the Augsburg Theatre Arts Program
and the education department.
THRIHPE 002, 003 Lifetime Sports-Introduction
to Dance
(.O course)
This course offers an overview of various exercises and gives an introduction
to a variety of movement styles, cultures of dance, and stretches. Each class
includes a rigorous, physical warm-up, mixing yoga, pilates, and modem
dance.
THRIHPE 004, 005 Lifetime Sports-Modern
(.O course)
Dance and Improvisation
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THRlHPE 002, 00, or instructor's permission.
NOTE: Students are allowed to use only one of THRIHPE 002, 003,004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama
A study of theatrical movement, voice, mime, mask, acting with an emphasis
on active participation and reflective writing. (Fall)
THR 222
Introduction to Theatre
An introduction to dramatic art including major historical periods, plays,
artists; dramatic structure; basic concepts and techniques of the play production process. Students attend and review stage productions. (Fall)
THR 228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open to all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to scene and character
study in American drama. Students attend and review live productions. (Spring)
THR 245
lntroduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories, and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
-
!60 Theatre Arts
THR 325/ENC 325 Playwriting
An introductory course in writing for theatre. Students will learn the basics of
dramatic structure, methods of script analysis and techniques for the development of playscripts from idea to finished product. (Prereq.: ENG 111 and one
literature course. ENG 226 also recommended. Fall: alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
THR 333/SPC 333 Acting for Camera
An exploration of acting principles and techniques as applied to video and
film. Since the art of acting enhances skills for on-camera effectiveness, actual
TV drama scripts, commercials, and others will be used for video performance;
should be taken concurrently with SPC 343.
THR 350
Voice for Speech, Stage, and Screen
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Fall)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small
and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111. Fall or spring: alternate years)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Fall or spring: alternate years)
THR 365
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neoclassicism,Restoration comedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or Spring)
-
Theatre Arts 26'
THR 366
Stage Direction
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, or 362, or 328, or consent of instructor. Spring)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
lnternship
See description on page 87.
THR 299
Directed Study
See description on page 88.
THR 399
lnternship
See description on page 87.
Independent StudyIResearch
See description on page 88.
See Metro-Urban Studies listing under Interdisciplinary Studies.
T
he Women's Studies Program provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
Program with 'Ourse offerings at Augsburg
College, Hamline University the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not
On gender, but also
that race, class, and sexual identity are crucia1 aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study
Women's Studies Faculty
Jacqueline deVries (Coordinator), Kristin
M. Anderson, Grace B. Dyrud, Doug
Green, Milda Hedblom, Lynne Lorenzen,
Patty Murphy, Beverly J. Nilsson, Norma
Noonan, Michael O'Neal, Timothy Pippert,
Beverly J. Stratton, James Vela-McConnell
Major
Ten courses that must include WST 201
Foundations in
Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
studies courses, and should
include at least two courses in the social
sciences, two in the humanities, and one in
cross-cultural studies. At least three tourses must be upper division courses.
Students may take courses at any of the
colleges participating in the
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Both majors and minors are encouraged
to participate in one of the gender-focused
semester study abroad programs offered
through Augsburg's Center for Global
Education. Two programs have been prestudy credit:
approved for
Crossing Borders: Gender and Social
Change in Mesoamerica (offered fall
semester) and Gender and the
Environment: Latin American Perspectives
(offered spring semester).
Minor
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies program
coordinator.
-
Women's Studies 26:
WST 201
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
WST 205
lntroduction to Cay and Lesbian Studies
This course will introduce students to basic issues surrounding sexual orientation in contemporary U.S. culture, including sexual identity, life experiences of
gayAesbianhisexuaVtransgender (glbt) persons, homophobia, and heterosexism. Students will visit Twin Cities agencies and participate in an immersion
experience. (Lab fee: $50)
WST 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Crossing Borders: Gender and Social Change in
Mesoamerica.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 405
lntroduction to Cay and Lesbian Studies
(See description for WST 205)
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 87.
WST 299
Directed Study
See description on page 88.
WST 399
lnternship
See description on page 87
jd BOARD OF KECENTS
Chair
Kathryn H. Tunheim
Secretary
Ruth E. Johnson '74
Vice Chair
Norman R. Hagfors
Treasurer
Glen E. Person '47
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, Minn.
*Jackie Cherryhomes '76 (2004)
President, Minneapolis City Council,
Minneapolis, Minn.
Rev. Roger C. Eigenfeld (2000)
Senior Pastor, St. Andrew's Lutheran
Church, Mahtomedi, Minn.
*Tracy Lynn Elftmann '81 (2002)
Owner, Customized Employer Solutions,
Edina, Minn.
*H. Theodore Grindal'76 (2002)
Attorneypartner, Lockridge Grindal
Nauen 65 Holstein P.L.L.P., Minneapolis,
Minn.
Norman R. Hagfors (2001)
President, Norsen, Inc., Minneapolis,
Minn.
*Dr. Ruth E. Johnson '74 (2000)
Assistant Professor of Medicine, Mayo
Clinic; Director, Mayo Breast Clinic,
Rochester, Minn.
Dean C. Koppemd (2004)
Chief Executive Officer, Fortis Financial
Group, Woodbury, Minn.
David J. Larson (2002)
Sr. Vice President, Secretary and General
Counsel, Lutheran Brotherhood,
Minneapolis, Minn.
Gloria C. Lewis (2005)
Director, Violence Prevention Programs,
Chicago Department of Health, Chicago,
Ill.
Rev. Jose Antoinio Machado (2004)
Pastor, Todos Los Santos Congregation,
Minneapolis, Minn.
James E. Haglund (2000)
President/Owner, Central Container
Corporation, Minneapolis, Minn.
*Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis,
Minn.
*Rev. Mark S. Hanson '68 ex officio(2002)
Bishop, Saint Paul Area Synod ECLA, St.
Paul, Minn.
*Ronald G. Nelson '68 (2002)
Vice President and Controller, 3M
Company, St. Paul, Minn.
Beverly Thompson Hatlen (2005)
Board Chair, Minnesota Life College;
President, Hatlen Foundation, Richfield,
Minn.
Rev. Glenn W. Nycklemoe ex officio
(2002)
Bishop, Southeastern Minnesota Synod
ELCA, Rochester, Minn.
Allen A. Housh (2001)
Business Consultant and President, A.A.
Housh and Associates, Edina, Minn.
Ronald J. Peltier (2004)
President and CEO, Edina Realty Home
Services, Edina, Minn.
-
Board of Regents 26
*Glen E. Person '47 (2005)
Retired Businessman, Eden Prairie, Minn.
*P. Dawn Taylor '78 (2002)
Des Moines, Iowa
Wayne G. Popham (2000)
Senior Attorney, Hinshaw & Culbertson,
Minneapolis, Minn.
Michael W. Thompson (2001)
Realtor, Edina Realty Inc., Edina, Minn.
Curtis A. Sampson (2001)
President and CEO, Communications
Systems, Hector, Minn.
Glen J. Skovholt (2000)
President, Skovholt.com Government and
Community Affairs Consultants, St. Paul,
Minn.
Kathryn H. Tunheim (2004)
President, Tunheim Santrizos Company,
Minneapolis, Minn.
*Joan L. Volz '68 (2000)
Welch, Minn.
May Ka-Yee Yue (2000)
President and CEO, Sky BioHealth
Solutions, Inc., Eden Prairie, Minn.
*Jean M. Taylor '85 (2000)
Vice President, Development, Taylor
Corporation, Eagan, Minn.
DIVISION
FOR HIGHER
EDUCATION AND SCHOOLS
THEEVANGELICALLUTHERANCHURCH
IN AMERICA
(ELCA)
Chair, Board of Directors
The Rev. John G. Andreasen
Vice-Chair, Board of Directors
Donna Coursey
Secretary, Board of Directors
Dr. Dean Baldwin
Executive Director
Dr. W. Robert Sorensen
Director for Administration and
Planning
Sue Rothmeyer
Director for Colleges and Universities
Dr. Arne Selbyg
Asst. Director for Colleges and
Universities
Dr. Cheryl Chatman
AND
Beginning year of service offaculty is indicated with parenthesis.
Officers of the College
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Richard S. Adamson (1989). Vice President for Finance and Administration. B.A.,
University of St. Thomas; Certified Public Accountant.
Earl R. Alton (1960). Interim Vice President for Academic and Learning S e ~ c e and
s Dean
of the College. Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D.,
University of Michigan.
Ida B. Simon (1998). Vice President for Advancement and Community Relations. B.A.,
Lincoln University; M.Ed., University of Illinois, Urbana; M.Div., Union
Theological Seminary.
Rick J. Smith (1998). Vice President for Admissions and Enrollment. B.A., St. Olaf College;
M.P.A., Hamline University; M.B.A., University of Chicago.
Administration
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Lany J. Crockett (1985). Interim Associate Dean of Faculty Affairs. Professor of Computer
Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological
Seminary; Ph.D., University of Minnesota.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Ann L. Gamey (1998). Associate Dean of Students. B.A., College of St. Catherine;
M.A., Loyola University; J.D., University of Minnesota.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Herald A. Johnson (1968). Director, Financial Aid. B.A., Augsburg College.
Benjamin G. Kent (1996). Director, Academic Advising, Academic Advising Center.
B.A., University of Wisconsin-Madison; M.S., University of Oregon.
Ann M. Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens
Point; M.S., Ohio University.
William M. Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College.
Regina McGoff (1992). Interim Director, Center for Global Education. B.S., University of
Minnesota; M.B.A., University of St. Thomas.
Donna D. McLean (1985). Director, Alumni and Parent Relations. B.A., University of
Minnesota.
-
Augsburg College Faculty 2C
Marie 0. McNeff (1968). Academic Master Planner. Professor of Education. B.S., M.Ed.,
Ed.D., University of Nebraska.
Arthur H. Meadowcroft (1985). Director, Facilities Management Services. B.S., University
of Minnesota.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
Barbara E Nagle (1998). Director, Public Relations and Communication. B.S., Ohio
University.
Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A.,
University of Minnesota.
Julie A. Olson (1991). Director, Enrollment and Financial S e ~ c e Center.
s
B.A., Augsburg
College.
Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; M.S., Mankato State University
John S. Schrnit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee.
Lora F! Steil (1994). Director, Human Resources. B.A., University of St. Thomas.
Richard J. Thoni (1972). Assistant to the President. B.A., St. Olaf College; Ph.D.,
University of Minnesota.
Donald M. Warren (1978). Director, Academic Enrichment. B.A., M.A., University of
Minnesota.
David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Virginia I! Allery (1993). Associate Professor of Education. Director of American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D.,
University of Minnesota.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Sheldon M. Anderson (1988). Visiting Associate Professor of History. B.A., Augsburg
College; M.A., College of St. Thomas; Ph.D., University of Minnesota.
Tmdi J. Anderson (1990). Studio ArtistRlute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University
-
70 Augsburg College Faculty
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestern Seminary; Ph.D., University of Minnesota.
B
Karen G. Ballen (1998). Assistant Professor of Biology. B.A., Kalamazoo College; Ph.D.,
University of Minnesota.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Mary Ann Bayless (1990). On Leave. Associate Professor of Education. B.S., University of
Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota.
Aroti G. Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A.,
Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles
School of Physical Therapy; Ph.D., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, 111 (1992). Associate Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Bradley G. Board (1999). Instructor, part-time, Education. B.A., Augsburg College; M.Ed.,
University of Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.EA., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.EA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech/Communication, and Theatre Arts. B.S.,
M.EA., University of Minnesota.
Lois A. Bosch (1997). Director, Master of Social Work Program. Assistant Professor of
Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D.,
University of Illinois at Urbana-Champaign.
Christine A. Bosquez-Herman (1999). Assistant Professor of Physician Assistant Studies.
A.N., College of St. Catherine; B.H.S., Wichita State University; M.l?A.S.,
University of Nebraska.
Nora M. Braun (1997). Assistant Professor of Business Administration1Accounting/ MIS.
B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
-
Augsburg College Faculty 27
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eric L. Buffalohead (1997). Assistant Professor of Sociology/American Indian Studies. B.A.,
M.A., University of Minnesota.
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S.,
University of Wisconsin-Madison.
Susan K. Bullerdick (1999). Assistant Professor of Social Work. B.A., M.S.W., Michigan
State University; Ph.D., University of Minnesota.
Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; MIA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business
Administration/Accounting/MIS.B.A., University of Minnesota; M.A., Hamline
University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., S.U.N.Y.-Albany;
M.S., University of Illinois at Urbana; Ph.D., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Harnline University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; MIA., Minneapolis College of Art and Design.
C. Lee Clarke (2000). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of
St. Thomas.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College. M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University
Robert J. Cowgill (1991). Instructor, part-time, English and SpeecWCommunication and
Theatre Arts. B.A., M.A., Ph.D., University of Minnesota.
' 2 Augsburg College Faculty
-
D
Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St.
Catherine; M.EA., Vermont College; Ph.D., The Union Institute.
Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Donna K. DeGracia (1998). Instructor, part-time, Physician Assistant Studies. B.A., Ohio
State University; PA., Bowman Gray School of Medicine.
Mary K. Devitt (1999). Instructor, part-time, Psychology. B.S., M.A., Ph.D., University of
North Dakota.
Jacqueline R. devries (1994). Assistant Professor of History. Director of Women's Studies.
B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State
University; Ph.D., University of California-Berkeley
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College.
Suzanne I. Doree (1989). Associate Professor of Mathematics. B.A., University of
Delaware; M.A., Ph.D., University of Wisconsin-Madison.
Sally Gibson Dorer (1998). Studio ArtistICello, part-time, Music. B.M., New England
Conservatory of Music.
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Anthony J. Dunlop (1998). Assistant Professor of Mathematics. B.A., Bard College.
Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Nancy Edwards (1997). Instructor, part-time, Sociology. B.A., Indiana University; M.A.,
University of Minnesota.
Ruth C . Enestvedt (1999). Instructor, part-time, Nursing. B.S.N., St. Olaf College; M.S.,
Ph.D., University of Minnesota
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Darcey Engen (1997). Assistant Professor of Speech/Communication and Theatre Arts.
B.A., Augsburg College; M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University
-
Augsburg College Faculty 27:
Lynn M. Erickson (1991). Studio ArtistTTrumpet, part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Mindy S. Eschedor (1999). Studio Artisth'iano, part-time, Music. B.EA., B.A., Central
Michigan University; M.M., University of Minnesota.
Mary L. Ewert-Knodell (1998). Instructor, part-time, Health and Physical Education. B.S.,
M.A., Mankato State University.
F
Heidi M.' Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Richard M. Flint (1999). Instructor, part-time, Mathematics. B.A., St. Olaf College; M.S.,
Iowa State University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Momingside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Mathew R. Foss (1988). Instructor, part-time, Mathematics. B.S., M.A., Northeast Missouri
State University.
Karen B. Franzmeier (1993). Instructor, part-time, Education. B.A., Concordia CollegeMoorhead; M.A., University of Minnesota.
Janet Gottschall Fried (1998). Studio ArtistNoice, part-time, Music. B.M., Aquinas
College.
Philip A. Fried (1999). Instructor, part-time, Music. B.M., M.A., Queens College; Ph.D.,
University of Chicago.
Mark L. Fuehrer (1969). Professor of Philosophy B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
Anne C. Garcia-Romero (1999). Instructor, part-time, Speech, Communication and
Theatre Arts. A.B., Occidental College; M.EA., Yale University.
Meny Beth Gay (1998). Assistant Professor, part-time, Nursing. A.L.A., Bethel College;
A.N., Anoka Ramsey Community College; B.S., Metropolitan State University;
M.S., University of Colorado.
Annette M. Gerten (1997). Instructor, part-time, Social Work. B.A., College of St.
Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistfClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
114
Augsburg college Faculty
7
Linda J. Gesling (1999). Instructor, part-time, Religion. B.A., Augustana College; M.Div.,
Ph.D., Northwestern University - Garrett-Evangelical Theological Seminary.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., St. Olaf College; J.D., William Mitchell College of Law.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies.
B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate
School.
Walter L. Goodwin (2000). Instructor, part-time, Education. B.S., Morgan State University;
M.A., Kean College; Ph.D., University of Minnesota.
Mark A. Granquist (1988, 1999). Instructor, part-time, Religion. B.A., St. Olaf College;
M.Div., Yale University; Ph.D., University of Chicago.
Paul H. Grauer (1979). Men's Athletic Director, Instructor of Health and Physical
Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of
Nebraska; M.A., Ph.D., University of Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Bradley L. Greenwald (1998). Studio ArtistNoice, part-time, Music. Music studies at the
University of Minnesota.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Haward University.
Robert C. Groven (1997). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; MIA.,
University of Minnesota.
Satya F! Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
-
Augsburg College Faculty 27
H
Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/
AccountinghlIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University,
Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas.
Lori Brandt Hale (1998). Instructor, part-time, Religion. B.A., University of Iowa; M.A.,
University of Chicago.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Instructor of Speech/Communication and Theatre Arts. B.A.,
Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
Philip L. Harder (2000). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., University of Wisconsin-Eau Claire.
M. Anaam Hashrni (1990). Instructor, part-time, Business Administration1Accounting/
MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, M.B.A, Ball
State University; D.B.A., Kent State University.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Warren E. Hawkins (1999). Instructor, part-time, Computer Science. Two B.A. degrees,
Augsburg College; M.B.A., University of St. Thomas.
Robert G . Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Rebecca E. Hegstad (1998). Instructor, part-time, Modem Languages. B.A., Luther College;
M.A., University of Wisconsin.
Mark D. Henderson (1999). Instructor, part-time, Music. B.A., North Texas State
University; M.M., University of Minnesota.
Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Harlan A. Hewitt (1998). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University; M.A., University of Illinois; D.A., Idaho State University.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; MIA.,
University of Iowa.
76 Augsburg College Faculty
Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University
James M. Honsvall (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.S., Bemidji State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/
Accounting /MIS. B.A., M.B.E., University of Minnesota.
Sumin Hsieh (1999). Assistant Professor Social Work. B.A., M.A., Tunghai University,
Taiwan; Ph.D., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Steven C . Huchendorf (1999). Assistant Professor, part-time, Economics. B.A., St. Cloud
State University; M.S., D.A., Illinois State University.
Debra K. Huntley (1998). Instructor, part-time, Psychology. B.A., University of Minnesota;
M.A., Ph.D., University of Houston.
I
Louis J. Iacovo, Jr. (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Notre Dame; M.S., University of Wisconsin; M.A., New York
University; M.B.A., Harvard Business School.
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Marc D. Isaacson(l998). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute.
J
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North
Dakota; M.A.Ed., Hamline University.
Rolf A. Jacobson (2000). Assistant Professor of Religion. B.A., University of St. Thomas;
M.Div., Luther Seminary.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Anne M. Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Kathleen A. Johnson (1999). Instructor, part-time, Education. B.S., University of
Wisconsin-Eau Claire; M.S., Mankato State University.
Martha B. Johnson (1988). Associate Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
David R. Jones (1995). Instructor, part-time, Business Administration /Accounting /MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College.
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Augsburg College Faculty 27:
K
Arnin E. Kader (1974). Associate Professor of Business Administration/ Accounting1MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Gerald T. Kaminski (1994). Instructor, part-time, Business
Administration/Accounting/MIS.B.S., M.S., Case Western Reserve; M.B.A.,
College of St. Thomas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/ Accounting
/MIS. B.A., University of California; J.D., University of Minnesota.
Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota.
Manuel E. Kaplan (1995). Consulting Memcal Director, Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
Ashok K. Kapoor (1998). Assistant Professor of Business Administration/Accounting/MIS.
B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D.,
Temple University.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Dino G. Kasdagly (1999). Instructor, part-time, Business Administration/Accounting/MIS.
A.S., Nonvalk State Technical College; B.S., M.S., University of Louisville; M.B.A.,
University of Minnesota.
Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
W. James Kattke (1999). Assistant Professor of Business Adminismation/Accounting/MIS.
B.A., Augustana College; M.B.A., University of South Dakota; M.S., Rensselaer
Polytechnic Institute.
Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University
of Maryland; J.D., University of Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School
of Medicine.
Hazel K. (Kathy) Kienzle (1999). Studio Artistmarp, part-time, Music. B.M., The Juilliard
School; M.M., University of Arizona.
Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Elizabeth P: Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies.
B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International
Studies.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
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!78 Augsburg College Faculty
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Xavier J. Knight (1998). Instructor, part-time, Computer Science. B.A., Metropolitan State
University; M.A., M.S., St. Mary's University of Minnesota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Ruth A. Krueger (2000). Instructor, part-time, Social Work. B.S., M.A., University of
Minnesota; D.P.A., University of Southern California.
Thomas L. Kuhlrnan (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., M.B.T., M.B.A., University of Minnesota.
Jane M. Kuhn (1998). Instructor, part-time, Business Administration/Accounting/MIS.B.S.,
M.S., North Dakota State University; M.B.A., Moorhead State University.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
L
Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS.
B.A. Michigan State University; M.A., University of Michigan; M.B.A., University
of Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., Macalester College; M.A., Ph.D., University of Minnesota.
Roger A. Larson (1999). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., St. Cloud State University.
Caroline M. Lemen (1991). Studio Artistfirench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University
Kathleen J. Lenzmeier (1999). Assistant Professor of Education. B.A., Kearney State
College; M.A., Mankato State University.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; MS.,
University of Minnesota; Ph.D., University of Utah.
Dallas H. Liddle (1999). Assistant Professor of English. B.A., Grinnell College; Ph.D.,
University of Iowa.
Lynn Lindow (1985). Assistant Professor of Education. B.S., Mankato State University;
M.S., North Dakota State University.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
C.Q.S.W., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS.
B.A., M.B.A., Ph.D., University of Minnesota.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
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Augsburg College Faculty 275
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., PA. Certification, University of Colorado
Health Science Center.
Steven F! Lund 1982). Studio ArtisttTrombone, part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
M
Margaret H. Madson (1999). Instructor, part-time, Honors Program. B.A., St. Olaf College;
M.Div., Th.D., Luther Seminary.
Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
Esther G . McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota.
Jane C. Melton (1999). Instructor, part-time, Modem Languages. B.A., Lindenwood
College; M.A., Tulane University.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS.
B.A., University of Tunis; M.A., Ph.D., University of Minnesota.
Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Augsburg College; M.B.A., Northern Arizona University.
Diane M. Mikkelson (1997). Instructor, part-time, Modern Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/ Accounting
/MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
Idella S. Moberg (1997). Instructor, part-time, Religion. B.S., Concordia College-St. Paul;
M.S., St. John's University.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas E Morgan (1983). Assistant to the President. Professor of Business
Administration/Accounting/MIS.B.S., Juniata College; M.B.A., University of
Denver; M.S., University of Oregon; Ph.D., University of Minnesota.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Patricia A. Murphy (1991). Assistant Professor of Health and Physical Education. B.S.,
M.S., Mankato State University.
Augsburg College Faculty
N
Susan K. Nash (1998). Assistant Professor, part-time, Nursing. B.S.N., M.S.N., University
of Minnesota.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Capper E. Nichols (1999). Instructor, part-time, English. B.A., M.A., San Diego State
University; Ph.D., University of Minnesota.
Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High
School (music concentration); private study.
Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of
Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana
University.
0
Celeste M. O'Brien (1975). Studio ArtistPiano, part-time, Music. B.A., Hamline University.
Robert L. O'Connor (1999). Instructor, part-time, Social Work. B.S., St. John's University;
M.S.W., Augsburg College.
Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.D., Syracuse University.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Wayne L. Olhoft (1993). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Metropolitan State University, St. Paul, MN; M.B.A., University of
Minnesota.
Sandra L. Olrnsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992). Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin-Eau Claire; M.M., Eastrnan School of Music.
P
Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business
Administration/Accounting/MIS.B.A., M.A., Central School for Planning and
Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
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Augsburg College Faculty 28
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1989). Instructor, part-time, Master of Arts in Leadership. B.A., St.
Olaf College; M.A., Lone Mountain College (of University of San Francisco).
Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William A. Perkins (1995). Instructor, part-time, Business Administration
/Accounting/MIS. B.S., University of Detroit.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; MS., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Phu Tai Phan (1998). Instructor of Social Work. B.A., M.S.W., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Timothy D. Pippert (1999). Assistant Professor of Sociology. B.A., M.A., Ph.D., University
of Nebraska-Lincoln.
Q
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Ph.D., Luther Seminary.
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas at Austin.
Karl l? Raschke (1999). Instructor, part-time, Art. B.A., MIA., University of Minnesota.
0.Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., D.M.A.,
University of Minnesota.
Deborah L. Redmond(l981). Assistant Professor of Speech, Communication, and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Kathy J. Reinhardt (1997). Instructor of Modem Languages. M.A., Middlebury College.
82 Augsburg College Faculty
Frances M. Reisner (1999). Instructor, part-time, Mathematics. B.S., University of
Wisconsin-Lacrosse; M.S., Winona State University.
Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of
Minnesota; M.A., Ph.D., University of California-Berkeley
Nan T. Reese Rivers (2000). Instructor, part-time, Psychology. B.A., Augsburg College;
PsyD., Minnesota School of Professional Psychology.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
M. Bridget Robinson-Riegler (1994). Assistant Professor of Psychology. B.S., Indiana
University; M.S., Ph.D., Purdue University.
Glenda Dewberry Rooney (1992). Associate Professor of Social Work. B.S., University of
North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Moira W. Runganadhan (2000). Instructor, part-time, Education. B.T., B.S., University of
Madras; M.Ed., University of Minnesota; Ed.D., University of St. Thomas.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS.
B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
Bruce D. Schleuter (1999). Instructor, part-time, Mathematics. B.S., M.S., St. Cloud State
University
John S. Schmit (1990). Associate Professor of English. Weekend College Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., The University of
Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Edward J. Schoenfeld (1999). Instructor, part-time, History. B.A., Marquette University;
M.A., University of Wisconsin-Milwaukee.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M I A , University of Minnesota.
David G. Schwain (1995). Instructor, part-time, Business Administration /Accounting
/MIS. B.B.A., University of Cincinnati; M.B.A., Harvard University
Kathryn A. Schwalbe (1991). Associate Professor of Business Administration /Accounting
/MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D.,
University of Minnesota.
Christopher L. Schwartz (1999). Assistant Professor of Mathematics. B.S., M.S., Oregon
State University; Ph.D., University of Minnesota.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Gregg S. Shadduck (1998). Instructor, part-time, Computer Science. B.A., University of
Minnesota.
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Augsburg College Faculty 28'
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Peter S. Shea (2000). Instructor, part-time, Philosophy B.A., Macalester College.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W,
Ph.D., University of Nebraska.
David M. Smith (1999). Instructor, part-time, Business Administration/Accounting/MIS.
B.S.B., University of Minnesota; M.B.A., University of Wisconsin-Madison.
Sheilah I! Smith (1999). Instructor, part-time, Education. B.S., M.Ed., Wayne State
University.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W, University of Minnesota.
Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota..
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W, Columbia University
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John I? Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Linda Lee Stevens (1999). Instructor, part-time, Education. B.A., University of Northern
Colorado; MS., Mankato State University.
Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting /MIS.
B.S., M.S., Long Island University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., Th.D., Luther Seminaly.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Karen T. Sutherland (1999). Associate Professor of Computer Science. A.B., Augustana
College; two M.S. degrees, Ph.D., University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Maryann Syers-McNairy (1998). Assistant Professor of Social Work. B.A., Arizona State
University; M.S.W., Ph.D., University of Minnesota.
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:84 Augsburg College Faculty
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Joan E. Thompson (1997). Assistant Professor of English. B.A., Fort Lewis College; M.A.,
Ph.D., University of Minnesota.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
U-v
Joseph B. Underhill-Cady (1998). Assistant Professor of Political Science. B.A., University
of California-Berkeley; M.A., San Francisco State University; Ph.D., University of
Michigan.
James A. Vela-McComell (1997). Assistant Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine;M.A., Ph.D., University of Minnesota.
W
Donald M. Warren (1978). Instructor, part-time, Introduction to Liberal Arts. Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., B.L., J.D., University of Pittsburgh.
Charee M. Watters (1990). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A.,
College of St. Thomas.
Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina.
Jennifer A. Wenner (1999). Assistant Professor of Psychology. B.A., University of St.
Thomas; Ph.D., University of Minnesota.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.EA., M.S.W.,
University of Pennsylvania.
Michael S. Wilson (1996). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., University of St. Thomas; M.B.A., University of Minnesota.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
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Augsburg College Faculty 281
J. Ambrose Wolf (1999). Assistant Professor of Physics. B.S., M.S., University of Muenster;
Ph.D., University of Cologne and KFA-Julich, Germany.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration /Accounting
/MIS. B.A., Calvin College; M.B.A., Western Michigan University.
X-Y-z
- kACULTY
z86
Ruth L. Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary, New York.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Dr. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre
Arts. B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University;
M.S.W., University of Minnesota.
Carl H. Chrislock. Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College;
M.A., Rockford College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., MS., University of
Minnesota.
Jeny Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., MS., Polytechnic Institute of
Brooklyn; Ph.D., New York University
Katherine Hennig. Artist-in-ResidenceEmerita of Music. M.A., University of Minnesota.
-
Faculty Emeriti 287
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A. University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
James D. Johnson. Professor Emeritus of Music. M.S., The Juilliard School; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., Smith College;
M.A., Columbia University; M.A., University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University
of Michigan; Ph.D., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University of
Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College-Moorhead;M.EA.,
University of Iowa.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Butler Place
-Interstate
94 West
Interstate 94 East
College Map Information
1. Admissions Weekday Program
2. Air Structure Entrance (November through March)
3. Anderson-Nelson Athletic Field and Seasonal Air
Structure
4. Christensen Center (Information Desk)
5. East Hall
6. Faculty Guest House
7. Foss, Lobeck, Miles Center for Worship, Drama
and Comunication (Tjornhom-Nelson Theatre,
Hoversten Chapel)
8. George Sverdrup Hall
9. Husby-Strommen Tennis Courts
10. Ice Arena
11. Jeroy C. Carlson Alumni Center
12. Lindell Library
13. Maintenance and Grounds Shop
14. Mortensen Hall
15. Murphy Place
16. Murphy Square
17. Music Hall
18. New Residence Hall
-3
k~isabilivX
=
\
=
19. Old Maln
20 Oscar Anderson Hall
21. Public
& Communications
22. Quad
23. Science Hall
24. Security Dispatch Center
25. Shipping and Receiving
26. Si Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. Urness Hall
Parking Lots
A. Adm~ssionslFacultylStafiParking
B. FacultylStafflCommuteriResident Parking
C. FacultylStaff Parking
D. FacultylStafflCommuter Parking
E. Commuter Parklng
F. Resident Parking
G. Visitor Parking
H. Fairview-University Parking Ramp(pay parking available)'
- CAMPUS LOCATION
5
5
$
4 MINNEAPOLIS
9.
0
-
?-
ST. PAUL b
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at Zlst Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. Pay
parking is available at the FairviewUniversity Medical Center across
Riverside Avenue. For major events on
campus during evenings and weekends,
parking is also available in the facultylstaff
and commuter lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at Zlst Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 21st Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue, turn left at 2lst Avenue South.
92 INDEX
A
About Augsburg 10, 18
Academic Advising Center 54
Academic Calendar 4-7, 52
Academic Divisions 55
Academic Information 51
Academic lnternships 63
Academic Policies and Procedures 66
Academic Progress, Probation and
Dismissal 82
Academic and Learning Services 44
Academic Skills Center 44
Accessibility 18
Accounting 100, 106-108
Accreditation and Memberships 11, 17, 18
Activities 42
Admissions 14, 20-24
Administrative Officers of the College 268
Advanced Placement Program Test (AP) 80
Advanced Transfer Students 73
African American Student Services (see
Pan-Afrikan Student Services) 46
Air Structure 43
Alumni Center 14
American Indian Studies 157-158
American Indian Student Services 45
American Sign Language 181
AmeriCorp Scholarship 32
Anderson Hall 14, 49
Anderson-Nelson Athletic Field 14
Anishinabe Library Project 46
Application Procedures 20, 31
Art 89-93
Art History 89-90, 92
Asian American Student Services (see Pan
Asian Student Services) 46
Asian Studies (see East Asian Studies) 122-123
Assessment of Previous Learning (APL)
Program 79
Associated Colleges of the Twin Cities
(ACTC) 59
Associated Support Organizations 16
Athletic Affiliation 18
Athletic Training Internship 147
Athletics 43
Audit Fee 26
Auditing Courses 79
Augsburg Echo 43
Augsburg Seminar 54, 72, 94
Augsburgian, The 43
B
Biology 95-99
Board of Regents 266-267
Books and Supplies 27
Business Administration 100-105
Business Administration and
Economics Major 102, 125
C
Calendar 4-7, 52
Campus Location 13, 18, 289-290
Campus Map 289-290
Campus Ministry 42
Campus Tours 20
Canadian Program 66
Career Services 65
Carlson (Jeroy C. Carlson) Alumni Center 14
Center for Global Education 15, 61, 165-166
Center for Global Education Courses 61-62,
167-171
Center for Learning and Adaptive Student
Services (CLASS) 44
Center for Service, Work, and Learning 63
Chemistry 112-1 16
Chinese 181
Chapel 14,42
Choir 43, 194, 201
Christensen Center 14
Class Confirmation 70
Class Schedule 86
Classification (Class Year) 79
Coaching Endorsement 147
College Costs 2000-01 26
College Level Examination Program
(CLEP) 80
College of the Third Age 66
Commencement 83
Commons 49
Communication 252-256
Communication ArtsILiterature Teaching
Maior 139
comr;lunitY and Public Service
Scholarships 33
Community lnternships in Latin
America 62, 172
Community Service-Learning 64
Computational Economics 118
Computational Philosophy 118, 209
Computer Resources 53
Computer Science 11 7-121
Concert Band 43, 194, 201
Continuing Education Program 66
Cooperative Education 64
Costs 26
Counseling 47
Counseling and Health Promotion 47
Course Descriptions 85-264
Credits 86
Crime and Community Concentration
(Sociology) 248
Index 293
D
Dean's List 82
Degrees Offered 18, 52
Departmental Comprehensive Exams 80
Departments and Programs 85-264
Deposits 27, 46
Development 8
Directory 8
Disabled Student Program 44
Dismissal 82
Discrimination Complaints 50
Divisions and Departments 55
Dormitories 14, 27, 48
Dual Degree Programs 57, 136-137
E
Early Admission of Freshmen 21
East Asian Studies 122-123
East European Studies 240-241
East Hall 14
Echo 43
Economics 124-128
Economics/Business Admin. Major 125, 102
Economics/Political Science Teaching Major
224, 125
Education 129-135
Education for Service 11
Elementary Education 130-131, 133
Employment 35
Engineering 136-137
English 138-144
English as a Second Language (ESL)
Program 81
English Placement Test 140
Enrollment 18
Enrollment and Financial Services Center 67
Enrollment Deposit 27
Ensembles 194, 201
Entry-level Skills 72
Ethnic Studies 158
Evaluation and Grading 77
Evangelical Lutheran Church in America
(ELCA) 18, 267
Experiential Education Programs 63-64
Explanation of Grades 77
F
Facilities and Housing 14, 48
Facts and Figures 18
Faculty 18, 53, 269-285
Faculty Emeriti 286-287
FAFSA (Free Application for Federal Student
Aid 31
Family Educational Rights and Privacy Act
(FERPA) 50, 83-84
Federal Work Study Program 35
Fees 26-27
Film Minor 258
Finance Specialization (Business
Administration) 102
Financial Aid 18, 30-36
Financial Policies 28-30
Fine Arts 43
Fitness Center 47
Food Service 49
Foreign Languages 77, 180-187
Former Students 23, 70
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 14
Four-Year Assurance Program 83
French 180-183
Freshmen 20, 21
C
Gage Family Endowment 45
General Education Curriculum 71-77
General Education Requirements 68-69, 7177
General Studies 145
German 180, 183-184
Gift Assistance 33-34
Global Education Center 15, 61, 165-166
Global Education Program
Courses 61-62, 167-171
Grade Point Average 72, 79
Grading 77-79
Graduate Programs Office 67
Graduate Programs 65
Graduation Level Skills 73
Graduation Requirements 68-69, 71-77
Graduation With Distinction 83
Grants 34
Green (Richard R.) Institute for Teaching and
Learning 16
Gymnasium (Melby Hall) 15
H
Health and Physical Education 146-150
Health Education 146, 148
Health Promotion 47
Health Service 47
HECUA Courses 62-63, 171-1 73
Higher Education Consortium for Urban
Affairs (HECUA) 60, 62, 166
HispanicILatino Student Services Program
46
History 151-155
History of Augsburg College 10
Honor Scholarship 32
Honors Program 59, 156
Housing 14, 27, 48
Hoversten Peace Scholarships 33
294 Index
I
Ice Arena 15
Incomplete Grade 78
Independent Studies 87
lnformation Technology Resources 53
Inter-Institutional Programs 59-60
Inter-Race 16
Intercollegiate Athletics 43
Interdisciplinary Studies 157-163
lnterim 52
lnterim Abroad 63
lnterim Office 67
lnternational Baccalaureate Program (IB) 79
lnternational Business Minor 103
lnternational Business Specialization
(Business Administration) 102
lnternational Partners 166
lnternational Relations 164-165
lnternational Student Advising 48
lnternational Student Services 24
lnternational Students 24, 48
lnternational Studies 165-173
Internships 63-64, 87
Intertribal Student Union 45
Intramural Athletics 43
J
Japanese 180, 185
K
Marketing Specialization (Business
Administration) 102
Master's Degrees 50, 65
Math Placement Group (MPG) 73, 175
Mathematics 174-179
Medical Refund 30
Melby Hall 15
Memberships 17, 18
Memorial Hall 15
Metro-Urban Studies 159-160
Middle East Studies Minor 161
Minnesota Indian Teacher Training
Partnership (MNITTP) 45
Minnesota Minority Education Partnership
(MMEP) 16
Minnesota Work Study Program 35
Minors 56-57, 85-264
MIS Courses 109-111
Mission Statement 10
Modern Languages 180-187
Mortensen Hall 15, 49
Murphy Place 15
Murphy's 49
Music 188-202
Music Education Major 191, 194
Music Ensembles 193, 201
Music Hall 15
Music Performance Major 189, 192
Music Repertoire Tests 195
Music Therapy Major 189, 192, 199-200
KCMR Radio 43
L
Language Courses 180-187
Leadership Scholarships 33
Learning Disabilities Program 44-45
Learning Laboratory 44
Leave of Absence 70
Legacy Scholarship 32
Liberal Arts Perspectives 68-69, 74-77
Library and lnformation Technology
Center 15, 18, 53, 59
Licensure (Teaching) 57
Lifetime Sports 74
Lindell Library 15, 18
Loan Assistance 34-35
Location 13, 18, 289-290
Lutheran Leader Scholarships 33
M
Majors and Minors 55-57, 85-264
Management lnformation Systems 109-111
Management Specialization (Business
Administration) 102
Maps 289,290
N
NASA Scholarship 33
Natural Science 203-204
New Hall 15, 49
No-Credit Grades 77
Nordic Area Studies 162-163
Norwegian 180, 185-186
Notification of Admissions Decision 21, 22
Number Grades 78
Numbering of Courses 86
Nursing 205-208
0
Off-Campus Programs 18
Officers of the College 268
Ojibwe 180, 186
Old Main 15
Orchestra 43, 194, 201
Orientation (AUG) 54, 72, 94
Index 29:
p,
Q
Paired Resources in Ministry and
Education (PRIME) Awards 32
Pan-Afrikan Student Services 46
Pan Asian Student Services 46
Part-Time Students 26-27
Pass/No Credit 77-78
Pastor 42
Payments 28
Performance Studies 194, 202
Performing Arts Scholarships 33
Perspective Requirements 68, 74-77
Philosophy 209-212
Phi Theta Kappa Scholarships 32
Physical Disabilities Program 44
Physical Education 149-150
Physical Science Teaching Licensure 113
Physician Assistant Program 67, 21 3-21 7
Physics 218-222
Piano Proficiency Test 195
Policies 16, 18, 49, 82
Political Science 223-228
Political Science/Economics teaching major
224, 125
Portfolio Assessment Program 80-81
Pre-Professional Programs 58
Pre-Registration 67
Prerequisites 86
President's Greeting 2
President's Scholarships 32
PRIME Scholarship 32
Probation 82
Psychology 229-233
Public Relations and Communication 15
R
Refunds 28-30
Regents 266-267
Regents' Scholarships 32
Registration 66, 67
Religion 234-239
Religious Affiliation 18
Residence Life Program (see also
Housing) 48-49
Residence Requirements 72
Room and Board 26
Rochester Program 65
ROTC 60
Russian, Central, and East European Studies
240-241
5
Scandinavian Studies 162-163
Scandinavian Urban Studies 62, 171
Scholarships 32-33, 36-40
School Year 4-7, 18
Science Hall 15
Science Scholarship 32
Secondary Education 131-1 32, 134-135
Service-Learning 64
Sigma Pi Sigma 220
Skills Requirements 72-74
Social, Cultural, Recreational Activities 43
Social Psychology Concentration 230, 249
Social Studies 242
Social Welfare Minor 244
Social Work 243-247
Society of Physics Students 220
Sociology 248-251
Space Physics 21 9
Spanish 186-187
Special Education 135
Special Interest Housing 49
Special Students (Non-Degree) 23
Speech/Communication and
Theatre Arts 252-261
Sponsored Scholarships 36-40
sports 43
StepUP Program 45
Student Activities 42
Student Affairs (see Academic
and Learning Services) 44
Student Educational Loan Fund (SELF) 35
Student/Faculty Ratio 18
Student Government 42
Student Life 41-50
Student Newspaper 43
Student Project for Amity Among Nations
(SPAN) 18
Student Publications 43
Student Rights 50
Student Standards of Behavior, Complaints,
Records 49
Student Teaching Abroad 63, 129
Studio Art 89-92
Study Abroad 60-63, 166-174
Summer School Office 67
Support Programs 44-45
Sverdrup Hall 15
Sverdrup-Oftedal Memorial Hall 15
-
!96 Index
T
Teaching Licensure (see also individual
majors) 57
Test Scores 20
Theatre Arts 257-261
Transcripts 20, 21
Transfer Scholarships 32
Transfer Students 19-21, 66-67, 70
Tuition, Fees, Room and Board 22, 26-27
Tutor Center 44
U
Upper Midwest Association of Intercultural
Education (UMAIE) 18
Urban Studies 160-161
Urness Hall 15, 49
v
Veterans 83
W
Weekend College, history 12
Withdrawal From College 30, 70
Women's Studies 262-264
Work Study Program 35
x, y, z
Yearbook 43
Youth and Family Institute 16
Youth and Family Ministry Major 235
Show less
URG
OLLEGE
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T
II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to Aug... Show more
URG
OLLEGE
-
T
II
augsburg in the summer
summer session info
Augsburg College offers a varied summer curriculum
that includes courses in more than 15 academic
disciplines as well as internships and independent studic
Term I runs from May 29 to June 29.
Term I1 runs from July 9 to August 9.
A detailed listing of courses begins
o n page 8.
Course loads in Summer Session:
Students may take up to two course
credits during Term I and during Term
11. Unless otherwise indicated, all
courses carry a value of one course
credit. O n e Augsburg course credit is
the equivalent of four semester credits
and six quarter credits.
II
I
'1
term one
I
May 29 to June 29
term two
July 9 to August 9
1
I
a :
I
I
I
about
augsburg
Augsburg College is a four-year, liberal arts college located in the heart of
Minneapolis, and affiliated with the Evangelical Lutheran Church in America.
Augsburg is accredited by the North Central Association of Colleges and Schools.*
T h e small college environment, about 3,000 students during the academic year, is
enriched by the many opportunities found in this vibrant metropolitan area.
Augsburg's setting allows students to participate in a host of cultural and recreational activities.
I
I
I
1
I'
I
* North Central Associntion of Colleges and Schools, Commission on Institutions of Higher Education
(31 2) 263-0456. Web site <~utuw.ncacihe.mg>
2
Augsburg general education:
Courses fulfilling Augsburg's Liberal
Arts Perspectives and Graduation
Skills requirements are so noted along
with the description of the course.
Course levels: T h e first digit of the
three-digit course number indicates the
course level. Course numbers heginning with a "1" or "2" are lower division courses and are intended primarily
for freshmen and sophomores; course
numbers beginning with a "3" or "4"
are upper division and are primarily for
juniors and seniors.
Independent study: Independent studies may be arranged in consultation
with individual faculty members.
Internships: In addition to those listed, internship opportunities may be
arranged individually during the summer. Academic internships are carefully planned work-based learning experiences, supervised and evaluated by a
faculty member. Consult the Center
for Service, Work, and Learning at
(612) 330-1 148 for more information.
Employer reimbursement: Students
who qualify for reimbursement by their
employers may use their reimbursernent to pay for Summer Session courses. However a nonrefundable deposit
of $100 is required to register for each
summer course.
Housing: Students who need housing
may contact the Residence Life Office
at (612) 330-1488.
T h e College reserves the right to
cancel listed courses.
inf0rmafion
Additional information may be
obtained from:
Augsburg College
Campus Box #56
221 1 Riverside Avenue
Minneapolis, MN 55454
(612) 330-1628
www.augsburg.edu/su~nmer
eligibility
Persons i n good standing at regionally
accredited colleges and universities,
graduates of such institutions, and students admitted for the next fall term
are eligible to attend Augshurg
Summer Session. Good standing
implies that the student has been
admitted and not subsequently
dropped by that institution.
Other persons wishing to take summer
courses should contact the coordinator
of summer school to ascertain eligibility under special circumstances.
Students accepted for Summer Session
are not automatically granted admission as regular students of Augsburg
College. Those wishing to begin a
degree program at Augsburg should
apply to the Office of Undergraduate
Admissions, (612) 330-1001, or the
Weekend CollegeAdmissions Office,
(612) 330-1743.
3
re
-
calendar
7
.
lning AK
ner Seqi
Enrollment
4 p.m. A $101
paid at that t~
led. This dcl:
your summe
refundable unless
celed. If a c o ~ ~ r ts e ,
led I
eled, you may elect
rl
Je :I refund or apply the deposit to
the tuition for another c o ~ ~ r sWe
e . recom~nertdthat you schedule your courses as early as possible. Many C O L I ~ S fill
~S
early, and courses with 1 0 ~ 1 enrollments
will he canceled one week hefore the
first day of the term. Tuition must bc
paid in full at the Enrollment Center
(see deadlines below), or you will be
dropped from your course(s).
111 SaturL ayh
n . when Weekend
L ( t h r o ~ ~ July
gh 1).
d in fill1 in order for
he complete.
whc, !--.re unpaid
IrcvL,
lust pay
ces before they may comsummer school registra-
..
Summer registration may he completed
heginning May 9. Students taking
courses ~ L I I - i Term
u g I must complete
their registration by May 30. Tel-111I1
registration must be completed by July
10. This proceilurc applies to all sumlner registrations, including internships
and independent studies. T h e
Enrollment Center is locatect in thc
Svcrdrup HiiII and is open from 9 a.m.
to 4 p.m. Monday t h r o ~ ~ gFriday.
h
It
will he open ~ ~ n t6i p.m.
l
o n May 29
and May 30 and on July 9 ancl 10. T h e
summer 2001
term I
term I1
Scheduling begins
Balance of tuition due
Classes begin
April 9
May 17
May 29
April 9
June 28
July 9
I
I
..late fee
a
5 will be assessed for
students w
egister after the second
day of the term. No Tcrrn 1 rcgistratious will lie accepted after J ~ l n clst,
and Term 11 registrations will not be
accepted after July 13th.
To change ytlur registration you will
need to fill out a n add/Llrop fo1.m at the
Enn~llmentCenter. There is a charge
of $75 for changing a course after 3:30
p.m. o n the second schedulc~lday of
each term. This procedure applies to
internsl~ipsand independent studies as
well as scheduled courses. Refilnds and
adjustments to fees are outlined in the
"Tuition R e f ~ ~ nPolicy1'
d
section of this
brochure.
Last day to:
Change grading option
June 8
*Drop class without notation
June 1
*Register with late fee of $75
June 1
(no registrations will be accepted after this date)
July 20
July 13
July 11
Last day to withdraw from class
Classes end
Grades due in registrar's office
July 27
August 9
August 17
June 15
June 29
July 9
I
1
'
lI
schedule of refunds
100°i6 of the refundable portion of the fee...
Cancellation at the Enrollment Center prior to May 29 (Term I) &
July 9 (Term 11)
75% of the refundable portion of the fee ...
Prior to May 3 1 Term I) & July 11 (Tenn 11)
50% of the refundable portion of the fee...
Prior to June 4 (Term I) &July 16 (Term 11)
Ill
:-fll
1
rn
_I
-
-
-
-
map of augsburg
A
7
4
1
!!ITrns I,
C
fees
The tuition ch
In cours
100 for
$650 for h
Audits arl
listed abo
I
1
lmmer
it courses
dit courses
at the tuition rates
Day program
Students enrolled in su
I
and I1 combined or in either Term I or
Term I1 may be eligible to apply for the
Federal Stafford Loan, Federal Pell
Grant, or the Minnesota State Grant.
I:,
g
P
policy
I"
mb%
e s ~ is
t not
refmu of all or part
fee is calculated fro!
date of the student's official rn..--cancellation at the Enrollr
See page 5.
Nc
liven for summer Term I as it
ru
..~rrentlywith the WEC spring
mmester.
0;.
,..
R
WEC stude t enrolled in summer
Term I1 may be eligible for the Federal
Stafford Loan, Federal Pel1 Grant, or
the Minnesota State Grant.
financial aid
To apply
Eligibility for Summer
Session attendees
The financial aid deadline for the
Summer Session is April 15, 2001.
Contact the Enrollment Center at
(612) 330-1046 for application materials and additional assistance.
Financial aid is available to students
enrolled in day or weekend programs.
Students who maintain half-time status
(as defined by the program in which
they are enrolled) are eligible to apply
for financial aid.
COLLEGE MAP INFORMATION
1. Admissions Weekday Program
2, Admissions Annex and Weekend
Admissions
3. Air Structure Entrance
12. Development,
PR/Communications, and
Alumni/Parenl Relations
13. Lindell Library
(November through March)
4. Andenon-Nelson Athlelic
Field and Seasonal Air Slructure
5. Christensen Center
6 East Hall
7. Faculty Guest House
8. Foss, Lobeck. Miles. Cenler for
Wonhip. Drama & Communication
9 Sverdrup Hall
10. Husby-Stmmmen Tennis Courts
11. Ice Arena
14. Maintenance and Grounds Shop
15. Mortensen Hall
16.Murphy Place
17. Murphy Square
18. Music Hall
19. New Residence Hall
20. Old Main
ZI.,Andenon Hall
22. Quad
2 2 Science Hall
24. Security Dispatch Center
campus location
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26.,Melby Hall
27. Sverdrup-Oftedal Memorial Hall
28. urness Hall
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EED 33.
Middle S
(0.5 crec
I Methods: Writing
Olson
I1 focus on writing strzb--:-s and
..,,-uuL., Yyp.~priateto middle leve
ents.
Emphasis will include the writing PI
, types of
writing and integra ed writing :---- culum. This course i required f o ~
"g
elementary licensure with a communication
artsjliterature specialty.
(Prereq.: Admissiop
Iuntion dept or permission of instructor)
6:00-9:30 p.m
/i
Sverdrup 17
ASL 2 1 1-S
Topics: Intermediate American
Sign Language
Mikkelson
This course continues to build the skills of signing
and the ability to listen, to use body language and
to use facial expressions. (Prereq.: ASL 102)
T El Th
Science 108
6:OO-9:30 p , m
i
OldMain
L
1
Accounting
ce I
Kader
An analysis or nnancla
punting with emphasis
on accounting theory pertaming to financial state~nents,income concepts, valuation concep~
FASB statements, and othcr relevant issue:
applied to assets.
(P~ereq.:A C C 222)
8:30 a.m.-I2:OO p.m. M B W
Science 108
'1
BUS 2 4 2 3
Principles of Management
cerrito
Development of the theory of management, organization, staffing, planning, and control The
nature of authority, accountability, and responsibility; analysis of the role of the professional
Science 108
6:OO-9:30 p m
M 8W
BUS 3 3 1-S
Financial Management
KapOor
Topics related to theory acquisition, fund allocation and management, sources and uses of long
and short-term funds, capital costsjbudgeting,
leve~age,and dividend policy.
(Prereq.: ECO 113, A C C 222, M1S 379, and
MPG 3).
Sverdrup 206
6:00-9:30 p.m
M,WB F
~
d
~~
~
~~(0.5~
~i
credit)
~~ h ~ ~
You will he exposed to basic theories of communication, selection, evaluation and research.
Become skilled in some of the digital tools used in
today's schools. Learn how to choose appropriate
applications of theories and techniques for educa.
tional settings.
9:OO-11:30 a m.
M B W Suerdrup 204
C
liate Expository Writing
Swanson
s course builds on the practices and methods
(ENG 111). Its workshop
of Effective W
format stresses
d organization, the process
SPA I l l - T
Beginning Spanish I
6:00-8:30 p,m
M , T, W, Th
of revision, sell
~ = eevaluation,
r
and the relationship between reading and writing,
(Prereq.: ENG 11I)
6:OO-9:30 p.m
MBW
Kingsley
Main 25
Old Main 10
m-~-
-
'SY 3
Adolescent and Young Adult Development
Hanson
Consideration of research and theory related to
development during adolescent and young adult
years. (Prereq.: PSY 102 or 105)
6:OO-9:30 9.m M b W
Old Main 25
S r c 111-s
Introduction to Public Speaking
Groven
The course focuses on speech preparation, organization, audience analysis, style, listening, and
overcoming speech fright (Students may take
either SPC 111 or SPC 112 for credit hut not
both).
Grad Skill: Speaking
8:30-12:00 p m.
MBW
Suerdrup 202
-m '
I
REL 35723
Giants of the Faith
Tranvik
A study of Christian history through the lives and
theology of notable figures. Thinkers to be studied include Augustine, Luther, C . S. Lewis,
Martin Luther King,]r., and Dorothy Day.
(Prereq.: REL 111, 221, or 331)
Pcrspective: Christian Faith 2 or CF 3.
El
Old Main l8
6'00-9:30 ') m'
HIS 1 0 3 3
Modern World 1789-Present
Anderson
A study of the main currents in Western civilization from the French Revolution to the present.
Persp.: Western Heritage
6:00,9:30 m,
T B ~h
Old Main 13
-
EDC 220-S
SPA 111-5
Beginning Spanish I
Kingsley
Aims to develop four basic skills: understanding,
speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
Persp : intercultural Awareness 2
8:30-11:00 a m. M, T, W, Th
Old Main 26
students able to spend 3-4 days on the river with a
group of canoeist coming down the river from
Lake ltasca to Minneapolis.
Grad. Skill: Critical Thinking, Persp.: Social
World.
Limit: 20 students
M €4 W
Old Main 16
6:OO-9:30 p.m.
,,
!-
i
I N S 199-S/399-S
Olson
A work-based learning experience in which a student designs a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
~ are
~i evaluated
l
l ~credit. ~The
~ ~ for academic
k
~ internship
~~
placement must be approved by the faculty supervisor prior to registration. P/ii grading.
Arranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
a~angements.
~
,2 4 1 3
Environmental and River Politics
Underhill-Cady
The course explores the relationship between
urban develop~nent,government policy, and the
river environment. Students will critically examine historical developments, the changing relationship between society and the environment,
and current policy debates about the river.
Students will undertake service-learning projects
relating to chc Mississippi River and explore the
river by boat. One longer river trip is planned for
SPC 351-S
Argumentation
Lapakko
Develops critical thinking skills by study of the
theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront sti~dentsin
[heir everyday lives.
(Prereq.: SPC 111 or consent of instructor)
Grad Skill: Critical Thinking
.%erd~up202
6:OO-9:30 p m
M BW
-
term two
july 9 to august
ART 1001300-S (with HIS 1951331)
Topics: Designed Environment
Anderson
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence. Persp.: City or Aesthetics
I:00-4:30 p.m.
MBW
Science 123
ART 107-S
Drawing
Bollman
This is a first level drawing course. Students work
with a variety of traditional and non-traditional
drawing media and explore important concepts of
drawing. Slide lectures, demonstrations, and critiques complete the learning experience. Persp.:
Aesthetics
6:OO-9:30 p.m
T B Th
Old Main 17
ART 118-S
Painting I
Bollman
In this first level painting course, students learn
important concepts of painting. Most class time is
spent painting. Slide lectures, demonstrations, and
critiques complete the learning experience.
Persp.: Aesthetics.
6:OO-9:30 p,m.
T B Th
Old Main 17
BUS 4 4 0 3
Strategic Management
Cerrito
Concepts and principles related to the management of operating functions taught from a managerial viewpoint with examples from various
industries and sectors. (Prereq.: BUS 242 or consent of instructor)
T B Th
Sverdrup 202
6:OO-9:30 p.m.
MKT 2 5 2 3
Principles of Marketing
Meziou
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.
6:00-9:30 p , m
T B Th
Sverdrup 206
EED 4 9 5 3
Topics: Elementary Earth Science Subject
Matter Standards
Stangl
This workshop course for elementary education
majors includes earth science "hands-on" inquiry
based activities that model the teaching and
learning process of scientific inquiry. Meets basic
earth science subject matter standards for initial
licensure.
5:OO-9:00 p.m.
ACC 2 2 2 3
Kader
Principles of Accounting I1
A continuation of A C C 221. lntroduction to
business activitics, accounting for corporations.
Basic concepts and fundamentals of managerial
accounting, planning and controlling processes,
decision-making, and behavioral considerations.
(Prereq.: A C C 221)
8:30 a,m.-12:OO p.m. M B W
Sverdrup 202
BUS 340-S
Human Resource Management
Cerrito
Personnel function in business, acquisition, and
utilization of human resources; desirable working
relationships; effective integration of the worker
with the goals of the firm and society.
(Prereq.: BUS 242)
6:OO-9:30 p.m.
MBW
Suerdrup 202
s
TBK
Science 19
ESE 351-S
5-12 Methods: Speaking and Listening
(0.5 credit)
Lapakko
The course covers teaching of public speaking,
interpersonal communication, small group communication and listening, as well as directing cocurricular speech and debate activities.
(Prereq.: PPST and admission to the education
department)
6:OO-9:30 p.m
T
Science 108
(0.5 credit)
The course presents
the critical analysis (
INS 1 0 5 3
contempora
Indians will
(Prereq.: PPST
tion p o g r a m r
6:OO-9:30 p.m-
M
The course focuses on contemporary 20th
~ry
prose works. It includes Native American and
European writers, with an emphasis on nonWestern (Asian and African) fiction. (hereq.:
ENG 245 or consent of instructor) Persp.:
l~ltcrculturalAwareness 1. Grad. Skill: Writing
T B Th
6:OO-9:30 p.m.
Old Main 10
(0.5 credit)
Minnesota
where appropriate.
pd~rness1
TBTh
OldMain16
NS 1 1-S
Paideia Seminars
16-20, 2001
Students will participate in a
ies of seminar discussions following the Paidera .~,oinarformat as
developed by Mortimer Adler. Seminar topics
emphasize selectio~isthat help students to think
critically, understand timeless ideas, listen carefully, and question thoughtfully.
Grad Skill: Critical Thinking Limit: 20
Portfolio is due on July 27. Contact Anne Jensen
for registration (612) 330-1188.
8:00 a.m. - 4:00 p.m. M-F
Old Main 16 & 11
This Institute is also open to current teachers.
ply
ENG 3 6 1 4
Studies in Modern Fiction
H P E 115-S
chemical ~~~~~d~~~~
.-.arts.
~~~~k
A n analysis of chemical abuse and what can be
done for the abuser. Includes information about
school health education and services.
6:00-9:30 p.in.
M
~
~ 1I 1 ~
HIS 1951331-S (with ART 1001300)
Topics: Designed Environment
Kimball
This course addresses the designed environment,
the intentionally designed places in which we
live. We will investigate architecture, landscape
architecture, and urban design, both in class and
in site visits to prominent examples of design
excellence.
Persp.: City or Aesthetics
1 :00-4:30 p.m.
M b* W
Science 123
INS 199,S/3YY-S
Internship
Olson
A work-based learning experience in which students design a learning agreement plan that links
the opportunities and responsibilities found in the
placement with specific learning objectives that
are evaluated for academic credit. The internship
placement
p
h
~ must be approved by the faculty
supervisor prior to registration.
~iranged
*Note: Internships may also be arranged with
individual faculty in the specific majors. Contact
the academic department directly to make
arrangements.
I N S 225-8
Introduction to Islam
Kader
The course covers the ideological foundations of
Islam, it's basic concepts and tenets, Islamic law
(Shari'ah), Islamic economic and political systems, and Islamic patterns of life.
Persp.: intercultural Awareness 1.
6:00 p.m.-9:30 p+m. M B W
Old Main 16
9
POL 421-5 (ML
ve:
Developing a Mi
- ~ Aoki
Race and Ethnic
This course focu:
the ability to function and
rse and ever changing conlead in culturally
texts within the u.3.f ' proved cultural awareand interpersonal senness, communication !
sitivity and appreciation for the complexity of the
racial and ethnic groupings are among thc goals of
Extensive discussion and several short
t*
wnmmts with emphasis on applying
\
o leadership situations.
.
L
,.,-"
Dupont
Math of Inten
he monthly payments
Learn how to c
how much you need to
on a house or car. Fi
have a million \,,hen you
be stocking awav no
vu~iiies,
perpetuities,and life
retire. Learn hs
=-a
F-r-luation will be
insurance work,
'----oo
In, quizzes, and a
based on
.
Lv...
i
3) G
.,
kill: (
v....
MBW
SOC 356-S
Crime and Community
Bloom
Analysis of correctional programs and community
responses. Lecture, discussion, and site visits to
prisons, courts, and community agencies. Special
attention given to concepts of restorative justice.
(Prereq.: SOC 121)
1-4:30 pm
T, Th
Kingsley
PSY 361-S
Personality/Cuh
~ntext
Hanson
Curtent scientifically-based approaches to description, dynamics, and development of personality.
ing, speaking, reading, and writing of elementary
Spanish. Introduction to the culture of the
Spanish-speaking world.
l'cnp : l ~ i t ~ r c ~ A\vilrcncs
~ l ~ ~ ~ r .3 ~ l
8.33-11 00 a m M, 'I., W, Th
Old MLIUI26
includes the study of gender, social position, and
cross-cultural behavior. (Prereq.: PSY 102 or 105)
6:00-9:30 p.m
M El W
Old Main 25
6
REL 4 7 2 3
SPA 112-T
Beginning Spanish I1
6:00-8:30 p.m.
M , T,W , Th
Kingsley
Old Main 26
POL 1 7 0 3
Underhill-Cady
Law in the United States
A n introduction to basic legal concepts in the
United States, with a special focus on environmental issues. We will explore the tensions
between justice, order, rights, and freedoms in the
context of debates over water pollution, wet-lands
preservation, endangered species, urban brownfields, and global warming. Students will work on
individual projects studying current environmental cases and controversies in the Twin Cities.
6:OO-9:30 p.m
MB W
Science 205
Quanbeck I1
Paul the Apostle
A study of the Apostle Paul, including appropriate
historical background, Paul's relationship with the
early church, major themes in his writings, and
reflection concerning the reasons Paul remains an
important figure and thinker in Christian theology. Persp.: Christian Faith 1 or 3. Grad Skill:
Critical Thinking.
6:OO-9:30 p.m
MB W
I
SPEECH, COMMUNICATION,
Soerdrup I
SPC 3 2 9 3
Intercultural Communication
Beginning Spanish I1
Old Main 18
Old Main 18
Lapakko
This coursc cxplores cultural differences and their
implications for communication, including differences in values, norms, social interaction, and
code systems.
Persp.: Intercultural Awareness 1
6:OO-9:30 p.m,
MB W
Suerdmp 20
term two
july 9 to august 9
SWK 5 6 0 Assessment and Diagnosis in Mental
Health Practice
Syers
This course examines assessment and diagnosis of
mental health Emphasis is placed on understanding mental health disorders from a systems
and ecological perspective as well as understanding bio/psycho/social influences on incidence and
course. (Prereq.: Advanced standinglsecond year
MSW/ Post MSW)
6:OO-9:30 p.m.
M@ W
Sverdrup 206
--
ML 560-S (POL 4 2 1 3 )
Developing a Multicultural Perspective:
Race and Ethnicity
Aoki
This course focuses on the ability to function
and lead in culturally diverse and ever changing
contexts within the U.S.A Improved cultural
awareness, communication skills and interpersonal sensitivity and appreciation for the complexity of the racial and ethnic groupings are
among the goals of the course. Extensive discussion and several short written assignments with
emphasis on applying course material to leadership situations
M@W
Sverdrup 1
6:OO-9:30 p.m
center for
global education
upcoming programs:
Human Rights and Indigenous Issues ir
May 15-24, 2001
\
Poverty and Perseverance: Life in N'
June 9-17, 2001
latemala
:agu
4'
The Plight of Indigenous People in Countries in Transitio
Guatemala and Chiapas, Me+-June 2-15, 2001
Mexico: Educatior
A Professional nJune 14-21, 2001
.
Cuba: Our Isl;..,
July 16-24, 2001
iiobal Citizenship
Neighbor
m
Namibi
tional Educ
July 13 - L U , 2001
Mexico 2001: Daunting Cha"
July 17-25, 2001
Accompanying Our Brothers
July 27 to August 7, 2001
ges, Wellsprings of Ho
\;
Sisters in El Salvador
South Africa: Racial Justice and Gender Equity
July 28 to August 12, 2001
For information and other possible educational opportunities, contact the Center for
Global Education at ( 6 12) 330-1 159 or e-mail, <globaled@augsburg.edu>.
Show less
"The good we secure for ourselves
Table of Contents
is precarious and uncertain ... until
it is secured for all of us and
Overview ................... .... . ....................... ... 1
incoryorated into our common life."
MSW Program Mission and Goals ............................... ... Show more
"The good we secure for ourselves
Table of Contents
is precarious and uncertain ... until
it is secured for all of us and
Overview ................... .... . ....................... ... 1
incoryorated into our common life."
MSW Program Mission and Goals ............................... 2
-Jane Addams
MSW Program Format ....... .............................. ...3
MSW Curriculum Components .......................... .. .. .. .5
MSW Courses and Upcoming Changes ..... .................... .. 7
Field Work Education and Field Practicum ........................ 10
Admission to the MSW Program ....... ............... ....... .. 12
International Applicants ............... .................... .. 16
Summary of MSW Fees and Charges ..... .. ... ...... .. ........ .. 17
Financial Aid ........................ ........ . ...... .. ..... 18
Academic Policies ................... .. ...... .. ............ .20
MSW Program Management ........... ...................... .23
Department of Social Work Faculty ......... ... ..... ............ 24
Lindell Library and Information Technology .. .. . .. ... ............ 26
Accreditation .............................................. 27
About Augsburg College ..................................... 28
Campus Location and Map ... .................... .inside back cover
•
I
overview
The Augsburg Master of Social Work
concentrations: Family Practice or
of other countries, including England,
is a small program of distinction and
Program Development, Policy and
Mexico, Norway, Portugal, Slovenia,
quality. Our purpose is to prepare
Administration. The academic
and Taiwan.
social work students for agency-based
coursework consists of 18 full courses
practice in public and non-profit
for regularly admitted students or 13
are internationally known for their
settings. We offer a challenging
full courses for those admitted with
teaching and research. Our adjunct
curriculum, combining social work
advanced standing (see explanation of
faculty are innovative practitioners
theory, policy, practice methods, skills
advanced standing on page 13).
training, research, and evaluation
techniques.
Our philosophy is to emphasize
In addition to the academic
We have outstanding faculty who
and administrators from agency-based
settings. Our faculty provide expertise
coursework, students complete 900
in a broad range of areas within social
hours of field practica in two settings
work. All our faculty are available for
client strengths and empowerment;
and a summative evaluation project.
mentoring relationships. They
problem solving within a holistic,
The Twin Cities offer many unique
schedule office hours convenient to
systems framework; and practice
opportunities for field practicum sites
weekend students.
informed by solid research and
such as non-profit advocacy
evaluation. Throughout our
organizations, counseling centers,
the liberal arts base of the College and
The Augsburg MSW builds on
curriculum, we stress social work
neighborhood centers, state and
supports the College's mission: "To
values and ethics. We also emphasize
county agencies, schools, hospitals,
nurture future leaders in service to the
responsibility to the local and global
correctional facilities, and non-
world by providing high-quality
community, promotion of social and
governmental organizations. We have
educational opportunities, which are
economic justice, understanding of
field sites in both urban and rural
based in the liberal arts and shaped by
and appreciation for diverse peoples
settings.
the faith and values of the Christian
and cultures, and commitment to
oppose oppression of all forms.
Our classes are offered on a
weekend intensive format. Field
Church, by the context of a vital
metropolitan setting, and by an
placements are available weekdays, as
intentionally diverse campus
complete a year of generalist
well as some evenings and non-class
community."
professional preparation (the
weekends. We maintain small class
foundation) and a year of advanced
sizes of 10 to 25 students. We offer
preparation in one of two
trips abroad to compare social services
Augsburg MSW students
MSW Program Mission and Goals
The mission of the
sound, scholarly
on combined strengths
Department of Social Work
research; and
of the client, group, or
is: "To develop social work
professionals for practice
that promotes social justice
and empowerment towards
the well-being of people in
community rather than
• how to evaluate the
effectiveness of your
As you progress through
our MSW curriculum, you
will learn:
• how an individual lives
of social work programs.
Student learning is guided
education, graduate or
by the following MSW
post-graduate, in social
program goals:
work or related fields;
1. prepare students to be
competent, creative,
and ethical social work
professional
or her environment;
practitioners who
programs affect
individuals, families,
communities, and
society;
• to use a range of client-
maintain a perspective
4. prepare students to
work for peace, social
justice, and human
well-being at a variety
of levels with a global
perspective;
that is multi-cultural
and holistic (that is,
5. prepare students to
one which encompasses
apply critical thinking
the integrated needs of
skills within
individual, family, and
professional contexts
community), with
and to demonstrate the
centered approaches to
attention to the special
professional use of self;
practice with client
needs of our migrant,
groups of all types and
immigrant, and Native
sizes;
American local
populations;
• to apply theories and
methods of practice
excel in problem-
placement experience;
solving within systems
practice informed by
perspective that creates
a holistic approach to
practice; and
through the field
• the importance of
6. integrate a liberal arts
2. prepare students to
of many sizes, to
•
3. prepare students for
continuing advanced
in and is affected by his
• how social policies and
pathology;
social work practice and
a diverse and global
society."
focusing on individual
7. provide students with
increased access to
social work education.
become advanced
practitioners who build
I
3
MSW Program Format
The Augsburg MSW degree
offered at the mid-point of
expectation of substantial
Fall Trimester 2000
is designed to meet the
class. Each class meets for
independent study outside
Class Weekends
needs of a wide range of
eight sessions in a given
of class.
Sept. 15-16
students with differing
trimester.
responsibilities and time
commitments. Scheduling
classes in a weekend
intensive format allows
students some flexibility in
coordinating school
obligations with weekday
work and family
commitments. Our weekend
format also provides access
to an MSW education to
those living outside of the
Twin Cities metropolitan
area, who must travel some
distance.
Sept. 29-30
Cohons and Course
Sequence
Oct. 13-14
MSW students are admitted
Nov. 3-4
Foundation students
with a particular "cohort."
Nov. 17-18
complete 18 full courses.
Cohorts are distinguished
Dec. 1-2
Full-time students enroll in
by: level of admission
Dec. 15-16
three courses per trimester
(foundation or advanced
for six trimesters, totaling
standing), rate of attendance
Winter Trimester 2001
two years. Part-time students
(full-time or part-time), and
Class. Weekends
enroll in one or two courses
preferred concentration
Jan. 5-6
per trimester for 12
(Family Practice or Program
Jan. 19-20
trimesters, totaling four
Development, Policy, and
Jan 26-27
years. Advanced standing
Administration-"PDPA").
Feb. 9-10
students attend full time,
Augsburg offers six cohorts.
Feb. 16-17
Course Load and Program
Duration
enrolling in three courses
per trimester for five
Academic Calendar
trimesters, totalling 13 full
We follow a trimester
courses over one year and
academic calendar, offering
two trimesters. The part-
classes September through
time option is not offered for
June, exclusively on
those with advanced
weekends. Classes typically
standing. All students must
meet every other weekend
complete the MSW degree
with some back-to-back
in no more than four years
weekends.
following matriculation.
Oct. 27-28
Mar. 2-3
Field Practicum
Mar. 16-17
MSW students spend 900
Mar. 23-24
hours in two field practica.
The foundation field
Spring Trimester 2001
practicum requires 420
Class Weekends
hours. The concentration
Apr 6-7
field practicum requires 480
Apr 20-21
hours. Each practicum
May 4-5
experience is spread out over
May 18-19
two trimesters (fall and
Jun 1-2
winter) and is completed
Jun 8-9
concurrent with enrollment
Jun 22-23
Classes meet in four-hour
Course Credh and contact
Hours
in integrative field work
Jun 29-30
blocks on Friday evenings,
A full credit MSW course
seminars (SWK 502-503 and
6 to 10 p.m., Saturday
( 1.0) is equal to 4 semester
SWK 523-524) as well as
mornings, 8 a.m. to noon,
credits or 6 quarter credits.
other MSW coursework.
and Saturday afternoons,
Each full course meets for 32
1 to 5 p.m. A short break is
contact hours, with the
Class Periods
Summatlve Evaluation
Proiect
spend 15 to 20 hours per
Paul) have developed a dual
All students apply
week in the field practicum
degree: Master of Social
knowledge and skills from
during the fall and winter
Work and Master of Arts in
the foundation and
trimesters (a span of six or
Leadership for Mission
concentration curriculum in
seven months for each
(MSW/MA). The dual
completing a project
practicum).
degree focuses on meeting
designed to evaluate their
projects. A student also may
In the final year of
Luther Seminary (in St.
the educational interests of
social work practice.
study, students complete a
people planning to serve the
Students conduct and
summative project, which
spiritual and social needs of
present this evaluation/
requires substantial
families, individuals, and
research project during their
independent research,
communities.
final year of study. They
analysis, and writing.
may also select the thesis
Some MSW students
A pilot project has
been approved by both
option as an elective (see
work full time while
schools. Augsburg is
page 6).
enrolled in the MSW
currently seeking approval
program. Most, however,
from the Council on Social
arrange to reduce their work
Work Education. For more
Time Commitment
Although classes meet on
weekends, students spend
time on their studies during
non-class weekends and
weekdays. The typical
student will spend 12 hours
in classes within a 23-hour
period. For every hour spent
in class, a student may
hours or request time away
information, contact the
during their graduate
Augsburg social work office,
studies. Each student's
(612) 330-1233, or Luther
situation is unique and must
Seminary, (651) 641-3521,
be decided individually. All
for their catalog. Applicants
students must develop
apply to each program
strategies for balancing
separately; admission to one
family, work, and academic
does not guarantee
responsibilities.
admission to the other. This
spend 3 to 4 hours outside
of class, working on
Dual Degree
assignments or group
Augsburg College and
joint program is ecumenical
in its admissions policies
and academic outlook .
•
I
MSW Curriculum Components
The MSW curriculum, which
knowledge of theories and practice
Administration. In either
includes both academic coursework
methods in the foundation field
concentration, you will deepen your
and field education, has two
practicum. The field practicum is
knowledge of the primary issues
components: foundation and
completed concurrently with your
affecting families and communities,
concentration.
enrollment in two integrative field
develop a range of client-centered
work seminar courses (SWK 502 and
approaches to practice, gain a broader
Foundation Curriculum
The foundation curriculum is made
up of nine 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, issues, and practice methods,
relating to both the individual and
503). The full foundation curriculum
understanding of human diversity,
is required of all students, with the
develop competencies in practice
exception of those admitted with
based-research, and learn practice or
advanced standing (see explanation
program evaluation techniques.
of advanced standing on page 13 ).
you will apply this advanced
curriculum, all foundation
knowledge of theories and practice
coursework and field hours must be
methods in the concentration field
successfully completed.
the environment. During the
foundation year, you will study
Concentration Curriculum
human behavior and the social
The concentration curriculum is
environment; history of social welfare
made up of nine courses and an
policy; and services, research
advanced field practicum. After
methods, practice methods,
completing the foundation
assessment frameworks, family and
requirements, you will enroll in the
community diversity, and social work
concentration curriculum of your
values and ethics.
choice. Augsburg offers two
In the foundation curriculum,
you will apply this generalist
[n the concentration curriculum,
Before beginning the concentration
concentrations: Family Practice and
Program Development, Policy, and
practicum experience. The field
practicum is relevant to your chosen
concentration and is completed
concurrently with your enrollment in
two field seminar courses (SWK 523
and 524). As a capstone to your
MSW program, you will complete a
summative evaluation project in
practice or program evaluation.
'
Family Practice
concentration was
building upon but separate
Concentration:
developed in response to
from the summative
Family, in its diverse forms,
the growing demand for
evaluation project. Course
is central to society.
leadership and
credit is given for this
"Family," in this context, is
administration. Effective
option as an elective.
interpreted broadly as the
services require competent
Students work with a thesis
nurturing system
practitioners to provide
adviser to develop more in-
surrounding people. It is
strong leadership and
depth research skills
inclusive of many areas of
effective administration. In
contributing to social work
need. As a growing number
this concentration you will
knowledge.
of family-related challenges
learn the knowledge and
face society, there is an
skills necessary to promote
ever-increasing need for
and achieve needed change,
professionals who base their
and to develop, lead, guide,
practice on in-depth study
and administer programs
of the broad spectrum of
that serve diverse people in
issues that confront the
a variety of settings.
family. In the Family
Practice concentration, you
will concentrate on
promoting empowerment of
the family-nurturing systems
from a developmental and
holistic perspective.
Program Development,
Degree Requirements
To be conferred with the
MSW degree, students must
achieve the following:
• successful completion of
18 MSW courses (13 for
advanced standing), with
Summatlve Evaluation
Proiect
with a grade of 2.0 or 2.5,
All students will apply
and with a cumulative
knowledge and skills from
GPA of 3.0 or higher;
the foundation and
no more than two courses
• successful completion of
concentration curricula in
900 hours of approved
completing a final project
field practica ( 480 hours
designed to study social
for advanced standing);
Policy, and
work efficacy. Students will
Administration:
conduct and present this
submission of the
Social change is necessary
advanced research project
summative evaluation
to foster policies and
during their final year of
project; and
services that respond to
study.
human need. The Program
Development, Policy, and
Administration
Master's Thesis
Students have the option of
• successful completion and
• successful completion of
all degree requirements
within four years of
matriculation.
completing a thesis,
•
I
MSW Courses and Upcoming Changes
Below are two curricula: existing
intend for the new curriculum to
date. We will offer this new course in
and revised. The revisions are in
begin in 2001-02. This means
winter 2001-02. Because of the
response to feedback requested from
students who begin in 2000-01 will
earlier start for advanced standing
several constituencies, including
complete the first year under our
students, we will move the advanced
students, alumni, faculty, field
existing curriculum, but will complete
standing application deadline for
agencies, and CSWE. The revised
subsequent years under the revised
2001-02 admission to January
curriculum is approved by the social
curriculum.
work department and awaiting
15, 2001. (Advanced standing
For advanced standing students,
approval from the College Academic
the revised curriculum adds a new
Affairs Committee in 2000-01. We
course and requires a winter start
applicants previously applied in
October.)
EXISTING Curriculum
Foundation Courses:
Human Behavior and the Social Environment
Integrative Field Work Seminar II
Integrative Field Work Seminar I
Methods and Skills II
Methods and Skills I
Introduction to Family Practice
History of Social Welfare Policy
Introduction to Program Development, Policy & Admin.
Research I
Family Practice Concentration Courses:
Integrative Field Work Seminar III
Thesis Seminar
Family Practice I
Creative Problem Solving in Supervision
Research II
Family Diversity/Family Social Policy
Integrative Field Work Seminar IV
Elective
Family Practice II
Program Development, Policy, & Administration Concentration Courses:
Integrative Field Work Seminar lII
Thesis Seminar
Processes of Program Planning & Development
lnterorganizational, Community, Political Relations
Research II
Advanced Social Policy
Integrative Field Work Seminar IV
Elective
Organizational Development & Administration
7
REVISED Curriculum
Foundation Courses:
0
)
Human Behavior and the Social Environment
Methods and Skills II: Families & Groups
Field Work I: Integrative Seminar and Skills Lab
Community Development for Social Change
Methods and Skills I: Individuals
Theories of Family: Intro. to Family Practice
History of Social Welfare Policy
Research I
Field Work II: Integrative Seminar and Skills Lab
Advanced Practice Methods (advanced standing only)
Family Practice Concentration Courses:
Field Work III: Integrative Seminar (.5)
Family Practice II
Diversity in an Urban Environment I (.5)
Family Social Policy
Family Practice I
Creative Problem Solving in Supervision
Research II: Practice Evaluation
Family Practice Elective
Field Work IV: Integrative Seminar (.5)
General Elective
Diversity in an Urban Environment Il (.5)
Program Development, Policy, and Administration Concentration Courses:
Field Work III: Integrative Seminar (.5)
Planning and Policy Practice I
Diversity in an Urban Environment I ( .5)
Organizations/Social Admin Practice II
Organizations/Social Admin. Practice I
Planning and Policy Practice II
Research II: Program Evaluation
Organizations/Social Admin. Practice III
Field Work IV: Integrative Seminar (.5)
General Elective
Diversity in an Urban Environment II (.5)
ENROUMENT Options
Foundation • Full-time
YEAR 1
Fall
Human Behavior & the Social
Environment
Field Work I: Integrative Seminar &
Skills Lab
Methods & Skills I: Individuals
(foundation practicum begins)
YEAR2
Fall
Field Work III: Integrative Seminar &
Diversity (.5 each)
Research II: Evaluation (practice
or program)
Concentration Course #l
(concentration practicum begins)
Winter History of Social Welfare Policy
Field Work II: Integrative Seminar &
Winter Field Work IV: Integrative Seminar &
Diversity (.5 each)
Skills Lab
Concentration Course #2
Methods & Skills II: Families & Groups
Concentration Course#}
(foundation practicum continues and finishes)
(concentration practicum continues
Spring Research I
and finishes)
Theories of Family: Intro. to Family Practice
Community Development for Social Change
Spring
General Elective
Concentration Course #4
Concentration Course #5
I
Advanced Standing • Full-time
YEAR 1
No Courses
Fall
YEAR2
Fall
Field Work Ill: Integrative Seminar &
Diversity ( .5 each)
Winter Advanced Practice Methods
Research II: Evaluation (practice
Spring
Research I
or program)
Theories of Family: Intro. to Family Practice
Concentration Course # 1
Community Development for
(concentration practicum begins)
Social Change
Winter Field Work IV: Integrative Seminar &
Diversity ( .5 each)
Concentration Course #2
Concentration Course #3
(concentration practicum continues
and finishes)
Spring
General Elective
Concentration Course #4
Concentration Course #5
Foundation • Part-time
YEAR 1
YEAR2
Fall
Fall
Human Behavior & the Social
Field Work I: Integrative Seminar/Skills Lab
Methods & Skills I: Individuals
Environment
(foundation practicum begins)
Winter History of Social Welfare Policy
Winter Field Work II: Integrative Seminar/Skills Lab
Spring
Research I
Methods & Skills II: Families & Groups
(foundation practicum continues and finishes)
Spring
Theories of Family: Intro. to Family Practice
Community Development for
Social Change
YEAR4
YEAR3
Fall
Field Work Ill: Integrative Seminar &
Fall
Diversity (.5 each)
Research II: Evaluation (practice
or program)
Concentration Course # 1
(concentration practicum begins)
Winter Field Work IV: Integrative Seminar &
Diversity ( .5 each)
Concentration Course #2
(concentration practicum continues
and finishes)
Spring
Concentration Course #3
General Elective
Winter Concentration Course #4
Spring
Concentration Course #5
9
Field Work Education and Field Practicum
Field Work Education and
Field Placement
work integrative seminars, is
education of the MSW
Social work education is
the arena for the
program is divided into two
not merely classroom based.
application of this
components: foundation
Through the field
philosophy. It is our belief
and concentration. The
experience, we expect that
that the collaborative efforts
foundation field practicum
you are able to demonstrate
between the student, the
requires 420 hours and is
your aptitude in bridging
field agency, and the MSW
completed by those students
theory and practice. The
program are essential.
admitted at the foundation
foundation of your practice
includes:
• ethical, competent
professional practice
• problem solving within a
systems framework and
strengths perspective
• an understanding of, and
respect for, diverse
peoples and cultures
• responsibility and service
to the broader community
in the interest of social
justice
• a commitment to oppose
oppression.
We recognize that the
field experience, called
"practica," with the field
Field Education Format
Under the instruction and
supervision of
professionally-trained,
MSW-level, and programapproved field instructors,
you will spend 900 hours in
two field practica. Each
practicum is spread out over
two trimesters (fall and
winter) and is completed
concurrently with
enrollment in field work
integrative seminars (SWK
502-503 and SWK 523524) as well as other MSW
The field work
level. The foundation
practicum puts emphasis on
developing competence as a
professional generalist social
worker. The concentration
field practicum requires 480
hours and is completed by
all students, including those
admitted at the foundation
level and those admitted
with advanced standing.
The concentration
practicum places emphasis
on advanced practice skills
and leadership qualities
related to the chosen
concentration.
coursework.
•
I
11
Process for Field Praclicum Selecuon
at an agency that is not on the
• senior resources
Field practicum selection for the fall
approved site list or is at your place of
• family social policy
of any academic year is done in the
employment. In either case, you can
previous spring during specified dates
work with the MSW field coordinator
determined by the MSW field
to determine if the site in which you
• corrections and probation
coordinator. You are required to
are interested is acceptable. All field
• public and
attend the student field orientation
practica must be supervised by
before beginning your field practicum
professionals who are approved as
search.
Augsburg field instructors.
At the student field orientation,
the MSW field coordinator will
provide a list of field sites approved by
Augsburg's MSW program and
classified according to type of field
setting. Based on your area of interest
and your career goals, you will choose
two or more field sites and will
arrange interviews at each. Once
interviews are finished, you will rank
your choices of field sites, and the
field sites will rank their choices of
interns. The MSW field coordinator
• youth services
• developmental disabilities
Field practica are not only the basis
for a sound social work curriculum,
• American Indian family services
but are long-remembered. The
• chronically and persistently
primary goal of the field faculty at
mentally ill
Augsburg is the success of each
student in a stimulating and
•chemical dependency
challenging field practicum. Our
• court services
current list of approved field sites
• immigrant, migrant, refugee services
includes agencies in the following
areas of practice:
• family and children services
• child welfare
with field site preferences.
• mental health
In rare instances, you may
independent schools
• hospitals
Field Practicum Settings
strives to match student preferences
petition to complete a field practicum
• health and human services
• crisis intervention
• victims of torture
• Catholic and Lutheran social
services
• neighborhood services
Admission to the MSW Program
Entering a Master of Social
must be disciplined and
Work program requires a
hard working. Most
commitment to a
importantly, they must
and a commitment to
professional career of
exhibit a commitment to
social justice
serious responsibility. Social
the values of the social
workers serve children and
work profession.
adults who are arguably the
• awareness of social issues
• clear appreciation of the
value base of the social
work profession
most vulnerable people in
program promotes the
our society and need the
widest possible diversity
strongest support that can
within its student
the ability to work with
be provided on their behalf.
populations. Therefore, the
diverse peoples and
Therefore, social work is by
admission policies ensure
cultures
necessity a rigorous course
that educational
of study requiring
opportunities are provided
Augsburg MSW
knowledge and skills in
to persons with a range of
philosophy and focus on
complex procedures which
abilities, backgrounds,
agency practice
must be applied
beliefs, and cultures.
appropriately and
sensitively with diverse
individuals and
communities.
To excel in the
Augsburg MSW program,
students must manage a
demanding academic
curriculum. They must
employ well-developed
APPiicant Qualities
A strong candidate for the
MSW program will
demonstrate the following:
• outstanding academic
abilities
• a solid foundation in the
liberal arts
• the ability to think
analytical skills and critical
clearly and communicate
thinking abilities. They
effectively
must be open to examining
their own values and
worldview. They must be
collaborative, flexible, and
be able to accept
•
The Augsburg MSW
being of others
constructive criticism. They
• strong writing skills and
• leadership qualities and
• knowledge of the
APPiication Requirements
To apply for the MSW
program you must meet the
following minimum
standards:
• bachelor's degree from an
accredited, liberal arts
college or university;
• cumulative
undergraduate GPA of
3.0 or higher;
• liberal arts course work in
the social sciences,
command of the English
humanities, human
language
biological systems, and
• healthy sense of self and
statistics.
concern for the well-
I
13
Conditions for low GPA
Human service experience
minimum score of 85 is required. To
If your undergraduate cumulative
Although it is not a requirement,
inquire about times the test is offered,
GPA (not including proprietary
we give strong preference to those
cost, study tools, testing facilities near
schools) is 2.99 - 2.50, you may file
applicants with work or volunteer
you, or to inquire about results of a
an application provided you show
experience in human services,
past test, please contact either testing
completion of at least one graduate
particularly experience that
service via their Web sites:
level course, from an accredited,
demonstrates responsibility and
<www.toefl.org> or
academic institution, with a grade of
leadership. We consider human
<www.lsa.umich.edu/eli/>.
B (3.0) or higher. If your cumulative
service experience to be direct or
GPA is 2.49 - 2.0, you may file an
indirect practice in a health and
application provided you show
human service organization. This
completion of at least two graduate
includes assessment; treatment
level courses, from an accredited,
planning and evaluation; case
academic institution, each with a
management; information and
grade ofB (3.0) or higher. All
referral; counseling; advocacy;
graduate courses must be completed
teaching; research; supervision;
and documented on an official
consultation; community
transcript at the time of application.
organization; and the development,
than seven years prior to the
implementation, and administration
desired MSW matriculation date;
Liberal arts coursework
All applicants to the MSW program
must show completion of the
following liberal arts courses, each
with a grade of C (2.0) or higher:
• four social science courses
• three humanities courses
Applicants also must show
completion of, or declare an
intention to complete, the following
courses, each with a grade of C (2.0)
or higher:
• one basic statistics course
• one human biology, physiology, or
anatomy course
of policies, programs, and activities.
Applicants are advised that MSW
field placement options may be
limited for those who lack prior
human service experience. Also, 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 the
following qualifications:
• bachelor's degree in social work,
accredited by the Council on
Social Work Education (CSWE);
• BSW degree received no more
• cumulative undergraduate GPA of
3.0 or higher;
• liberal arts course work in the
social sciences, humanities,
mathematics, human biological
systems, and statistics.
If your undergraduate cumulative
Test of English as a Foreign
GPA is 2.99 or lower, you may not
Language
apply for advanced standing and must
If English is not your native language,
apply at the foundation level,
you must take the Test of English as a
following the low GPA requirements
Foreign Language (TOEFL) or the
outlined above.
Michigan English Language
Assessment Battery (MELAB). For
the TOEFL, a minimum score of 600
These courses must be completed
(paper test) or 250 (computer test) is
prior to enrollment.
required. For the MELAB, a
request to apply to Augsburg
receive a grade of B (3.0) or
Advanced standing
as a transfer student. Transfer
higher. Transfer students may
applicants are asked to
students follow the same
receive credit for up to eight
identify courses from their
application timeline as
courses. All transfer students
BSW programs that are
foundation applicants, unless
must complete no fewer than
10 courses at Augsburg.
BSW parallel courses
parallel to the MSW courses
the foundation year has been
from which they seek
completed. In the latter case,
exemption. These courses
the transfer student should
include Human Behavior
follow the timeline for
and the Social Environment
advanced standing applicants.
501), Practice Methods I and
II (SWK 505/506), and
Integrative Field Work
Seminar I and II (SWK
502/503 ), which includes
420 field practicum hours.
Only BSW courses with
a grade of B (3.0) or higher
are eligible for consideration
as a parallel course. If an
advanced standing applicant
is admitted, but does not
have an eligible BSW course
for one (or more) of these
courses, he or she will
complete that MSW course
at Augsburg, prior to
enrolling in the advanced
standing curriculum.
Additional documents
Social Work,
Transfer students follow the
(612) 330-1233 or
same procedures as a new
<swkinfo@augsburg.edu>.
applicant; however, the
The application packet
following additional
includes an application form,
documents are required:
a liberal arts checklist, a
• copy of the syllabus for
parallel course checklist,
each MSW course for
three recommendation
which transfer of credit is
forms, transcript request
sought;
• a letter of recommendation from the MSW
forms, and an application
status card.
To complete an MSW
program from which the
application, you will need to
student is transferring-
submit the following:
either from an instructor,
1.) completed and signed
an adviser, or the MSW
director; and
application form;
2.) $25 application fee;
• official transcript showing
MSW grades.
Each completed MSW
course is considered
•
materials may be requested
from the Department of
(SWK 500), History of
Social Welfare Policy (SWK
Application materials
A packet of application
3.) completed liberal arts
course checklist;
4.) completed BSW parallel
Admission as aTransfer
Student
individually and is not
course checklist (for
guaranteed to be
advanced standing
Students admitted to
transferable. Eligible courses
applicants);
another MSW program
must be from a CSWE-
accredited by CSWE may
accredited program and must
I
15
5.) three completed and signed
APPiication Deadlines
recommendation forms, with letters
The application deadline refers to actual receipt of the application packet
attached;
in our office, and does not refer to a postmark date. In the event a
6.) official transcript(s) from all postsecondary institutions attended;
7.) results of Test of English as a Foreign
deadline falls on a weekend, materials will be due the following Monday.
Foundation applicants
Received packets are processed beginning
November 15
Language (for non-native English
Priority filing date
4:30 p.m., December 15
speakers);
Final deadline
4:30 p.m., January 15
Notification date
March 15
Matriculation term
Fall trimester (September)
8.) typed personal statement, with responses
to these questions:
• What is your perspective on social
welfare and society?
• What is your understanding of the social
work profession?
• Describe your employment and/or
volunteer experiences and explain how
they have prepared you for pursuing the
MSW degree.
• Give examples of your demonstrated
Advanced standing applicants
Received packets are processed beginning
November 15
Priority filing date
4:30 p.m., December 15
Final deadline
4:30 p.m., January 15
Notification date
March 15
Matriculation term
Winter trimester (January)
"Late" applications
We may consider late applications on a space available basis. We review
all applications that are completed by the final deadline, which takes
ability to work with a diversity of
about two months. After our review and decision process we may
people.
determine we have space for additional students and will accept a select
• How would you rate your written and
oral communication skills?
• What are your personal qualities that
make you well suited for the social work
profession?
• What are your limitations and how
would you address them in your
professional education?
• What are your career and life goals?
• How do you anticipate the MSW
degree will facilitate your career
development?
number of late applications by a designated date. To file a late application,
you must request advance permission from our office. Applications that
arrive after the final deadline are not automatically considered as late
applications.
International Applicants
The Department of Social
for any transcript(s) from an
coordinate and pay for this
Work encourages qualified
institution outside of the
evaluation and to begin the
applicants from other
United States. This
process early enough so that
countries to apply to the
evaluation should include
results are received in our
MSW program. An
the following:
office by our deadline. We
international applicant is
1.) analysis of credentials-to
suggest:
someone who is not a
determine if your degree is
permanent, legal resident of
equivalent to an accredited
the United States.
U.S. bachelor's degree
International applicants
Evaluators, Inc.
Phone: ( 414) 289-3400
2.) course by course
Fax: (414) 289-3411
follow the same timelines
evaluation-to show your
and application procedures
complete course listing
as U.S. residents; however
with credit values and
they must follow these
grades received for each
World Education Services,
additional instructions:
course
Inc.
• All application materials
must be submitted in
English;
3.) calculation of grade point
average-to show your
cumulative grade point
• If English is not your
average using the standard
native language, you
U.S. grading system, i.e.,
must submit official
A=4.0, B=3.0, C=2.0,
scores from the TOEFL
D= 1.0, F=O.O
or MELAB (see
minimum required score
on page 13 );
• If your bachelor's degree
was received from an
institution outside of the
United States, you must
request an evaluation of
credentials (see below).
•
Educational Credential
4.) translation to English
(if applicable)
You should request that
OR
Phone: (800) 937-3895 ext. 2
Fax: (212) 966-6395
Declaration of Finances and
Student Visa
Before being admitted,
international applicants will
be asked to provide proof of
funds to finance the MSW
education, including tuition,
books, and living expenses.
the evaluation report be sent
A Declaration of Finances is
directly to the Department
completed by you or your
of Social Work. Typically,
financial sponsor with
the evaluating service will
appropriate documentation
send a second copy to you at
such as bank statements or
no extra charge. Usual tum-
other financial records. The
Guidelines for lnternatio11a1
TranscrlPt Submission
around time for a credential
Declaration of Finances is
evaluation is approximately
required for Augsburg to
MSW admission requires an
30 days from the time they
issue an I-20 for the student
"evaluation of credentials"
receive all your documents.
visa (F-1).
It is your responsibility to
I
summarv of MSW Fees and Charges
Application Fee
$25
Admission Deposit
$100
Campus Access Fee
$10 per trimester
Information Technology Fee
$25 per full course
Late Registration Fee
$35
per day, up to a max of $125
Registration Change Fee
$5
(if making a change after the first class session)
Transcript Fee
Continuation Fee
$3 per copy
$350 per trimester
(if work on the degree continues beyond scheduled coursework)
Tuition for 2000-2001:
per course $1,284
Tuition is set on an annual basis and is payable at the beginning of
each trimester.
Enrollment Pavment OPlions
Payment in full: due prior to first day
of classes
Payment plan:
A 3-pay plan is available each trimester
with 1/3 tuition due every 30 days,
beginning prior to the first day of classes.
Company reimbursement:
Courses that are company reimbursed
require a deposit of $150 per course, with
full payment due within 45 days after the
end of the term.
Registration is permitted only if the
student's account for a previous term is paid
in full as agreed. Augsburg College will not
Finance Charge: A finance charge is applied at a simple rate of
release diplomas or academic transcripts
one percent per month on any account with an open balance of 30
until all student accounts are paid in full.
days or more.
This policy applies to student loan funds
Tuition Refund Schedule
In order to be eligible for a refund of tuition charges, students are
responsible for canceling courses with the registrar's office. A per
course tuition refund will be made on the following basis:
Through the first scheduled class meeting: 100% of tuition
(minus a $75 administrative fee if withdrawing completely)
Prior to the second class meeting: 80% of tuition
Prior to the third scheduled class meeting: 60% of tuition
No refund after the third scheduled class meeting.
administered by the College (e.g., Perkins
Student Loan); payments must be current
according to the established repayment
schedules.
17
Financial Aid
Companv Tuition Assistance
Programs
Federal and State Aid
Programs
students enrolled in the
Many companies, agencies,
The Enrollment Center uses
MSW program. Non-degree
and corporations offer full or
standard, nationally accepted
seeking students are not
partial tuition assistance to
methodology to determine
eligible for any type of
employees who participate in
eligibility for federal and
financial aid through
work-related or degree-
state financial aid programs.
Financial assistance is
available to degree-seeking
Augsburg College. Students
related college programs.
enrolled in two or three full-
Augsburg College offers a
credit courses per trimester
payment plan by which
are eligible to apply for full-
employees may handle
time aid. Students enrolled
tuition reimbursement.
in one course are eligible to
Students should contact the
apply for half-time aid. The
Enrollment Center to make
Enrollment Center assists
payment arrangements using
students in assessing
the company reimbursement
financial aid eligibility and
payment plan.
offers financial aid from
Federal Stafford Loan
Program
Common loan provisions:
Borrowing limits: Graduate
students may borrow up to
$18,500 per year with an
aggregate of $128,500
(undergraduate and
graduate). Based on an
eligibility calculation, a
Bureau of Indian Attairs.
Tribal and State Indian
Scholarships
student may borrow from
Sponsored Scholarships
American Indian students
combination of both, but
Augsburg actively pursues
who meet federal, state, or
cannot exceed the annual
non-Augsburg funding for
tribal requirements may
loan limits.
special scholarships. The
apply for these scholarships.
available alternatives, some
of which are listed below:
either the unsubsidized or
subsidized program or a
Interest rates: The
availability of such
Indian grants generally
annually variable interest
scholarships may enable the
supplement other sources of
rate is determined by the 91-
participation of individuals
financial aid. For assistance
day T-bills + 3.1 %, capped at
of limited financial means as
in application, please contact
8.25% and changes each
well as individuals working
Augsburg's American Indian
July 1 for all borrowers. The
for volunteer agencies and
Student Services director at
interest rate for enrollment
other organizations not likely
(612) 330-1144 or your
periods beginning between
to provide tuition
tribal agency.
July 1, 2000 and June 30,
reimbursement.
2001 is 7.59% .
•
I
Federal Perkins Loan Program
to the Enrollment Center for further
begins six months after you cease to
A joint Augsburg College-federally
procesing. Loan proceeds are released
be enrolled at least half time in an
funded program administered through
through electronic funds transfer .
eligible program leading to a degree or
the College for students who
certificate. Repayment may extend up
demonstrate financial eligibility. The
students may borrow up to $9,000 per
to 10 years.
student is required to sign a
year minus any other student loan
Repayment terms: Repayment
Deferments: In most cases,
Borrowing limits: Graduate
promissory note at least once per
indebtedness. Maximum graduate
deferments are granted for continued
term, after which funds are put on the
borrowing cannot exceed $40,000
education, disability, and
student account.
including undergraduate. The
unemployment. Contact your lender
Borrowing limits: You may
if you think you are eligible for a
borrow up to $4,000 per year as a
deferment.
graduate student, with a $30,000
Program specific provisions
maximum.
Federal Stafford Loan
Interest and repayment: Simple
minimum loan amount per year is
$500.
Interest and repayment: The
interest rate is variable. Interest
payments begin 90 days after the loan
(subsidized): The Enrollment Center
interest of 5% and repayment of
is disbursed and continue quarterly
has determined that, based on the
principal (at a minimum of $50 per
thereafter while the student is
financial information submitted,
month) begin nine months after you
enrolled. Principal payments begin in
students qualify for up to the amount
graduate or leave school. Partial or
the 13th month after you leave
listed on their Award Notice.
total loan cancellation privileges exist
school.
for certain types of teaching, disability
Deferments: There are no
during the time the student is
Interest: No interest accrues
and, in certain circumstances, military
deferments. Contact the Minnesota
enrolled at least halftime.
service.
Higher Education Services Office
Fees: An origination fee of up to
Deferments: No interest accrues
3% and a guarantee fee of up to 1%
nor do payments need to be made at
may be deducted from the loan check
any time you are enrolled at least
before you receive it.
halftime or for serving three years in
the military, Peace Corps, or VISTA.
Federal Stafford Loans
(unsubsidized):
You may borrow up to the amount
Contact the student loan coordinator
in the Enrollment Center if you think
you are eligible for a deferment.
listed on your Award Notice.
regarding special circumstances and
repayment.
To APPIV for Financial Aid
Financial aid application
materials are available from the
Enrollment Center at (612) 330-1046
or <efscvctr@augsburg.edu>.
Applicants must be admitted to
SELF (Student Educational Loan
Augsburg as regular students or be
the period of enrollment and may be
Fund)
returning students in good academic
capitalized.
The SELF is administered through
standing before an award notice will
the Minnesota Higher Education
be processed.
Interest: Interest accrues during
Fees: An origination fee of up to
3% and a guarantee fee of up to 1%
Services Office. Applications are
may be deducted from the loan check
available from the Enrollment Center
before you receive it.
and should be completed by the
borrower and co-signer and returned
Academic Policies
The financial aid application
Academic Honestv
Attendance
will be processed when the
A college is a community of
Students must notify the
following documents are
learners whose relationship
professor in advance of any
received:
relies on trust. Honesty is
expected absence. In cases of
• the Free Application for
necessary to preserve the
extreme emergency, when
Federal Student Aid
integrity and credibility of
prior notification is not
(FAFSA) or the Renewal
scholarship by the Augsburg
possible, students must notify
FAFSA
College community.
the professor in a reasonable
Academic dishonesty is,
amount of time about an
therefore, not tolerated. As a
absence. Consistent
program requirement, all
attendance is expected, and
• Augsburg Financial Aid
Application
• Federal income tax
return(s) and W-Z(s).
student course projects,
missing more than one class
We recommend new
papers, and examinations
session may result in a
students complete and submit
include a statement by the
reduced grade. Missing more
all financial aid application
student pledging to abide by
than two class sessions may
materials at the same time as
the College academic
require withdrawal and a
leave of absence.
they submit MSW admission
honesty policies and to
application materials.
uphold the highest standards
Financial aid applications
of academic integrity.
Evaluation of Student Field
Performance
Advisement
The criteria for evaluating
Academic and professional
field performance include
should be submitted to the
Enrollment Center. If
applying for aid after being
admitted, apply as soon as
possible, but no fewer than
eight weeks prior to the start
of the first term. Those who
apply fewer than eight weeks
prior to classes should be
prepared to pay for the first
term of classes with personal
funds.
•
advising is essential to
attendance, field seminar
supporting and promoting
faculty feedback on field
professional growth and
journal or other assignments,
development of goals.
and a field evaluation
Therefore, the Department of
instrument, which is
Social Work provides both
completed by the field
academic and professional
instructor and then discussed
advisement. After admission,
with the student and the field
students are assigned a faculty
seminar faculty. It is the
adviser. As adult learners, the
responsibility of the field
advising relationship requires
seminar faculty to submit the
the student to take
field grade. Field courses are
responsibility for initiating
graded with a P/N. Students
contact with the adviser if
must achieve a minimum of
academic problems arise.
3.0 to receive credit.
I
21
Grade Definitions
No more than two courses
Evaluation of academic pe1formance for the Master of Social Work degree is based
with a grade of 2.0 or 2.5 will
on number grades using a 4.0 point scale with these definitions:
count toward the degree. Courses
with a grade below 2.0 must be
4.0
Achieves highest standards of excellence
3.5
Achieves above basic course standards
3.0
Achieves basic course standards
2.5
Pe1formance less than basic course standards
second time are counted in the
2.0
Pe1formance below basic course standards
grade point average. If a student
repeated. No more than two
courses can be repeated. Only the
1.5-0.0 Unacceptable performance (no credit-course must be repeated)
P
N
w
credits and grades earned the
receives a grade of N in a course,
the student must successfully
Achieves at or above the 3.0 level (not computed in grade point
petition the department before
average)
being permitted to repeat the
Does not meet minimum passing standard (no credit-not computed in
course and to continue in the
grade point average)
program. A plan for the student to
Grade given when course is dropped
follow would be outlined at that
time.
Incomplete grade given in case where student is unable to complete
course requirements on time for reasons beyond the student's control
x
A grade of X is given by the instructor to indicate that the study (field
placement or independent study) is extended. 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 from the term in which the X
was given).
Academic Probation
A student placed on academic
probation is required to meet with
his or her adviser to review the
situation and to plan the steps the
student has to take to be removed
from probation. During the
Academic Achievement
probation trimester, the adviser
Students must maintain at least a 3.0 cumulative grade point average. If a student
and student will:
falls below a 3.0 average, the student will be placed on academic probation for the
• meet, to review the situation
following term. 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;
• complete the program within four years; and
• abide by the Social Work Code of Ethics.
and make a plan;
• meet during the probation term
and monitor progress; and
• meet following the probation
term to determine if the GPA is
restored.
Grounds for Dismissal
request a leave of absence in
which is prerequisite to
A student may be dismissed
order to maintain their
Organizations/Social
from the MSW program for
admitted status. The request
Administration Practice III.
behavior detrimental to the
must be made in writing. A
program, such as a gross
leave of absence typically
violation of College policy
requires a full year away from
(see Student Guide) or
the program in order to
conduct unbecoming to
return to classes in sequence.
social work practice or in
violation of professional
ethics. Students may also be
dismissed for insufficient
academic performance.
Dismissal would occur only
after established procedures
Typically, full-time students
complete degree requirements
in two years. Occasionally,
some students may request to
Prerequishe courses
extend completion of the
All foundation courses are
degree if a requirement is not
prerequisite to the
yet finished. In this event,
concentration courses.
the student is charged a $350
Students may not enroll in
continuation fee, beginning
the concentration courses
in the following fall term, if
until successfully completing
the degree is still not finished
all foundation courses. Under
at that time. This charge is
Independent StudV
the new curriculum, the
again levied for each
Students may request to
following courses are
consecutive trimester that
were followed.
complete an independent
sequenced as follows:
occurs with the degree still
study course as an addition to
Research I is prerequisite to
unfinished. Part-time students
the required coursework. A
Research II, Field Work I is
do not have the option to
faculty sponsor is required for
prerequisite to Field Work II,
extend the degree as their
an independent study project.
Field Work III is prerequisite
course sequence extends over
A proposal of the project
to Field Work IV, Family
the full four years.
must be approved by the
Practice I is prerequisite to
MSW program in order to
Family Practice II, Planning
receive credit. No course
and Policy Practice I is
offered in the current
prerequisite to Planning and
curriculum may be taken as
Policy Practice II,
an independent study.
Organizations/Social
Leave of Absence
Students who interrupt their
program enrollment must
•
Conunuation Fee
Four Year limit
CSWE requires that all
students finish the degree
within four years of
matriculation.
Administration Practice I is
prerequisite to
Organizations/Social
Administration Practice II,
I
23
MSW Program Management
The Master of Social Work program
OHice Location
Social work Administration
is, in large part, managed from within
Memorial Hall,
Dr. Anthony Bibus
the Department of Social Work.
Corner of 22nd Ave
Chair, Department of Social Work
Students may contact the MSW
and 7th street;
(612) 330-1746
program with questions about any of
Room 12, ground floor
bibus@augsburg.edu
OHiceHours
Dr. Nancy Rodenborg
the services listed below.
MSW OHice Services
MSW admissions
New student orientation
Academic calendar
Classroom scheduling
MSW weekend office coverage
Academic advising
Academic standing review
Course registration
Transfer of credit review
Field practicum
coordination
Enrollment projections
Student database
management
Production of SWK
NEW SN OTES
Monday-Friday, 8 a.m. to 4:30 p.m.
Class Fridays, 8 a.m. to 6 p.m.
Class Saturdays, 8 a.m. to 1 p.m.
Contact Information
General social work info:
(612) 330-1189
BSW Program Director
(612) 330-1430
rodenbor@augsburg.edu
Dr. Lois A. Bosch
MSW Program Director
(612) 330-1633
bosch@augsburg.edu
General MSW info:
(612) 330-1233
BSW questions:
(612) 330-1307
MSW questions:
Dr. Michael Schock
BSW Field Coordinator
(612) 330-1725
schock@augsburg.edu
(612) 330-1763
Dr. Laura Boisen
swkinfo@augsburg.edu
MSW Field Coordinator
www.augsburg.edu/msw
(612) 330-1439
boisen@augsburg.edu
Doran Edwards
Graduation clearance
BSW Program Assistant
Alumni network (S.W.A.N.)
(612) 330-1307
edwardsd@augsburg.edu
Janna Caywood
MSW Program Assistant
(612) 330-1763
caywood@augsburg.edu
Kelly Anders
Social Work Department Secretary
(612) 330-1769
anders@augsburg.edu
Kerri Barrett
MSW Secretary
(612) 330-1233
barrettk@augsburg.edu
Department ol Social Work Facultv
Anthony Bibus Ill
M.S.S.W., University of
Interests: family issues,
Chair
Wisconsin;
African American and
biracial issues, multi-cultural
(612) 330-1746
M.P.A., Iowa State
bibus@augsburg.edu
University;
education, public schools, race
Memorial Hall, Room lOA
Ph.D., University of
relations, diversity training in
B.A., College of St. Thomas;
Minnesota
the workplace, leadership,
M.A., University of Virginia;
Ph.D., University of
cross-cultural adoption issues.
at risk families, kinship foster
Maria Dinis
care, delivery of child welfare
(612) 330-1704
Interests: child welfare,
services, family policy,
dinis@augsburg.edu
family-based services, work
management and supervision
Memorial Hall, Room 14
with involuntary clients,
in human service
B.A., M.S.W., California
Minnesota
supervision, social policy,
organizations.
State University;
social work ethics,
Lois A. Bosch
Ph.D., University of
international models of
MSW Director
practice, peace and justice,
(612) 330-1633
Interests: community
social work education.
bosch@augsburg.edu
organization, planning and
Vernon Bloom
Memorial Hall, Room 15
administration, substance
(612) 330-1133
B.A., Northwestern College;
abuse, addiction and
Memorial Hall, Room 24
M.S.W., University of Iowa;
prevention, social welfare.
B.A., University of
Ph.D., University of Illinois
Sumin Hsieh
Minnesota
California-Berkeley
Interests: children and
(612) 330-1376
families, developmental
hsieh@augsburg.edu
disabilities, social work in
Memorial Hall, Room 8
Interests: criminology;
schools, social policy reform,
B.A., Tunghai
mental health policy; race,
empowerment/strengths
University, Taiwan;
gender and disability issues;
perspective, mteragency
M.S.W, Tunghai University,
community organization and
collaboration, parent
Taiwan;
development.
participation.
Ph.D., University of
Laura Boisen
Francine Chakolis
Minnesota
MSW Field Coordinator
(612) 330-1156
Interests: adolescent
(612) 330-1439
Memorial Hall 115A
substance use behavior,
boisen@augsburg.edu
B.S., Augsburg College;
substance use treatment and
Memorial Hall, Room 12B
M.S.W., University of
outcome evaluation, school
B.S., Wartburg College;
Minnesota
social work, international
M.S.W., University of
Minnesota
•
Interests: child protection,
social work.
I
Rosemary Link
Phu Phan
schock@augsburg.edu
(612) 330-11 47
(612) 330-1375
Memorial Hall, Room 116B
link@augsburg.edu
phan@augsburg.edu
B.A., University of Washington;
Memorial Hall, Room 1178
Memorial Hall, Room 6
M.S.W., University of Minnesota;
B.A., Southhampton University;
B.A., M.S.W., University of
Ph.D., University of Washington
C.Q.S.W., London University;
Minnesota
Ph.D., University of Minnesota
Interests: woman battering,
Interests: social work in Vietnam,
adolescent sexua l behavior,
Interests: child and family well-
social work practice in a variety of
adolescence and social policy,
being, international social policy and
settings, activism on behalf of the
community organ ization, behavioral
comparative social work, social work
Vietnamese population in the Twin
research and program development,
in schools and prisons.
Cities.
group work.
Sharon Patten
Nancy Rodenborg
Clarice Staff
(612) 330- 1723
BSW Director
(612) 330-1374
patten@augsburg. edu
(612) 330-1430
staffc@augsburg.edu
Memorial Hall, Room 17
rodenbor@augsburg.edu
Memorial Hall, Room l 16A
B.A., St. O laf College;
Memorial Hall, Room 11
B.A., Augsburg College;
M.S.W., MA, Ph.D., University of
B.S., Indiana University;
M.S.S.W., D.S.W., Columbia
Minnesota
M.S.W., University of Minnesota;
University
Interests: social policy/health care,
long-term care, aging, income support
and soc ial services, policy research
and program evaluation, welfare
M.l.A., School for International
Training (Vt.);
Ph.D., Arizona State University
Interests: social policy and planning,
community organization and
development, role of social worker in
Glenda Dewberry Rooney
policy developmen t, program
reform .
(on leave 2000-01)
development and evaluation,
Curt Paulsen
B.S., University of North Texas;
education of future social workers.
(612) 330-1621
M.S.W., University of Illinois-
Maryann Syers
paulsen@augsburg.edu
Chicago;
(612) 330-1771
Memorial Hall, Room 7
Ph.D., University of Minnesota
syers@augsburg.edu
B.A. St. Olaf College
M.S.W., University of Minnesota
Ph.D., The Fielding Institute
Interests: ethics, occupational social
work practice, employee assistance
programs, organizational
Memorial Hall, Room 16
B.A., Arizona State University;
M.S.W., Ph.D., University of
Minnesota
Interests: The relationship of family
development, trust and justice in
systems with individua l freedom,
social relations, practice research,
Interests: domestic violence,
responsibility, loneliness, identity, and
social work licensure.
women's issues, social work practice
spirituality.
Michael Schock
with trauma survivors , men tal health,
BSW Field Coordinator
gay and lesbian issues.
(612) 330-1725
lindell librarv and Information
Technolouv center
The Lindell Library, named
service among these and
electronic resources to
for donor James G. Lindell
other local libraries
students in support of their
and family, is a state-of-the-
(including the University of
academic endeavors. The IT
art facility that houses the
Minnesota and Minneapolis
department provides two
library collection,
and St. Paul public libraries)
student computing labs on
information technology and
facilitates easy and quick
campus and offers a variety
service center, and audio-
sharing of resources.
of computer-related
visual media services. The
Additional collections
equipment to check out for
library has a vast periodical
nationwide are also
use in the library, including
collection, other circulating
accessible through
both IBM Thinkpad and
collections, a multi-media
interlibrary loan
Macintosh laptops.
classroom, a copy center, and
arrangements. Remote, off-
a library instruction room.
campus computer access to
department launched
In fall 2000, the IT
There are a variety of study
these services is provided via
"AugNet," Augsburg's
spaces, ranging from carrels
a telecommunications link.
intranet. This collection of
computer network resources
and casual seating to group
The library staff is
study rooms equipped with
experienced in guiding
includes private and shared
network access.
graduate students to
folders and a secure Web site
research materials for
for students, faculty, and
collection of 175,000
coursework as well as other
staff. By entering passwords,
volumes is complete with the
research projects. Librarians
students have access to
latest electronic catalogs,
will help students acquire
secure information from
indexes, and CD-ROM
research skills through
Web-connected computers-
stations for various academic
individual appointments and
Webmail; the campus
disciplines, e.g., Social Work
group instructional sessions.
directory; grades, schedule,
The Lindell Library's
Abstracts, Psychlit, ERIC
Located in Augsburg's
and financial aid
(education) and CINAHL
Lindell Library is the
information; and a daily
(nursing and health). An
Information Technology (IT)
summary of College
online catalog, CLICnet,
department. The IT
announcements and events.
reflects holdings of Augsburg
department has worked hard
and its seven partner Twin
to keep pace with the latest
Cities private college
advances in the technology
libraries. Twice-daily courier
industry and to provide
•
I
27
Accreditation
Accreditations and 1m11a11ons
MSW Student Forum where issues
forum. Other faculty may be invited
The Augsburg Master of Social Work
affecting them are discussed.
as permanent members or as guests.
program is accredited by the Council
The College operates in
on Social Work Education (CSWE).
compliance with the Family
these guidelines:
Augsburg College is accredited by the
Educational Rights and Privacy Act
• provide an avenue for students to
Past forum members established
North Central Association of
(FERPA) of 1974 as amended and
share and discuss ideas and/or
Colleges and Schools*. Augsburg
Title IX. Students have the right to
concerns related to the MSW
College is a member of the
inspect certain official records, files,
educational experience with the
Associated Colleges of the Twin
and data which pertain to them
social work department
Cities (ACTC), the Lutheran
(except where a waiver of access has
Education Council in North
been signed) and to challenge
among students, faculty, and
America, and the Minnesota Private
inaccurate or misleading information.
department and College
Colleges Council. Augsburg is
Students have a right to experience
administrators
registered with the Minnesota Higher
education free from discrimination.
Education Services Office.
Registration does not mean that
credits earned at the institution can
be transferred to other institutions or
that the quality of the educational
programs would meet the standards of
every student, educational institution
or employer.
MSW Forum
All MSW students are invited to
participate in the student-run
organization, "MSW Forum." The
purpose of the forum is to facilitate
communication between social work
students and the social work
• encourage constructive dialog
• 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.
department, as well as to provide the
s1uden1 Rights
opportunity for student participation
The College has adopted a statement
in department governance,
of student rights and responsibilities
curriculum development, and
and has provided for due process in
program improvements.
the matters of disciplinary action,
The forum historically has been
grievances, and grade appeal. These
volunteer based. Any student may
rights, responsibilities, and processes
serve on the forum, provided he or
are outlined in the Student Guide of
she can make a commitment to
Augsburg College. Students are
attend the meetings and share in the
encouraged to participate in the
efforts. The MSW director and MSW
program assistant also serve on the
*North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, (312) 263-04 56; <www.nca-cihr.org>.
28
About Augsburg College
Historv
Accessibilhv
and thought, Buddhist, and
Augsburg College was the
Augsburg College has made
Islamic faiths.
first seminary founded by
a major effort to become one
Norwegian Lutherans in
of the most accessible
America. Named after the
campuses in the region.
confession of faith presented
Skyways, tunnels, and
by Lutherans in Augsburg,
elevators provide accessible
Germany, in 1530, Augsburg
connections between the
College opened September
major buildings-student
1869 in Marshall, Wisconsin,
housing towers, the
and moved to Minneapolis
Christensen Center, main
in 1872. Augsburg College
academic and administrative
and Seminary changed its
halls, Music Hall, Foss
name to Augsburg College in
Center, and Lindell Library.
1963 when the Lutheran
In addition, there are
Free Church merged with
services for students with
the American Lutheran
learning disabilities. The
Church.
CLASS Office phone
campus Location
number is (612) 330-1648.
Non-Discrimination Policv
Augsburg College, as
affirmed in its mission, does
not discriminate on the basis
of race, color, creed, religion,
national or ethnic origin,
age, gender, sexual
orientation, marital status,
status with regard to public
assistance, or disability in its
education policies,
admissions policies,
scholarship and loan
programs, athletic and/or
school-administered
programs, except in those
instances where religion is a
Augsburg's 23-acre campus is
Church AHiliation
bona fide occupational
located in the heart of
Augsburg is a college of the
qualification. Augsburg
Minneapolis, Minnesota, and
Evangelical Lutheran
College is committed to
surrounds Murphy Square.
Church in America. The
providing reasonable
Adjacent to the campus are
College is a diverse
accommodations to its
the Fairview-University
community with many
employees and its students.
Medical Center complex,
strong religious traditions
the West Bank campus of
represented among the
the University of Minnesota,
students, faculty, and staff,
and Mississippi River
including but not limited to
parkways.
Lutheran, Roman Catholic,
American Indian spirituality
•
I
campus Man
Campus location
~\
0
~
::c 6th Slreet S
"'
!1
"
If
71h Street S
c
~~ ~~
. '~
~e
00
II
Directions to Campus
35W from the North Take Washington Avenue exit
and turn left on Washington
(curves right onto Cedar
Avenue), turn left at Riverside
Avenue, right at 21st Avenue
South.
1-94 East from Minneapolis Take 25th Avenue exit, turn
left at 25th Avenue, turn left
at Riverside Avenue, turn left
at 21st Avenue South.
l-94 West from St. Paul Take Riverside exit, turn right
at Riverside Avenue, turn left
at 21st Avenue South.
35W from the South Follow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit, turn left at 25th
Avenue, tum left at Riverside
Avenue, turn left at 21st
Avenue South.
3
-
~
f .
Master of Social Work
program office location
Please call (612) 330-1233 for
directions to the Master of
Social Work program office.
Public Parking
Augsburg College commuter
lots are free and open for use
after 4:30 p.m. Monday
through Friday, and on
weekends, unless otherwise
posted. Lots are located on 7th
Street, between 21st and 22nd
Avenues and north or south of
8th Street between 24th and
25th Avenues. Additional
parking is available in the
Fairview-University Medical
Center ramp, or University of
Minnesota parking lots on
the north side of Riverside
Avenue.
n
Blh Streel S
O'
(f>
Buller Place
~~~~~~~~~~~~----11--~~~~~~~~~---, ~~
--.,......,.._Interstate 94 West
lnlerslate 94 East
College Map Information
1. Admissions Weekday
Program
2. Admissions Annex
3. Air Structure Entrance
(November through
March)
4. Anderson-Nelson
Athletic Field and
Seasonal
Air Structure
5. Christensen Center
6. East Hall
7. Faculty Guest House
8. Foss, Lobeck, Miles,
Center for Worship,
Drama and
Communication
9. George Sverdrup Hall
10. Husby-Strommen Tennis
Courts
11. lee Arena
12. Institutional
Advancement and
Alumni/Parent Relations
13. Lindell Library
14. Maintenance and
Grounds Shop
15. Mortensen Hall
16. Murphy Place
17. Murphy Square
18. Music Hall
19. New Residence Hall
20 Old Main
21. Oscar Anderson Hall
22. Public Relations House
23.Quad
24. Science Hall
25. Security Dispatch Center
26. Shipping and Receiving
27. Melby Hall
28. Sverdrup-Oftedal
Memorial Hall
(Social Work office)
29. Urness Hall
Parking Information
A. Admissions/Faculty/Staff
Parking
B. Commuter/Resident
Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter
Parking
E. Commuter Parking
F. Resident Parking
G. Visitor Parking
H. Fairview-University
Parking Ramp
1/01/2M
~
~~
(f>
Show less
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedde... Show more
•
COLLEGE
•
LEADERSHIP
,
••
<
•
"Those who hoye to lead had better
Table of Contents
understand both rationally and
Introduction
intuitively the yeoyle who mtght be
Leadership Development Model
2
their followers, and the society in
Curriculum Design
3
which they are embedded. They had
Thesis/Leadership Application Project Option
3
better comyrehend the values of our
Non-Thesis Option
3
Course Descriptions
4
Library
5
Admission Requirements and Procedures
6
systems work, and understand how
International Applicants
6
and why science has changed the
Student Support Services
7
world ... Leaders need syecialists as
Evaluation Standards
8
Student Rights
8
Attendance Policy
8
leaders themselves are generalists ...
Academic Policies
9
At higher leveh of leadershty they
Accred itation and Affiliations
9
cannot achieve their fall yotential
Fee and Payment Information
10
Financial Aid
11
About Augsburg
14
knowledge. only this way can they
Campus Location
15
shaye the contexts for decisions where
Campus Map
15
exyert knowledge is used."
MAL Faculty
16
common culture, yast and yresent,
know how our yolitical and economic
advisers and staff members. But
without considerable breadth of
- John Gardner
•
This catalog was current at the time of publication .
It is subject to change without notice.
I
Introduction
Accommodating the Full-Time
Work Schedule
Communitv of Learners
Designed to meet the needs and
MAL program is participation
The Master of Arts in
preferences of working adults,
in a community of learners
Leadership (MAL) program
the MAL program is based on
gathered together on the
responds to the leadership
the assumption that the students
Augsburg campus. This
development needs of both
who enroll arc career-oriented,
community is enriched by the
profit and not-for-profit
self-disciplined and well-
students with a variety of work
Developing Leaders for
Organizations and the
Communitv
Essential to the goals of the
organizations. While different in
motivated individuals, seeking a
and life experiences. To facilitate
structure and purpose, most
balance of classroom experience,
community interaction, students
organizations seek leaders with
group interaction and individual
are encouraged to make use of
the following qualities: a vision
study. Most courses are organized
the Lindell library, computer
that is ethically and morally
as seminars with the opportunity
for disrnssion and dialogue.
labs, and Christensen Center.
responsible, extending beyond
immediate concerns; an
Classes meet on alternate
understanding of how change
Saturdays for three-and-one-
occurs and affects the immediate
half hours* and alternate
environment; a sensitivity to the
Thursday evenings for one-
complex problems organizations
and-one-half hours.
face and an ability to achieve
* In spring trimester, Saturday
solutions consistent with an
organization's mission; the ability
sessions meet for four hours.
to motivate and inspire
individuals and groups to work
toward a common goal; and the
Asample class schedule for a month in the MAL program
S11nrlay
VH111rJ~v
l11eso~y
I
'Nea11e,oa1
ability to effectively represent
Friday
Satur ay
Period II
and externally. The MAL
which individuals may discover
Thursday
Period I
the organization both internally
program provides a means by
r
Period I
oak t o
Period II
and refine these and other
Period I
abilities fundamental to effective
Period II
leadership.
Period I
ok lour
Period II
Period I
Period II
Period I
Period II
Thursday 6:00 p.m. to 7:30 p.m
Saturday 8:30 a.m. to 12:00 noon
Thursday 8:00 p.m . to 9:30 p.m.
Saturday 1:00 p.m. to 4:30 p.m.
Note: Each class taken commits a student to either Period I or Period 11.
Leadership Development ModelAuosburu College
The MAL program promotes
To accomplish this, individuals
Leadership Development Model ,
leadership as a process that
aspiring to positions of
that serve as specific outcomes
1) inspires cooperation among
leadership must possess three key
for the MAL program.
people who must compete for
attributes: a sense of vision, the
Augsburg's model of leadership
limited resources, 2) promotes
ability to persuade, and the
development is designed to
productivity within and beyond
ability to direct action.
assess, promote, enhance, and
the organizat ion, and 3) works
Underlying these attributes are
refine these capabilities within
toward progress for the
a broad range of abilities and
the individual.
individual and the organization.
awareness , outlined in the
Leadership
Sense of Vision
Ethical
• Social awareness
• Environmental awareness
• Tolerance of religious and
philosophical differences
• Appreciation of situational
complexity
Orientation
Toward Action
Creative
•
•
•
•
Long-term perspective
Flexibility
Adaptability
Innovativeness
Facility for
Persuasion
Communicative
•
•
•
•
•
•
Risk Assumptive
(This model was
develofJed l;ry the
Augsburg Faculty
Graduate Advisoiy
Commiuee, 1985-87.)
• Curiosity
• Achievement motivation
• Self-esteem
Effective listener
Effective speaker
Effective writer
Diplomatic ability
Effective team member
Interpersonal sensitivity
Culturally Aware
• Appreciation for
cultural differences
• World-view perspective
• Tolerance of individual
differences
Decisive
•
•
•
•
•
Self-confidence
Analytical ability
Ability to think critically
Understanding of research
Ability to manage conflict
•
I
3
Curriculum Design
There are two ways to complete
related topic. This research- based
Non-Thesis Independent Project.
the MAL degree. In the
study gives the student the
The independent research
Thesis/Leadership Application
opportunity to "tie together" what
projects approved each year will
Project (Thesis/ LAP) Option,
has been learned from the study of
be presented in an annual
students complete a thesis or a
leadership and course-related
colloquium. Students who do
major leadership application
activities.
not complete their independent
project and 10.5 credits. In the
The principal distinction
project while enrolled in
Non-Thesis Option, students must
between the Thesis and the
ML 597 are required to pay a
complete 11 credits, two papers,
Leadership Application Project
continuation fee.
but no thesis.
lies in their underlying
For more information
Augsburg uses a course
orientation. A Thesis has a more
regarding the Non-Thesis option,
system rather than a credit system
theoretical orientation, while the
refer to the Information and
in its curriculum. An Augsburg
Leadership Application Project is
Guidelines for the Non-Thesis
course is equivalent to four
based on practical application.
Project booklet.
semester credits or six quarter
Both require similar rigor and
credits. Each course includes two
preparation. For either alternative,
or more liberal arts disciplines,
the student must register for ML
encourages pursuit of the
592, 593, and 594. Differences
designated outcomes and uses a
between these two options will be
variety of learning techniques
explored in ML 514 Research
appropriate to adult leamers.
Methods and in ML 593
Instructional techniques include
Leadership Research Seminar I.
case studies, debate, written and
For more information
oral presentations, and group
regarding the Thesis/LAP option,
activity. These techniques develop
refer
targeted leadership abilities and
Guidelines for the Thesis and
to
the Information and
understanding. Students are
Leadership Application Project
encouraged to see abilities and
booklet.
understandings as cross-
Students who do not
complete their Thesis or Leadership
Application Project while enrolled
in ML 594 Leadership Research
Seminar II are required to pay a
continuation fee.
disciplinaty 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.
Non-lhesis Option
Core Courses for Thesis/LAP
Option: (3.5 course credits)
Elective Courses for Both Options:
(at least 7.0 course credits)
The following core courses are
required for all Thesis/LAP students
in the MAL program:
ML 510 Visions of Leadership
ML 514 Research Methods
ML 592 Thesis/LAP Consultation
(0.5 course)
(ML 592 is taken in conjunction
with ML 594.)
ML 593 Leadership Research
Seminar I (0.5 course)
ML 594 Leadership Research
Seminar II (0.5 course)
(ML 592, 593, and 594 are to be taken
in a student's last two consecutive
terms or after the student has
completed at least five electives and
ML 510.)
The MAL program requires that seven
elective courses be selected from the
following course list:
ML 511 Creativity and the
Problem-Solving Process
ML 520 Self-Identity, Values, and
Personal Growth
ML 521 Methods of Critical
Thought
ML 525 Personality and Systems
Theories
ML 530 Ethics in Communication
ML 531 The Dynamics of Change
ML 535 Organizational Theory and
Leadership
ML 540 Political Leadership:
Theory and Practice
ML 545 Decision Making and
Leadership
ML 550 Decision Making and
Computer Technology
ML 560 Developing a Multi-cultural
Perspective
ML 565 Women and Leadership
ML 580 Colloquium on
Contemporary Theories
of Leadership (elective for
Thesis/ LAP Option
students)
ML 598 Independent Study
ML 599 Special Topics
Core Courses for Non·Thesis
Option: (4.0 course credits)
ML 510
ML 514
ML 580
An alternative to the thesis is the
lhesis/LAP Opdon
successful completion of two
Students who select the
major papers, as described below.
Thesis/LAP Option are required
The first of these papers will be
to develop and carry out an in-
written in conjunction with ML
depth study of some aspect of
580. The second paper will be
leadership or of a leadership-
written while enrolled in ML 597
(Note: If students wish to
change from the Thesis
Option to the Non-Thesis
Option after completing the
Research Seminars, they
may petition the MAL
committee.)
ML 597
Visions of Leadership
Research Methods
Contemporary Theories
of Leadership
Non-Thesis Independent
Project
All courses are valued at 1.0 credit unless otherwise designated.
Course Descriptions
ML 500
Leadership Practicum
ML 521
Methods of Critical Thought
(1.0 course)
ML 531
The Dynamics of Change
(1.0 course)
Introduction to selected concepts of
leadership, providing a historical and
philosophical framework for the
program. This course views the
nature and purpose of leadership
from a variety of disciplines and
perspectives.
Investigation of the processes of
critical thinking, drawing from
philosophy as well as natural and
social science. The course will survey
a variety of contemporary approaches
to critical thinking, including the use
of logic and analytical reasoning, the
relationship of evidence to the
confirmation of theories and the value
of appeals to scholarly studies. A
special focus of the course will be an
assessment of the ways in which
natural and social sciences can (and
cannot) assist leaders in addressing
problems and seeking solutions.
This course offers an exploration of
the context of social change and
varying responses to diverse human
needs. Ways of achieving well-being
may be viewed differently by leaders
in public and private domains and
across cultures. The course explores
these various perspectives, including
areas of conflict and opportunities for
leadership in social and organizational
change. Sociological, human
development and economic theories
are applied to contemporary public
and private sector issues for
social change.
ML 511
Creativity and the Problem-Solving
Process (1.0 course)
ML 525
Personality and Systems Theories
(1.0 course)
ML 535
Organizational Theory and
Leadership (1.0 course)
Exploration of creativity from the
perspective of traditional aesthetics
as well as contemporary
organizational thinking. This course
uses creativity as a method, and it
examines techniques for solving
problems in organizations, for
enhancing innovation and for seeking
an integrative world-view.
Study of leadership in the dual
context of personality theory and
systems theory. Contributions of
Jung, Fromm, Maslow, May and
others to personality theory are
considered as are the systems'
theories of von Bertalanffy and
Bateson. The theories are applied
to the concrete realities of
leadership in a variety of settings.
In-depth exploration of organizational
theory plus related concepts, issues
and concerns. The course is
designed to enable the student to
acquire knowledge and develop
skills in order to function as a
responsible, ethical participant within
various types of organizational
structures and cultures.
The MAL program occasionally
sponsors professional development
workshops and seminars for
students, alumni and interested
community members .
ML 510
Visions of Leadership: A Historical
and Literary Journey (1.0 course)
ML 514
Research Methods (1.0 course)
Evaluation and documentation of
programs, projects and ideas as they
relate to leadership theories and
practice. Qualitative and quantitative
tools will be discussed.
ML520
Self-Identity, Values and Personal
Growth (1.0 course)
•
Study of the concepts of self-identity,
value formation , and personal growth
as they relate to professional life;
factors that influence the
development of self-identity and
personal values; and the effect of
personal values of learning and
leadership strategies.
ML530
Ethics in Communication
(1.0 course)
Interdisciplinary study of ethics
and communication through the
investigation of a variety of ethical
perspectives within human
communication. This course places
particular attention on the use and
abuse of communication in politics,
advertising and interpersonal
relationships . It emphasizes
sensitivity to ethical conflicts that
arise in social and organizational
settings.
ML 540
Political Leadership: Theory and
Practice (1.0 course)
Analysis of leadership perspectives
in selected political systems and
other organizations. Special focus
on significant leadership theories
and leaders, past and present.
Most theories studied are
interdisciplinary and relevant to
business and non-profit organizations
as well as to politics.
I
I
ML 545
Decision Making and Leadership
(1.0 course)
ML 580
Colloquium on Contemporary
Theories of Leadership (1.0 course)
Review of the decision-making
process - the setting , goals, and
contingencies - as it affects leaders
Selected contemporary theories of
leadership presented by instructors
who participate in the seminar.
Emphasis on critical thinking ,
discussion, written analysis.
Prerequisite: One-year coursework
in MAL program and ML 510.
and leadership. Analysis of
arguments and explanations; analysis
of basic statistical concepts and their
relationship to decision making.
Assessment of major social
decisions, past and present - their
intentions, consequences, arguments,
explanations, and justification .
ML 550
Communication, Decision Making,
and Technology (1.0 course)
Analysis of the role various forms of
digitally-mediated communication
play in our society and how
communication, decision making,
and leadership have been altered
by these technologies. Students
examine how they can engage and
manage these processes in their
organizations.
ML 560
Developing a Multicultural
Perspective (1.0 course)
Investigation of multicultural issues.
This course will enhance one's ability
to lead and work more effectively
with people of different cultural
backgrounds through the study of
diverse values, beliefs, and traditions
within the global community.
ML 565
Women and Leadership (1.0 course)
A seminar exploring the theory and
practice of women and leadership:
entrepreneurial, political, and social.
An interdisciplinary approach to
issues of women and leadership.
Topics include analysis of alternative
approaches to leadership, women
and careers, and women in society
past and present. The course is
intended to enhance the analytical
and leadership skills of the
participants.
ML 592
Thesis/LAP Consultation
(0.5 course)
A series of meetings with a faculty
thesis/project adviser, taken
simultaneously with ML 594
Leadership Research Seminar II .
Graded on PIN basis. Students not
completing the thesis/application
project during the same term in
which they are enrolled in ML 594
are required to pay a continuation
fee for each subsequent term until
the Thesis/LAP is completed.
ML 593
Leadership Research Seminar I
(0.5 course)
First half of a two-course thesis
capstone sequence for the MAL
program to be taken in a student's
last two consecutive terms or after
the student has completed at least
five electives and ML 510. This
course provides each individual the
opportunity to develop a research
topic, to synthesize previous study
and work experience, and to
demonstrate an understanding of
the program's principles. Graded
on a PIN basis.
5
By the completion of the seminar,
students should have made
significant progress on their thesis or
Leadership Application Project.
Graded on a PI N basis.
ML 597
Non-Thesis Independent Project
(1.0 course)
Major written project to be completed
in an area of the student's choice, 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.
Students who do not complete the
project during the term in which they
are enrolled are required to pay a
continuation fee for each subsequent
term until the project is completed.
ML 598
Independent Study* (1.0 course)
Provides directed independent study
in an area of the student's choice.
Open to students who have
completed at least three courses with
a grade of at least 3.0. Students must
complete a Proposal for Independent
Study and have it signed by the
supervising professor. Proposals
must be approved by the MAL
program director prior to registration
for the course.
ML 599
Special Topics (1 .0 course)
Study of selected topics in leadership
that are not treated extensively
through current course offerings.
Specific topics will be published prior
to registration.
ML 594
Leadership Research Seminar II
(0.5 course)
Continuation of the "capstone"
seminar, taken following the student's
registration in ML 593 Leadership
Research Seminar I. This seminar
focuses on the methods of inquiry
and results of individual projects.
•A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598.
Please refer to the Thesis/LAP and Non-Thesis Project booklets for additional information.
LINDELL LIBRARY
The James G. Lindell Fam
library, which opened in
1997, houses over 175,001
items and provides access
the holdings of the seven
private liberal arts college
in the Twin Cities.
Admission Requirements and Procedures
Applicants to the program must
beginning of the fall, winter,
hold a baccalaureate degree
and spring terms. Selection of
graduate institutions attended,
from an accredited four-year
candidates will be made on the
listing courses taken and
college or university and must
bas is of an evaluation of each
degree (s) conferred, if any.
have a minimum cumulative
applicant's:
undergraduate grade point
• Previous college record
to participate in an interview
average of 3.0 (on a scale of
• Letters of recommendation
with graduate program faculty
A = 4.0) and a minimum
• Experience and organizational
and/or staff members.
cumulative grade point average
Applicants may be asked
background
of 3.0 fo r graduate courses
• Written statement
completed at an accredited
• Interview, if requested
college or university. Applicants
International Applicants
The Augsburg College MAL
holding a master's or other
To apply, the following
Program Office encourages
advanced degree from accredited
materials must be submitted to
qualified applicants from other
colleges or universities are
the MAL Program Office:
countries. International
admissible. Should an applicant
• Completed application form
applicants should keep in mind
not meet the minimum
• $35.00 non-refundable
admission requirements, a
probationary term may be
possible as decided on a case-bycase bas is. Applicants to the
application fee
experience (or equivalent) with
one or more organizations in a
position of leadership or position
demonstrating leadership
potential.
Decisions about admission
Saturdays and that students can
the applicant's career and life
take only two classes for a yearly
goals to leadership aspirations
• Recommendation letter and
checklist from an immediate
supervisor, assessing leadership
potential
• Recommendation letter and
checklist from a work
to the progra m will be made on
colleague (at the same level)
an individual basis by the MAL
describing the applicant's
Admissions Committee.
work-style leadership potential
Admission to each entering
that classes meet on alternating
Thursday evenings and
• A 1-3 page statement relating
program must have five years of
•
• O fficial transcripts from all
• Official transcripts from all
graduate class will be given to
undergraduate institutions
the most highly qualified
attended, listing all courses
individuals. Admissions are
taken and any degree(s)
handled on a "rolling" basis,
conferred
total of six classes. With this
schedule students can complete
the required course work in less
than two years. See Admission
Requirements for a description
of the admission process,
selection criteria, and work
experience requirements.
Application materials required
for international applicants are:
• Completed application form
• $35.00 application fee (nonrefundable) payable in U.S.
dollars
with students admitted at the
I
7
• A 1-3 page statement relating
the applicant's career and life
goals to leadership aspirations
• Completed Declaration of
Finances (see below for further
information)
• Letter of recommendation in
English from an immediate
supervisor, assessing leadership
potential
• Letter of recommendation in
English from a work colleague
(at the same level) describing
the applicant's work style and
potential as a leader
• Official mark-sheets with
Applicants may be asked
to participate in an interview
STUDENT SUPPORT SERVICES
with graduate program faculty
Academic advising for
program planning is available.
certified translations from all
and/or staff members, if the
undergraduate institutions
applicant is in the United States.
attended listing all courses
Students and their
taken, marks earned, dates
financial sponsor must complete
attendee\, and clegree(s) or
a Declaration of Finances as part
cliploma(s) conferred, if any
of the application for admission,
• Official mark-sheets with
certified translations from all
graduate institutions attended
along with appropriate
certifications.
Students will need to
listing all courses taken, marks
provide proof of availability of
earned, dates attended, and
funds for tuition, books, and
degree(s) or diploma(s)
living costs for the academic year
conferred, if any
in which they want to attend.
• Official results on the Test of
The College requires students to
As students approach the
capstone experience, they
select thesis or project
advisers to guide them
throughout the completion of
their program. Graduate
program staff is also available
to help students with nonacademic advising issues.
Self/career assessment
counseling, resume
development and a career-
English as a Foreign Language
provide proof of a minimum of
(TOEFL) with a minimum
$10,000 in U.S. funds for living
search plan are available
through the Center for
Service, Work, and Learning,
score of 590
expenses for themselves plus the
(612) 330-1148.
cost of tuition.
NOTE: Additional information may be required, as requested by Augsburg College, to accurately evaluate
educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J-1
for students admitted to the MAL program. Information requested for the 1-20 or J-1 will not be used to
make an admission decision.
Fee and Pavment Information
A schedule of fees is published
letter from the employer,
A per-course tuition refund will
separately in the MAL Program
stating the company's
be made on the following basis:
Supplement. Tuition is
reimbursement policy, must
• T hrough the first scheduled
determined annually. ML 592,
be filed annually with the
class meeting - 100% of tuition
ML 593, and ML 594 are half-
Business Office.
(less a $75 administration fee
credit courses and are charged
Registration is permitted
half of the current full credit
only if the student's account for
tuition. A continuation fee is
a previous term is paid in full as
charged to students who do not
agreed. Augsburg College will
complete their capstone project
not release diplomas or academic
during the terms they are
transcripts until a student's
enrolled.
account is paid in full. This also
applies to student loans
Augsburg otters the following
pavment options:
administered by the College
Various payment plans are
They must be current according
available:
to established repayment
1) Payment in Full:
schedules.
if withdrawing from current
term entirely).
• Prior to the second scheduled
class meeting - 80% of tuition.
• Prior to the third scheduled
class meeting - 60% of tuition.
• No refund after the third
scheduled class meeting.
(e.g., Perkins Student Loan).
Due day of registration.
2) Payment Plan:
Refund Schedule
A three-pay plan is available
Students are responsible for
each trimester upon
canceling courses with the
application and after College
registrar's office in order to be
approval. Payment plans will
eligible for a refund. Students
be approved only if previous
who unofficially withdraw (stop
plans have been satisfactorily
attending) and do not complete
completed.
the drop/add form are
3) Company Reimbursement:
responsible for all charges.
Full courses, or equivalent,
Financial aid may be adjusted
that are company reimbursed,
based on the student's last
require a deposit of $100 per
recorded date of attendance.
course reimbursed, with full
payment due within 50 days
after the end of the term. A
•
I
Financial Aid
Financial assistance is available
to degree-seeking students
enrolled in the MAL program.
~on-degree-seeking
students are
not eligible for any type of
financial aid through Augsburg
College. Two full-credit courses
per trimester are considered full
time. One course is considered
half-time enrollment. The
Federal and State Aid
Programs
Enrollment and Financial
or degree-related college
Services Center (EFSC),
programs. Augsburg College
(612) 330-1046, assists students
offers several payment plans by
The Enrollment and Financial
in assessing financial aid
which employees may handle
Services Center (EFSC) uses
eligibility and offers financial aid
tuition reimbursement. Students
standard, nationally accepted
from available alternatives,
should contact the EFSC to make
methodology to de termine
including the following:
payment arrangements using
eligibility for federal and state
the company reimbursement
financial aid programs.
Sponsored Scholarships
Augsburg actively pursues nonAugsburg funding for special
scholarships. The availability of
payment plan.
• Federal Stafford Loan Program
Bureau of Indian Affairs. Tribal
and State Indian Scholarships
Common Loan Provisions:
Borrowing Limits: Graduate
American Indian students who
students may borrow up to
participation of individuals of
meet federa l, state, or tribal
$18,500 per year with an
limited financial means as well as
requirements may apply for these
aggregate of $128,500
individuals wocking for volunteer
scholarships. Indian grants
(undergraduate and graduate).
agencies and other organizations
generally supplement other
such scholarships may enable the
not likely to provide tuition
reimbursement.
Companv Tuition Assistance
Programs
from either the unsubsidized or
assistance in application, please
subsidized programs or a
contact Augsburg's American
combination of both but cannot
Indian Student Services Program
exceed the annual loan limits.
director at (612) 330-1144 or
your tribal agency.
Many companies, agencies, and
corporations offer full or partial
tuition assistance to employees
who participate in work-related
A student may borrow
sources of financial aid. For
Interest Rates: The annually
variable interest rate is
determined by the 91-day
T-Bills +3.1 %, capped at 8.25%
and changes each July 1st for all
12
Financial Aid, continued
borrowers. The interest rate for
Fees: An origination fee of 3%
Borrowing Limits: You may
enrollment periods beginning
and a guarantee fee of up to 1%
borrow up to $3 ,000 per year
between July 1, 2000 and
will be deducted from the loan
as a graduate student with a
June 30, 2001 is 7.59%.
check before you receive it.
$30,000 maximum.
Repayment Terms: Repayment
Federal Stafford Loans
Interest and Repayment:
begins six months after you cease
(Unsubsidized): You may
Simple interest of 5% and
to be enrolled at least half time
borrow up to the amount listed
repayment of principal (at a
in an eligible program leading
on your award notice.
minimum of $40 per month)
begin nine months after you
to a degree or certificate.
Repayment may extend up
Interest: Interest accrues
to 10 years.
during the period of enrollment
graduate or leave school.
Partial or total loan
and may be capitalized.
cancellation privileges exist
deferments are granred for
Fees: An origination fee of
disability and, in certain
continued education, disability,
3 % and a guarantee fee of
circumstances, military service.
and unemployment. Contact
1% will be deducted from
Deferments: In most cases,
for certain types of teaching,
your lender if you think you are
the loan check before you
Deferments: No interest accrues
eligible for a deferment.
receive it.
nor do payments need to be
made at any time you are
enrolled at least half time or for
Progrnm Specific Provisions :
•Federal Perkins Loan Program
serving three years in the
Federal Stafford Loan
A joint Augsburg College-
military, Peace Corps, or VISTA.
(Subsidized): The Enrollment
federally funded program
Contact the EFSC if you think
and Financial Services Center
administered through the
you are eligible for a deferment.
has determined that, based on
College for students who
the financial information
demonstrate financial eligibility.
submitted, students qualify for
No checks are issued, but the
up to the amount listed on
student is required to sign a
•SELF (Student Educational
Loan Fund)
their Award Notice.
promissory note at least once
The SELF is administered
per term. Funds are put on the
through the Minnesota Higher
Interest: No interest accrues
student account after the
Education Coordinating Board.
during the time the student is
note is signed.
Applications are available from
enrolled at least halftime.
the EFSC and should be
completed by the borrower and
•
I
13
co-signer and returned to the
To APPIV tor Financial Aid
EFSC for further processing.
Financial Aid application
Loan checks arrive once per
materials are available from the
term and are made co-payable
MAL Program or EFSC.
to the student and Augsburg
Applicants must be admitted to
College.
Augsburg as regular students or
be returning students in good
Borrowing Limits: Graduate
academic standing.
students may borrow up to
The financial aid
$9,000 per year minus any
application will be processed
other student loan indebtedness.
when the following documents
Maximum graduate borrowing
are received:
cannot exceed $40,000
1) The Free Application for
including undergraduate.
Federal Student Aid
The minimum loan amount
(FAFSA) or the Renewal
per year is $500.
FAFSA
Interest and Repayment:
The interest rate is variable.
Interest payments begin 90 days
after the loan is disbursed and
2) Augsburg Financial Aid
Application
3) Federal income tax return(s)
and W-2(s)
continue quarterly thereafter
while the student is enrolled.
Principal payments begin in
For further information,
contact:
the 13th month after you
leave school.
Enrollment and Financial
Services Center
Deferments: There are no
deferments. Contact the
Minnesota Higher Education
Coordinating Board regarding
special circumstances and
repayment.
(612) 330-1046
efsvcctr@augsburg.edu
14
About Augsburg
Historv
Augsburg was the first seminary
founded by Norwegian
Lutherans in America, named
after the confession of faith
presented by Lutherans in
Augsburg, Germany, in 1530.
Augsburg opened in September
1869, in Marshall, Wisconsin,
and moved to Minneapolis
in 1872.
Campus Location
Augsburg's campus is located in
the heart of the Twin Cities,
surrounding Murphy Square, the
main academic and
orientation, marital status, status
administrative halls, the library,
with regard to public assistance,
and the music building. In
or disability in its education
addition, there are programs for
policies, admissions policies,
students with learning, physical,
scholarship and loan programs,
and psychiatric disabilities.
athletic and/or school
administered programs, except in
first of 155 parks in the "City of
Lakes." The University of
Church AHiliation
Minnesota West Bank campus
Augsburg is a college of the
and one of the city's largest
Evangelical Lutheran Church
medical complexes-Fairview
in America. It has a diverse
University Medical Center-are
community with many strong
adjacent to Augsburg, with the
religious traditions represented
Mississippi River and the Seven
among the students, faculty,
Corners theatre district just a
and staff, including Lutheran,
few blocks away.
Protestant, Roman Catholic,
Jewish, American Indian
Accessibilitv
Augsburg College has made a
Spirituality and Thought,
Buddhist, and Islamic faiths.
major effort to become one of
•
the most accessible campuses in
Hon-Discrimination Policv
the region. Skyways, tunnels,
those instances where religion is
a bona fide occupational
qualification. Augsburg College
is committed to providing
reasonable accommodations to
its employees and students.
Any questions concerning
Augsburg's compliance with
federal or state regulations
implementing equal access and
opportunity can be directed to
Lora Steil, affirmative action
coordinator, Office of Human
Resources, CB 79, Augsburg
College, 2211 Riverside Avenue,
Augsburg College, as affirmed in
Minneapolis, MN 55454. She
and elevators provide accessible
its mission, does not discriminate
can be reached by telephone
connections among major
on the basis of race, color, creed,
at (612) 330-1023; or by e-mail,
buildings-student housing
religion, national or ethnic
steil@augsburg.edu.
towers, the Christensen Center,
origin, age, gender, sexual
I
·15
Campus Location
Campus Map
~\
0
~
:c
6lh Street S
Directions to Campus
35W from the North Take Washington Avenue exit
and turn left on Washington
(cu1ves right onto Cedar Avenue),
turn left at Riverside Avenue,
right at 21st Avenue South.
I-94 East from Minneapolis Take 25th Avenue exit, turn left
at 25th Avenue, turn left at
Riverside Avenue, turn left at
21st Avenue South.
I-94 West from St. Paul Take Riverside exit, turn right
at Riverside Avenue, turn left
at 21st Avenue South.
35W from the South Follow the 1-94 St. Paul signs
(move to right lane after each
of two mergers). Take 25th
Avenue exit, turn left at 25th
Avenue, turn left at Riverside
Avenue, turn left at 21st
Avenue South.
~ lnlerslala 94 West
Master of Arts in Leadership
Program office location
Please call (612) 330-1786 for
directions to the Master of Arts
in Leadership Program office.
College Map Information
1.
2.
Public Parking
3.
All Augsburg College staff,
faculty and commuter lots are
free and open for use after
4:30 p.m. Monday through
Friday, and on weekends, unless
otherwise posted. Lots are
located on 7th Street, between
21st and 22nd Avenues and
north or south of 8th Street
between 24th and 25th
Avenues. Additional parking
is available in the FairviewUniversity Medical Center
ramp, or University of
Minnesota parking lots on
the north side of Riverside
Avenue.
4.
5.
6.
7.
8.
9.
10.
11 .
12.
13.
14.
15.
16.
17.
18.
19.
20
21.
Admissions Weekday Program
Air Structure Entrance
(November through March)
Anderson-Nelson Athletic Field
and Seasonal Air Structure
Christensen Center
(Information Desk)
East Hall
Faculty Guest House
Foss, Lobeck, Miles Center
for Worship, Drama and
Comunication (TjornhomNelson Theatre, Hoversten
Chapel)
George Sverdrup Hall
Husby-Strommen Tennis Courts
Ice Arena
Jeroy C. Carlson Alumni Center
Lindell Library
Maintenance and Grounds Shop
Mortensen Hall
Murphy Place
Murphy Square
Music Hall
New Residence Hall
Old Main
Oscar Anderson Hall
Public Relations &
Communications
22.
23.
24.
25.
26.
27.
28.
Quad
Science Hall
Security Dispatch Center
Shipping and Receiving
Si Melby Hall
Sverdrup-Oftedal Memorial Hall
Urness Hall
Parking Lots
A. Admissions/Faculty/Staff
Parking
B. Faculty/Staff/Commuter/
Resident Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter Parking
F. Resident Parking
G. Visitor Parking
H. Fairview-University Parking
Ramp (pay parking available)*
MALFacultv
John E. Benson, Professor of
Religion . B.A. , Augsburg College;
B.S., Luther Theological Seminary;
M.A., Ph .D., Columbia University.
Larry J. Crockett, Professor of
Computer Science. B.A., M.A., Pacific
Lutheran University; M.Div., Luther
Theological Seminary; Ph.D.,
University of Minnesota.
Rosemary J. Link, Professor of
Social Work, BNHons. University of
Southampton, Post graduate diploma
& C.Q.S.W. University of London,
U.K., Ph.D., University of Minnesota.
Marie 0. McNeff, Professor of
Education. B.A., M.A., Ed.D.,
University of Nebraska.
Diane L. Pike, Professor and Chair,
Department of Sociology. A.B .,
Connecticut College; Ph.D., Yale
University.
Milo A. Schield, Associate Professor
of Business Administration/MIS. B.S.,
Iowa State University; M.S.,
University of Illinois; Ph.D., Rice
University.
Thomas F. Morgan, Professor of
Cass Dalglish, Associate Professor
Faculty who teach in the
MAL program are
predominantly full-time
senior faculty with
doctorates or appropriate
professional degrees. Some
courses are team taught by
faculty from different
disciplines or occasionally
by combining a faculty
of English . B.A. , College of St.
Catherine; M.F.A. , Vermont College;
Ph.D., The Union Institute.
Business Administration/MIS. B.S.,
Juniata College; M.B.A., University of
Denver; M.S., University of Oregon;
Ph.D., University of Minnesota.
Joseph A. Erickson, Associate
William D. Morris, Assistant
Professor of Education. B.A., M.A.,
College of St. Thomas; M.A., Luther
Northwestern Theological Seminary;
Ph .D., University of Minnesota.
Professor of Political Science. B.A.,
Oakland University; Ph.D., CarnegieMellon University. President, Decision
Resources, Ltd.
Garry W. Hesser, Professor of
Sociology, Director of Cooperative
Education Program, Director of
Metro-Urban Studies. B.A., Phillips
University; M .Div., Union Theological
Seminary; M.A., Ph.D ., University of
Notre Dame.
Beverly J. Nilsson, Professor of
Nursing. B.S.N ., M.S., Ph.D.,
University of Minnesota.
David V. Lapakko, Associate
Professor of Speech, Communication
and Theatre. B.A. Macalester
College, M.A. and Ph.D., University
of Minnesota.
member with professionals
from relevant fields. All of
the program 's faculty have
extensive experience
teaching adult learners.
Velma Lashbrook, Instructor. B.S .•
Speech Communication, Iowa State
University, M.S., Speech
Communication, Illinois State
University, Ed.D., Communication
and Educational Psychology, West
VirginiaUniversity. President,
Strategy Implementation Associates .
John S. Schmit, Associate Professor,
English ; B.S., St. John's University
(MN); M.A. , University of New
Orleans; Ph.D. , The University of
Texas at Austin.
Joseph M. Vo lker, Instructor of
Psychology. B.A., University of
California-Irvine; M.A., Ph.D. ,
University of Minnesota. Licensed
psychologist at MDA Associates.
Norma Noonan, Professor of Political
Science, Director of MAL program,
and Director of the International
Relations Program. B.A., University of
Pennsylvania; M.A., Ph.D., Indiana
University.
Catherine L. Paulsen, Instructor in
Psychology, B.A. , St. Olaf College,
M.A. , Lone Mountain College, San
Francisco.
Curt Paulsen, Associate Professor of
Social Work. B.A., St. Olaf College;
M.S.W., University of Minnesota;
Ph.D., Clinical Psychology, Fielding
Institute.
•
I
•
Master of Arts in
Master of Arts in
LEADERSHIP _____P_rogram
office hours, location, & phone
Hours
Location
Phone
Monday-Friday, 8 a.m.-4:30 p.m.
Class Saturdays, appointments only
Anderson Hall
2016 South 8th St.
(612) 330-1786
FAX: (612) 330-·ffl55-
r1Si..\
Master of Arts in
LEADERSHIP
Information Sessions
Adults who are interested in the Master of Arts in Leadership Program are encouraged to attend one of the information
sessions scheduled throughout the year. Information sessions are free of charge and approximately two hours in length.
Call the Master of Arts in Leadership Office at (612) 330-1786 for details or to sign up for one of the following dates:
Fall Trimester 2000-200 I
Spring Trimester 2000-200 I
Thursday, July 6, 6 p.m.
Wednesday, August 2, 6 p.m.
Wednesday, February 7, 5:30 p.m.
Saturday, March 10, 9 a.m.
Winter Trimester 2000-2001
Fall Trimester 2001-2002
Tuesday, October 17, 5:30 p.m.
Thursday, November 16, 5:30 p.m.
Tuesday, May 8, 5:30 p.m.
Tuesday, June 26, 5:30 p.m .
For more information, write or call :
The Master of Arts in Leadership Program
Campus Box 144
2211 Riverside Avenue
Minneapolis MN 55454
Master of Arts in
LEADERSHIP
--
Phone: (612) 330-1786
Fax: (612) 330-1355
malinfo@augsburg.edu
www.augsburg.edu
2000-2001 Program Calendar
New Students
Fall
Winter
Spring
Application Deadline
New Student Orientation
August 7
August 29
December 15
January 4
March 5
March 29
Current Students
Fall
Winter
Spring
Mail Registration Begins
Mail Registration Ends
Syllabi Available
Payment Information Sent
Confirmation Due
June 19
July 7
August 7
August 7
August 31
October 9
October 23
December 11
December 11
January 6
February 5
February 19
March 12
March 12
March 31
Master of Arts in
LEADERSHIP
2000-2001 Academic Calendar
Fall Trimester 2000
Classes meet
Winter Trimester 2001
Thursday, August 31
Saturday, September 9
Saturday, September 16
Thursday, September 21
Saturday, September 30
Thursday, October 5
Saturday, October 14
Thursday, October 19
Thursday, October 26
Saturday, November 4
Thursday, November 9
Saturday, November 18
Saturday, January 6
Thursday, January 11
Saturday, January 20
Thursday, January 25
Saturday, February 3
Thursday, February 8
Saturday, February 17
Thursday, February 22
Saturday, March 3
Thursday, March 8
Saturday, March 17
Thursday, March 22
Spring Trimester 200 I
Saturday, March 31
Saturday, April 7
Thursday, April 12
Saturday, April 21
Thursday, April 26
Saturday, May 5
Thursday, May 10
Saturday, May 19
Thursday, May 24
Saturday, June 2
Last day to add/drop* :
Wednesday, April 11, 2001
Last day to add/drop*:
Last day to add/drop* :
Wednesday, September 6, 2000
Wednesday, January 10, 2001
Last day to withdraw:
Thursday, May 10, 2001
Last day to withdraw:
Last day to withdraw:
Thursday, October 12, 2000
Thursday, February 15, 2001
Final grades due:
Monday, July 2, 2001
Final grades due:
Final grades due:
Friday, December 15, 2000
Friday, April 20, 2001
Note:
Saturday Classes during Spring 2001
are four hours.
1st period: 8 a.m.-noon
2nd period: 1-5 p.m.
*Refer to MAL Catalog for refund schedule.
The College reserves the right to change the above dates should it be necessary. In such cases sufficient advance notice will be given.
In case of severe weather listen to WCCO 830 AM or call (612) 330-1786 for cancellation information.
2000-2001 Tuition & Fees
Application Fee (payable once, non-refundable)
Tuition (per course)
Technology Fee (per course)
Thesis/Project Continuation Fee (per trimester)
Campus Access Fee (per trimester)
Audit a Course
Late Fee (per day)
Registration change after first class meeting (cancel/add)
Transcript Fee (first is free)
$35
~ IS' l'd.'64
$25
$175
$10
$626
$35
$10
$5
A finance charge is applied at a simple rate of one percent per month on any account with an open balance of 30 days or more.
Augsburg College reserves the right to adjust charges should economic conditions necessitate.
Commencement 2001
In order to participate in Commencement 2001, application forms must be submitted by March 1, 2001 :
• Thesis/Application Project students: Must have defended their thesis/application project by May 16.
• Non-thesis (Plan B) students: Must have successfully completed ML580 and ML597 including the presentation (May 16).
When all the degree requirements are completed , your diploma will be mailed.
Class Schedule & Course Offering s
Fall Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m . and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m .
Time period I:
ML510 Visions of Leadership
ML599 Topics: Spirituality and Leadership in the Workplace
Time period II :
ML514 Research Methods
ML550 Communication, Decision-Making & Technology
Winter Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8:30 a.m.-noon
Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m.
Time period I:
ML525 Personality and Systems Theories
ML580 Colloquium of Contemporary Theories in Leadership
Time period II:
ML535 Organizational Theory and Leadership
ML593 Leadership Seminar I
ML599 Topics
Spring Trimester
Time period I:
Time period II:
Thursday 6-7:30 p.m. and Saturday 8 a.m -noon
Thursday 8-9:30 p.m. and Saturday 1-5 p.m.
Note: Classes on Saturday are 4 hours instead of 3.5 hours long
Time period I:
ML521 Methods of Critical Thought
ML540 Political Leadership
ML594 Leadership Seminar II
Time period II :
ML510 Visions of Leadership
ML530 Ethics in Communication
Summer Trimester
Time : to be determined
ML560 Developing a Multi-cultural Perspective
These course offerings may change.
A-UGSBURG
C•O•L•L•E•G•E
MASTER OF ARTS IN LEADERSHIP
PO Box 144
2211 Riverside Avenue
Minneapolis. MN 55454
www.augsburg.edu
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